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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
LOG IN
Email Address
Password
SupportTeachersDeserve
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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
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
There are no pending surveys
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
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