Teaching With Urgency Without Teaching to the Test Handouts
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The document is a workshop handout by Jen Jones from the North Carolina Reading Conference that focuses on effective teaching strategies for reading. It emphasizes the importance of engaging students in learning about the world through nonfiction texts and offers instructional mini-lessons and guided reading plans. The resource also includes reflective questions for teachers to assess their teaching effectiveness and student engagement.
Teaching With Urgency Without Teaching to the Test Handouts
- 1. 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
- 6. 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
- 7. © 2015, Jen Jones Mentor Text Titles: various nonfiction titles Common Core Strategy Standards: RIT1.2, RIT.1 MINILESSON PART Language of the Reading Strategy Instruction Mini-Lesson written by Jen Jones Connection (2 minutes) Boys and Girls, I hear you have been learning about the world through books. 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) “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 way we do this is by looking at the cover and reading the title. First, we ask “What is the title?” Then we ask “what are the pictures and the illustrations on the cover of the book showing me?” Then, we ask “Does the title and the pictures on the cover match? Finally, we ask, “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) Listen to me as I think aloud while looking closely at the cover of these books. First , “What is the title?” (Maps & Mapping) 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) 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: 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) “Today we learned that readers can use information on the cover (the title and 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.”
- 8. © 2015, Jen Jones Mentor Text Title: Common Core Strategy Standards: MINILESSON PART Language of the Reading Strategy Instruction Mini-lesson template shared with Jen Jones by Lea Mercantini-TCWRP Connection Teaching Point “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… Teach Listen to me as I think aloud …. First, … Then, … Then, … Finally, ___ is …and we know this because… Did you see how I…. Active Engagement Now it’s your turn to try it out... Link “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 ….
- 9. Guided Reading Lesson Plan © 2015, Hello Literacy Guided Reading Lesson Plan (30 Minutes) Min. Text: Title & Level 3 Familiar Reading 2 Fluency Letters: Sounds: Words: Phrases: 1 Mini-Lesson Strategy Reminder Strategy from Minilesson: 1 New Text Reading Brief Introduction: 3 Picture Walk/Talk 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…” 8 New Text Reading/Coaching (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) 5 New Text Discussion Lower Level Questions: Higher Level Questions: 2 New Text Retelling Turn to your neighbor and turn the pages to tell what happened on each page, in your own words. 2 Word Work/ Vocabulary/ Language 3 Written Comprehension
- 10. My Reading Block Planning Sheet For the week of: _________________________ CMAPP Alignment Days: __________ CMAPP: Focus Objectives: ________________________________________________________ __________________________________________________________________________________ Weekly Focus: ____________________________________________________________________ MinilessonFocus M T W Th F Literacy Stations Guided Reading Rocks of Literacy: 1 2 3 4 5 6 7 Word Work (Spelling or Phonics) Rocks of Literacy: 1 2 3 4 5 6 7 Research Project Rocks of Literacy: 1 2 3 4 5 6 7 Vocabulary & Language Rocks of Literacy: 1 2 3 4 5 6 7 Writing about Reading Rocks of Literacy: 1 2 3 4 5 6 7 Independent/Partner Reading Rocks of Literacy: 1 2 3 4 5 6 7 Early Finisher Independent Work: 2015, Jen Jones
- 11. 2015, Hello Literacy 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?
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