Handouts to go with slides for the presentation, Teaching With Urgency Without Teaching to the Test. http://www.slideshare.net/hellojenjones/teaching-with-urgency-without-teaching-to-the-test
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
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?
12. NASA Picture of the Day
National Geographic Picture of the Day
Kodak Picture of the Day
FWA Photo of the Day
Zuma Picture of the Day
Earth Science Picture of the Day
Optics Picture of the Day
Radiology Picture of the Day
Historical Picture of the Day
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