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Teaching with Urgency Without Teaching to the Test
The document emphasizes the importance of teaching with rigor and urgency, focusing on student-centered approaches, problem-solving, and effective communication. It advocates for balanced literacy practices that foster a genuine love of reading rather than teaching to standardized tests. Key strategies include precise planning, using various text types, and integrating assessments to enhance comprehension and fluency.
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Teaching with Urgency Without Teaching to the Test
- 1. Teaching with rigor & urgencyTeachingwith Timers, tables & talk © Jen Jones 2015, www.hellolit.com Without Teaching to the Test
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- 6. Urgency High & widetext reading Tier 1 Core Instruction Tier 1 Core Practice {Quarter.Week.Session.Minute} Key Data details detective
- 7. “One of thebeauties 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
- 19. “Independent” Cooperative (together) –Communication (conversing) – Without Me
- 20. Developing Problem-Solvers in aStudent Centered Classroom Problem Solving Framework
- 21. Helping Kids Getin 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?
- 22. What is Fluency? automaticity& familiarity in school? in life?
- 23. Standards Pop Quiz Writea 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 _______________________ _____________________ ______________ _________ _____________ ________ _______________
- 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 Author’s Claims & Reasons Text & Visual Integration Text & Visual Integration Text Complexity Text Complexity
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- 29. Standard-Driven posted objective =mini-lesson = GR teaching focus
- 30. Are your delivering mini-lessonsor maxi lessons?
- 32. Precise Planning = TotalAlignment Purposeful Book Selection
- 37. Planning for Groups,is aligned to… Whole Group Planning
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- 39. Guided Reading Canbe Messy… …and Meaningful!
- 41. Everyone reading… …at thesame time!
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- 48. Guided Reading Teachersare… …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 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.
- 53. Urgency with YourQuestioning
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- 60. 8-12 Books inthe Basket
- 61. 6X to me 6Xto you
- 62. Historical Fiction Realistic Fiction Fantasy Fiction Informational/ Non-FictionPoetry A Balanced ReadingDiet –www.helloliteracy.blogspot.com A Balanced Reading Diet
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- 67. Eyes On PrintTime
- 68. If we teachto the test, then we’ve lost the whole purpose of reading.
- 69. Foster the TRUE LOVEof reading. That’s 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.”
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