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teaching with urgency without teaching

Teaching with Urgency,

Without Teaching to the Test!

by Jen Jones – Hello Literacy

Session Handouts

North Carolina Reading Conference

March 17, 2015

Twitter

Handle:

@hellojenjones

Workshop

Hashtag:

#NCRA15

© 2015, Jen Jones Blog: helloliteracy.blogspot.com Store: hellojenjones.com Email: helloliteracy@gmail.com

jen jones www helloliteracy blogspot

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Jen Jones | www.helloliteracy.blogspot.com | @hellojenjones

what the text says

WHAT the text says

HOW the author is

saying it

WHAT the text means

what can i do when someone is annoying or hurting

What can I do when someone is annoying or

hurting me? Look the person in the eye and

say nicely:

I don’t like it when _____________________________.

I feel ________________when you_________________.

I would like_____________________________________.

When someone tells you this, what you can you

say back? Look the person in the eye and say

nicely:

I heard you say________________________________.

I won’t_________________________________________.

I am sorry.Debbie Miller, p.99

mentor text titles various nonfiction titles

Mentor Text Titles: various nonfiction titles

Common Core Strategy Standards: RIT1.2, RIT.1

MINILESSON

PART

Mini-Lesson written by Jen Jones

Connection

(2 minutes)

That is so exciting! I do the same thing. When I want to learn about the world, I

read books about the topics and things I want to learn about. Reading about the

world through books is just like real life, but in books.

Teaching

Point

(1 minute)

way we do this is by looking at the cover and reading the title. First, we ask

“What is the title?”Then weask “what are the pictures and the illustrations on

the cover of the book showing me?”Then, weask “Does the title and the

pictures on the cover match? Finally, weask, “Do I think I know what this book is

going to teach me?” When we ask and answer these questions, we can know the

book’s topic.Watch me as I ask these questions.

Teach

(4 minutes)

Then,“What are the pictures on the cover showing me?” (a hand-drawn map)

Then,“Does the title and the cover picture match?” (yes)

Finally,“Do I know that this book is going to teach me? (all about maps)

Did you see how I asked and answered questions to figure out the topic.

Active

Engagement

(2 minutes)

what is the title? what is the cover picture showing me? do they match? do you

know what the book is going to teach you? Is that the topic?

I noticed you asked and answered these questions as you looked at the covers

carefully.

Link

(1 minute)

the cover photo) to determine the book’s topic. One way we do this is by asking:

What is the title?

What is the cover picture showing me?

Does the title and the and cover picture match?

Do I know what the book is going to teach me?

Today and any day when you are reading nonfiction books about the world, you

now know that you can ask these questions to figure out the book’s topic. So,

when you go off to your reading places to read today you might ask these

questions too to get your brain ready to read.”

Language of the Reading Strategy Instruction

Boys and Girls, I hear you have been learning about the world through books.

“Today, I want to teach you that readers can learn about the world by looking

at books and specifically by looking at the front of them closely to help figure out

what the book is going to teach you and to get your brain ready to read. One

Listen to me as I think aloud while looking closely at the cover of these books.

First , “What is the title?” (Maps & Mapping)

Now it’s your turn to try it out.

I will read and stop so you can ask yourselves these questions. Then you will turn

and talk to your neighbor about:

“Today we learned that readers can use information on the cover (the title and

© 2015, Jen Jones

mentor text title common core strategy standards

Mentor Text Title:

Common Core Strategy Standards:

MINILESSON

PART

Connection

Language of the Reading Strategy Instruction

Mini-lesson template shared with Jen Jones by Lea Mercantini-TCWRP

“Today, I want to teach you that readers…. so they can…. One way we do this is

by…. First, we… Then we…. Finally,….

Watch me as I…

Listen to me as I think aloud ….

First, …

Then, …

Then, …

Finally, ___ is …and we know this because…

Did you see how I….

Now it’s your turn to try it out...

“Today we learned that readers….so they can… One way we do this is by … First,

we… Then we… Finally, we…”

Today and any day when you are reading ___ books, you now know that you

can…. So, when you go off to your reading places to read today you might write

….

Teaching

Point

Teach

Active

Engagement

Link

© 2015, Jen Jones

guided reading lesson plan 30 minutes

Guided Reading Lesson Plan (30 Minutes)

Min.

3

Text: Title & Level

Familiar

Reading

Letters:

Sounds:

Words:

Phrases:

Strategy from Minilesson:

2

Fluency

1

Mini-Lesson

Strategy

Reminder

New Text Reading Brief Introduction:

1

Prior to reading the story, Ss should walk/talk through the book, page by

page, describing orally everything they see/think in each picture. “I see…”

or “I notice…” or “I think…”

(stagger the passing out of books)

(listen in on students as they read, individually but at the same time and

coach individually on the run for structural errors, & after for errors that

don’t change the meaning of the story)

Lower Level Questions:

Higher Level Questions:

Turn to your neighbor and turn the pages to tell what happened on each

page, in your own words.

3

Picture

Walk/Talk

8

New Text

Reading/Coaching

5

New Text

Discussion

2

New Text

Retelling

Word Work/

Vocabulary/

Language

2

Written

3

Comprehension

Guided Reading Lesson Plan

© 2015, Hello Literacy

my reading block planning sheet for the week

My Reading Block Planning Sheet

For the week of: _________________________

CMAPP Alignment Days: __________

CMAPP: Focus Objectives: ________________________________________________________

__________________________________________________________________________________

Weekly Focus: ____________________________________________________________________

M

T

Literacy Stations

Guided Reading

Rocks of Literacy: 1 2 3 4 5 6 7

Research Project

Rocks of Literacy: 1 2 3 4 5 6 7

Writing about Reading

Rocks of Literacy: 1 2 3 4 5 6 7

Early Finisher Independent Work:

W

Th

F

Minilesson Focus

Word Work (Spelling or Phonics)

Rocks of Literacy: 1 2 3 4 5 6 7

Vocabulary & Language

Rocks of Literacy: 1 2 3 4 5 6 7

Independent/Partner Reading

Rocks of Literacy: 1 2 3 4 5 6 7

2015, Jen Jones

teaching with urgency answer these questions

Teaching With Urgency? Answer these questions to reflect & find out.

What are students doing and why are they doing it?

Is there a sense of urgency about your teaching and the students\' learning?

Do students know what it is they are supposed to be learning? And how and where have

you communicated this?

What percentage of the day are you talking and what percentage of the day are students

talking?

How regularly are you providing feedback to students, written or oral? And how regularly are

students providing you with feedback? (In his 2012 book, Visible Learning for Teachers, Hattie

claims that "the most powerful single influence enhancing achievement is feedback."

What percentage of the day are you reading to students and what percentage of the day

are students reading to themselves, to you, with each other or to each other?

How many minutes a day do students spend actually reading? (like "eyes on print" time as

Lucy would say)

Is the focus of your Guided Reading session aligned to the Teaching Point of your mini-

lesson?

Is your mini-lesson about 10 minutes? Or are you not aware of time and your mini-lesson turns

into a maxi-lesson?

Are students receiving solid, strategic, systematic, and explicit instruction in all of The Big

7 areas of ELA?

Are students getting an opportunity outside the Active Engagement section of your mini-

lesson, to practice and reinforce the skills and strategies taught in the mini-lesson? With

peers? With technology? With discussion? (and independently doesn\'t have to mean alone,

sitting and at a desk) Without being assessed on it yet or a grade taken for every practice

run?

Do students know what to do to solve a problem while you are teaching Guided Reading?

How many students are you reaching in a Guided Reading session (complexity, leveled or

strategy based groupings)? 1? 2? 4? 6? 8?

Are students receiving an intervention in a literacy area they are deficient in? Or are

students receiving Progress Monitoring every 10 or 20 days because DPI said so without

documentation of, or an actual intervention taking place?

2015, Hello Literacy

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Blog: helloliteracy.blogspot.com

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