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Teaching
with rigor
& urgencyTeaching with
Timers, tables
& talk
© Jen Jones 2015, www.hellolit.com
Without Teaching
to the Test
Teaching with Urgency Without Teaching to the Test
#helloliteracytravels
#ncra15
@hellojenjones
Teaching with Urgency Without Teaching to the Test
Urgency
High & wide text reading
Tier 1 Core Instruction
Tier 1 Core Practice
{Quarter.Week.Session.Minute}
Key Data details detective
“One of the beauties
of teaching is that
there is no limit to
one’s growth as a
teacher, just as
there is no knowing
beforehand how
much your students
can learn.” –Herbert Kohl
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
“Independent”
Cooperative (together) – Communication (conversing) – Without Me
Developing Problem-Solvers
in a Student Centered Classroom
Problem Solving
Framework
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
author’s
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?
What’s the
feeling?
What’s the
message?
What is Fluency?
automaticity & familiarity
in school? in life?
Standards Pop Quiz
Write a summary of the key details.
What does the word “meander” mean?
How did the character change?
Who’s 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
_______________________
_____________________
______________
_________ _____________
________
_______________
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 Author’s Claims &
Reasons
Text & Visual Integration Text & Visual Integration
Text Complexity Text Complexity
Phonemic
Awareness
Phonics
FluencyVocabulary
Compre
-hension
the Big 7
ROCKS
OF
LITERACY
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Standard-Driven
posted objective = mini-lesson = GR teaching focus
Are your delivering
mini-lessons or
maxi lessons?
Teaching with Urgency Without Teaching to the Test
Precise Planning =
Total Alignment
Purposeful Book Selection
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Planning for Groups, is aligned to…
Whole Group Planning
Reading A-Z
Photocopier
Guided Reading Can be Messy…
…and Meaningful!
Teaching with Urgency Without Teaching to the Test
Everyone reading…
…at the same time!
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
@ tinyurl.com/greatreaders
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Guided Reading Teachers are…
…Data Managers!
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
Phonics
in Foundational Order
Source: www.janrichardsonguidedreading.com
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 spreads“its toes to walk across the lilypads. [Who sprays out
their toes?”
TRC Intervention Recommendations:
• Teach self-monitoring when things don’t 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.
Urgency with Your Questioning
Browsing
Boxes
Building Writing Stamina
Building
Reading
Fluency &
Writing
Stamina
Home Reading
Teaching with Urgency Without Teaching to the Test
Teaching with Urgency Without Teaching to the Test
8-12 Books in the Basket
6X to me
6X to you
Historical
Fiction
Realistic
Fiction
Fantasy
Fiction
Informational/
Non-FictionPoetry
A Balanced Reading Diet –www.helloliteracy.blogspot.com
A Balanced Reading Diet
Classroom Library
Reading Response….and…
Reading Romance
Reading Collaboration
Eyes On Print Time
If we teach to the test, then we’ve
lost the whole purpose of reading.
Foster the TRUE
LOVE of reading.
That’s not in any
standard anywhere!
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.”
Teaching with Urgency Without Teaching to the Test
Thank You!

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