Teachingwithurgencywithoutteachingtothetest1 150318135529-conversion-gate01
- 1. Teaching with rigor & urgencyTeaching with Timers, tables & talk 息 Jen Jones 2015, www.hellolit.com Without Teaching to the Test
- 6. Urgency High & wide text reading Tier 1 Core Instruction Tier 1 Core Practice {Quarter.Week.Session.Minute} Key Data details detective
- 7. One of the beauties of teaching is that there is no limit to ones growth as a teacher, just as there is no knowing beforehand how much your students can learn. Herbert Kohl
- 19. Independent Cooperative (together) Communication (conversing) Without Me
- 20. Developing Problem-Solvers in a Student Centered Classroom Problem Solving Framework
- 21. Helping Kids Get in the Right Lane Fiction NF Article Poem Song Character Problem Solution Changes What is the structure? What features can help me? Mostly About Big Idea Bigger Idea Key Details What is the authors message? What did he want me to think or understand? What is this really about? Who is talking? How does the author want me to feel? What is the tune? How does it go? Whats the feeling? Whats the message?
- 22. What is Fluency? automaticity & familiarity in school? in life?
- 23. Standards Pop Quiz Write a summary of the key details. What does the word meander mean? How did the character change? Whos point of view is this story? Infer why the river is polluted? Compare two versions of The 3 Pigs. Agree or disagree with the author? What text structure is this article? _________________ 2 _________ 8 5 9 1 6 3 4 _______________________ _____________________ ______________ _________ _____________ ________ _______________
- 24. Theme, Lesson & summary Summary, Big Ideas, Main Ideas & Details Vocabulary Figurative Language Vocabulary in the Content Areas Plot, Characters Connectedness between People, Places, Things Point of View Point of View Literal & Inferential Comp w/ Evidence Literal & Inferential Comp w/ Evidence Compare/Contrast Two Texts Compare/Contrast Two Texts Text Structures Text Structures (text features) Evaluate Authors Claims & Reasons Text & Visual Integration Text & Visual Integration Text Complexity Text Complexity
- 29. Standard-Driven posted objective = mini-lesson = GR teaching focus
- 30. Are your delivering mini-lessons or maxi lessons?
- 32. Precise Planning = Total Alignment Purposeful Book Selection
- 37. Planning for Groups, is aligned to Whole Group Planning
- 39. Guided Reading Can be Messy and Meaningful!
- 41. Everyone reading at the same time!
- 48. Guided Reading Teachers are Data Managers!
- 51. Phonics in Foundational Order Source: www.janrichardsonguidedreading.com
- 52. TRC Analysis 3rd Level L (Benchmark O) Accuracy 96% - No S/C Oral Comprehension: 2-Literal 3-Inference 3-Critical 3-Creative M S V - leaves off or changes around word endings M S V - said sprayed for spreadsits toes to walk across the lilypads. [Who sprays out their toes? TRC Intervention Recommendations: Teach self-monitoring when things dont sound right. Teach him to visually attend to word endings. Teach him some visualization strategies by drawing out sentences and one topic at a time. Teach use of graphing to organize story details with a focus on standards 1, 2, 3.
- 53. Urgency with Your Questioning
- 54. Browsing Boxes
- 57. Home Reading
- 60. 8-12 Books in the Basket
- 61. 6X to me 6X to you
- 62. Historical Fiction Realistic Fiction Fantasy Fiction Informational/ Non-FictionPoetry A Balanced Reading Diet www.helloliteracy.blogspot.com A Balanced Reading Diet
- 65. Reading Romance
- 67. Eyes On Print Time
- 68. If we teach to the test, then weve lost the whole purpose of reading.
- 69. Foster the TRUE LOVE of reading. Thats not in any standard anywhere!
- 70. Low Prep High Yield teaching & learning every ELA area at Tier 1 Teaching and learning at higher levels means planning for higher level teaching and learning.
- 72. Thank You!