6. Sustain the Training

We help youSustain the Training

A tool for principals and teachersPrincipals:

Classroom Visit Guides support principals in determining implementation progress and sustainability

Reports at a variety of levels support responsive decision making and goal setting

Teachers:Classroom Practice Reflection Guides

support teachers and their coaches in reflecting upon goals and literacy teaching practices

Keep expectations in the zone of teacher needs and progress!

1

Email Address

Password

www.teachingteachersliteracy.com

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Email Address

principal@elementaryschool.org

Password

SupportTeachersDeserve

2

What would you like to do?Upcoming EventsNo events currently scheduled

Schedule a New Event

Ready for Classroom VisitsThere are no practices currently ready for observation

Principal’s Dashboard

CLASSROOM VISIT GUIDE PRINCIPAL’S

DASHBOARD

Welcome toTeaching Teachers Literacy

3

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

4

Classroom Visit GuideA tool for principals.

Available on phone, tablet, laptop.

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training Event

Measure Impact of Training

Move Practices Into Classroom

Sustain the Training

4

Classroom Visit Guide

Teacher J ∨ Johnson Date ∨ ∨ ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

5

Classroom Visit Guide

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

6

Classroom Visit Guide

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

7

Classroom Visit Guide

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

8

Classroom Visit Guide

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

9

Classroom Visit Guide

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

SUBMITSAVESTARTOVER OPEN NEW GUIDE HOME

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

10

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

11

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

12

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

13

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Students perked up with confidence during your connection today!

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

14

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

15

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

16

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

17

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

18

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

19

Classroom Visit Guide

Mini-Lesson’s Connection

I am valued. Today is going to be exciting.

What I already know, which will be used today, is…

What I already can do, which will be used today, is…

My teacher’s story gave me the how or

why of today’s work.

Mini-Lesson’s

Teaching

Point

I know the goal, or why,

I will use today’s tip.

I know the specific steps I take to reach

the goal.

I know when to use the tip in any

type of text.

I know what my teacher observed

that inspired today’s tip.

Mini-Lesson’s Active

Engagement

I know my role whileI read.

I know my role while my

partner reads.

My teacher helps me while I

practice with my partner.

I assess my readiness to practice

independently.

Mini-Lesson’s

Link

I know the target for today’s practice

My teacher recorded today’s tip in a place I can

easily access.

I fold today’s tip into my repertoire of

reading behaviors.

SUBMITSAVESTART

OVER OPEN NEW GUIDE HOME

Teacher J ∨ Johnson Date 11 ∨ 7 ∨ 17 ∨

Type of Guide

Student Perspective

Teacher Moves

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

20

Congratulations!Your observation notations about a visit in Ms. Johnson’s room have been submitted.

GO TO CLASSROOM VISIT

GUIDEGO TO PRINCIPAL

DASHBOARD LOG OUT

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training Event

Measure Impact of Training

Move Practices Into Classroom

Sustain the Training

21

22

Classroom Practice Reflection Guide

A tool for teachers and coachesAvailable on phone, tablet, laptop.

Teaching Teachers Literacy2016-2017 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training Event

Measure Impact of Training

Move Practices Into Classroom

Sustain the Training

22

Email Address

Password

www.teachingteachersliteracy.com

LOG IN

Email Address

Ashley@elementaryschool.org

Password

SupportiveTraining

23

Which post-training survey would you like to complete?

Post-Training Surveys are waiting for your responses.

Upcoming EventsThere are no upcoming events

Messages from CoachThere are no practices currently ready for observation

Pending Surveys

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Teacher’s Dashboard

CLASSROOM REFLECTION

GUIDE

Welcome toTeaching Teachers Literacy

24

Teaching Teachers Literacy2017-2018 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training

Event

Organize Training

Event

Measure Impact of Training

Move Practices Into

Classroom

Sustain the Training

TEACHER DASHBOARD

Type of Guide

Student Perspective

Teacher Moves

Compare to Survey

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Classroom Practice Reflection Guide

SUBMITSAVESTARTOVER HOME

Date 11 ∨ 14 ∨ 17 ∨View Reflection Menu

25

Type of Guide

Student Perspective

Teacher Moves

Compare to Survey

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Classroom Practice Reflection Guide

SUBMITSAVESTARTOVER HOME

Date 11 ∨ 14 ∨ 17 ∨View Reflection Menu

26

Type of Guide

Student Perspective

Teacher Moves

Compare to Survey

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Classroom Practice Reflection Guide

SUBMITSAVESTARTOVER HOME

Date 11 ∨ 14 ∨ 17 ∨View Reflection Menu

27

Type of Guide

Student Perspective

Teacher Moves

Compare to Survey

Principal Notes

Anecdotal

Whole Class Mini-Lesson

Connection

Teaching Point

Teach

Active Engagement

Link

Classroom Culture

Physical Environment

Roles and Routines

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

28

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

o My opening is a inviting, enthusiastic welcome

o I activate relevant prior knowledge

o I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

o I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

o I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

29

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

o I activate relevant prior knowledge

o I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

o I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

o I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

30

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

I activate relevant prior knowledge

o I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

o I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

o I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

31

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

I activate relevant prior knowledge

I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

o I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

o I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

32

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

I activate relevant prior knowledge

I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

o I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

33

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

I activate relevant prior knowledge

I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

34

Classroom Practice Reflection GuideDate 11 ∨ 14 ∨ 17 ∨View Reflection Menu

SUBMITSAVESTARTOVER HOME

Whole Class Mini-Lesson Connection

Check all that were included in your connections.

My opening is a inviting, enthusiastic welcome

I activate relevant prior knowledge

I activate relevant prior experience

o I share a story which acts as a metaphor for today’s teaching.

Whole Class Mini-Lesson Teaching PointCheck all that were included in your stating of the teaching point.

I name the goal, or why, readers will want to use the reading tip highlighted in the mini-lesson.

I clearly name the specific steps of the reading strategy highlighted in the mini-lesson.

o I have students focus on using the tip just after the mini-lesson AND anytime they find it useful for the rest of their life.

o Student data suggested my students were in need of the teaching point.

Survey ResultsOctober 18, 2017

Training EventPre-Training Survey

ResultsPost-Training Survey

Results

35

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Teaching Teachers Literacy2016-2017 SCHOOL YEAR

Establish School Year Training Curriculum

Design Training Event

Measure Impact of Training

Move Practices Into Classroom

Sustain the Training

36