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Teaching with Urgency Without Teaching to the Test

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These are the slides I created for my session at the North Carolina Reading Conference, held in Raleigh, North Carolina, March 15-17, 2015. The essence of this presentation is about raising our awareness, as teachers, about time. The amount of time we teach, te amount of time it takes students to complete assignments, the amount of time is takes us to respond and give instructional feedback to students, the amount of time we waste by taking group bathroom breaks, the amount #ncra15 Accompanying handouts are on my Slideshare page, too. #presentationzen #vitalinstructionalbehaviors

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Teaching with Urgency Without Teaching to the Test

  1. Teaching with rigor & urgencyTeaching with Timers, tables & talk © Jen Jones 2015, www.hellolit.com Without Teaching to the Test
  2. #helloliteracytravels
  3. #ncra15 @hellojenjones
  4. Urgency High & wide text reading Tier 1 Core Instruction Tier 1 Core Practice {Quarter.Week.Session.Minute} Key Data details detective
  5. “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
  6. “Independent” Cooperative (together) – Communication (conversing) – Without Me
  7. Developing Problem-Solvers in a Student Centered Classroom Problem Solving Framework
  8. 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?
  9. What is Fluency? automaticity & familiarity in school? in life?
  10. 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 _______________________ _____________________ ______________ _________ _____________ ________ _______________
  11. 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
  12. Phonemic Awareness Phonics FluencyVocabulary Compre -hension
  13. the Big 7 ROCKS OF LITERACY
  14. Standard-Driven posted objective = mini-lesson = GR teaching focus
  15. Are your delivering mini-lessons or maxi lessons?
  16. Precise Planning = Total Alignment Purposeful Book Selection
  17. Planning for Groups, is aligned to… Whole Group Planning
  18. Reading A-Z Photocopier
  19. Guided Reading Can be Messy… …and Meaningful!
  20. Everyone reading… …at the same time!
  21. @ tinyurl.com/greatreaders
  22. Guided Reading Teachers are… …Data Managers!
  23. Phonics in Foundational Order Source: www.janrichardsonguidedreading.com
  24. 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.
  25. Urgency with Your Questioning
  26. Browsing Boxes
  27. Building Writing Stamina
  28. Building Reading Fluency & Writing Stamina
  29. Home Reading
  30. 8-12 Books in the Basket
  31. 6X to me 6X to you
  32. Historical Fiction Realistic Fiction Fantasy Fiction Informational/ Non-FictionPoetry A Balanced Reading Diet –www.helloliteracy.blogspot.com A Balanced Reading Diet
  33. Classroom Library
  34. Reading Response….and…
  35. Reading Romance
  36. Reading Collaboration
  37. Eyes On Print Time
  38. If we teach to the test, then we’ve lost the whole purpose of reading.
  39. Foster the TRUE LOVE of reading. That’s not in any standard anywhere!
  40. 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.”
  41. Thank You!

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