Free Fonts for Teachers, Commercial Fonts for Companies

click on the image above
 for all Hello Fonts in one happy download

A few weeks ago I created a "All Hello Fonts in One Happy Download" ...where previously font users could either download the batch of 30 free Hello fonts on TpT or you could download them individually from the right sidebar of my blog.  Well, at this point, I have created over 200 fonts and the right side bar was getting difficult to maintain and manage.  In addition, I do sell a license if you want to use the fonts commercially in your for-profit products. BUT, I know there are a whole heap of teachers out there who don't sell products on TpT who just want to use them to jazz up their classroom creations, and so this happy bundle is for YOU.  It's very simple, if YOU want to use all 208 fonts for your own personal and classroom use, and personal means baby showers, christmas cards and principal appreciation week, go right ahead.  If you want to use them for your classroom newsletter, back to school night or your Smartboard lessons for YOUR own classroom, go right ahead.  If you are a school or district that allows teachers to use third party fonts on your district devices, you have my permission to give teachers the link to the Happy Download so THEY can download them all individually.  


If you want to use the fonts commercially in your for-profit products are considering becoming a TpT seller, I would encourage you to purchase a commercial license from any of the following font designers.  Here are some links to popular commercial licenses made by TpT friendly font artists. 

Kimberly Geswein - All Fonts Commercial License - $249.00
Miss Tiina - All Fonts Commercial License - $99.00
My Fonts - Commercial License for 4 Century Fonts - $89.00
Jen Jones - All Hello Fonts Commercial License - $80.00

All KG Fonts - $249.00 per user

All Miss Tiina Fonts - $99.00 per user

4 Century Expanded Fonts - $89.00 per user

All Hello Fonts - $80.00 per user

If you are an advertising agency, greeting card company, Etsy designer, publishing company, corporate marketing firm, or anything in betweeen, you are welcome to also use Hello Fonts on products you design and market for your clients.  I would love to see a Hello font on a chip bag, cereal box, candy wrapper, billboard or book cover.  The terms of use are the same for teachers, please purchase one commercial license per designer in your firm. If you have any questions, feel free to contact me at helloliteracyatgmaildotcom.

Follow Up Post about the TBE Graph...Getting Kids to Know and Show their Text Based Evidence

Well, I have certainly heard from many of you about the wonders the TBE Graph is doing in your classroom, and I'm thrilled to hear it.  All of a sudden, kids are so motivated to show me where the answer is and their evidence "in the text." Students are also being critical (and that's in a good way) of each other's answers, especially when the answers they give are no where to be found in the text.

Previous Posts about the TBE Graph are:
TBE Graph gets Rave Reviews and Common Core Reading Standard 1: Citing Evidence

To follow up, I wanted to answer a few questions that have popped up since I originally shared it with you, and offer some suggestions for your own follow up in the classroom.

Q: At what point in the small group lesson do students use the TBE Graph?
A: I always leave a Self-Starter board of directions for students who are coming to my reading group, so they can come to the table and be self-starters in case I'm not there. Often and in reality, it takes me a few minutes to get other kids going on the various centers, log-ins, supplies, etc. but I don't want the students at the reading group table to wait for me to get there before they start reading.  This helps eliminate wasted time and sets them up for success providing the directions and expectations, and I don't have to be there to do that. After students read, and after and as the group discusses the text, students answer one question at a time and record their answers in writing on their individual whiteboard.  Then, after each question, answer and discussion, they record on the their TBE Graph

Q: Do you always use books from Reading A-Z? And do you use the questions they provide?
A: No, I do not always use books from Reading A-Z. I sometimes use books from the guided reading book room, I sometimes use magazines, I sometimes use real books from the media center and sometimes we read text on a digital device. I also use my own Hello 411 articles because they are short and interesting; two key factors necessary for reading text closely.  Currently, there are two Hello 411 sets, Volume 1 and Volume 2, with more volumes on the way.  These sets are great because they're written at 4 different reading levels--the same article. Kids love them and teachers love them because they are written about interesting, relevant, topics.   Whenever I don't have at least 6 sets of a text, I photocopy enough for everyone to have their own text in their own hands.  Timothy Shanahan says this is key for close reading.  Everyone must have a copy of it and everyone must read their own copy and hold their own copy IN THEIR HANDS.  The Fair Use clause of the Copyright law states that you can photocopy up to 10% of a book (any book) for educational you know, I do this A LOT! When you do an informal cost-benefit analysis of it, I'd rather give students a high and wide variety of reading material by making photocopies of 10% of it, than limit the high-ness and wide-ness of the literary material out there and only give them  just what's in the guided reading room...that seems very limiting and instructionally irresponsible. And let me just point out, finding and locating text, both as mentor examples, and interesting stories and articles for elementary students to read is perhaps the hardest, yet most vital part of teacher preparation. But, fortunately, TEXT IS EVERYWHERE. Oh, and I rarely use the questions provided by readinga-z, I make up my own, but you can use them if it helps you. The questions are fairly decent, and generally are a mix of literal and inferential questions. In addition, I do not have students annotate in the Reading A-Z books, as other student cycle through my groups, but I will photocopy one double page spread from the section we are reading for each student to mark up and annotate.

Q: Are you the only one asking the questions?
A: No. The students eventually learn how to ask really good questions (Common Core ELA Standard 1).  At first I model asking different types of questions and they are mostly finding answers.  With scaffolding and support, they begin to be the question askers, mostly out of curiousity and natural wonder. They also begin to ask and answer each other's questions, as shown below on the whiteboards.

Q: How long does it take to teach them this "read, find, cite, write, color" strategy?
A: At first, it will take longer.  You will go slower, you will model it and demonstrate by asking yourself a question about the text, how to search and find the answer, locate it, write the accurate text-based answer, quotations marks and answer location on the whiteboard.

Q: How long do students use the TBE Graph?
A: Great question! The TBE graph is a scaffold.  That means, the students use it until they no longer need it, and can find and cite text based evidence independently without "needing" to color boxes to know and self-monitor they are doing it.  For my students, they used the graph for about a day a student came to my group and said, "Oh, I forgot my TBE graph in my classroom...oh, well, I don't need it anyway, I know what to do."
Taught and learned. Case closed.

On an global learning note regarding this TBE Graph, I'm excited to have been asked to "attend" a staff meeting in Australia on Monday to train the teachers and answer questions about the TBE Graph...via Skype. Looking forward to that!

And as always, love learning and sharing with all of you through this blog.

Rigor - Breaking Down Academic Buzzwords, In My Own Words

This blog post marks the first post since taking a summer break from blogging. I did not vaporize into the blogosphere. I have had a very full, busy and exciting summer (as documented on Instagram - @hellojenjones).  Please be assured that maintaining this blog and sharing high value instructional best practices in literacy is my passion, and I am more fired up than ever to continue the mission of this blog:

...growing readers, one best practice at a time.

One of the take-aways I got from the TpT conference this summer in Vegas was the realization that I needed to tighten up my blog posts to be shorter in overall length and focused on one topic per post, so that is what I will try to do.  With that said, I do plan to finish my Informational Standards Series, resuming with Standard #3. For now, I want to start a new series today called "Breaking Down Academic Buzzwords." Every so often I will take one academic buzzword and break it down, in my own words

Let's begin with RIGOR.

It's a hot word right now, and has been, where you are a Common Core school/state or not. It's a word that districts and principals use with teachers constantly. They say "Your lessons must be rigorous" or "Your instruction must include rigor" and that's about all they say, not much else, and many teachers generally think one of two things, "Ok, I'll make my lessons harder or more challenging!" or "Ok, how do I do that?" without an explanation of RIGOR. 

First and key, embedded in rigor is ENGAGEMENT
Engagement is not a teacher behavior exactly, it is a student behavior, but highly influenced by the attitude, opportunity and structures provided by the teacher, from which students (hopefully) choose to engage in the learning because they see value in it, for them.

Then, embedded in engagement are the learning domains - AFFECTIVE & COGNITIVE.
A student's AFFECTIVE (growth in feelings or emotional areas; how one feels about themselves as a learner and general internal motivation and feelings about learning...anything) motivation and COGNITIVE (mental skills, knowledge; ability to think and problem-solve, evaluate and critique information, etc.) ability to see/feel/get positive results and real learning as a result of their engagement and effort/perseverance from having engaged in the learning, which makes students more likely to engage next time. 

And last, embedded in affective and cognitive learning is AGENCY and INDEPENDENCE
Agency is the motivation and urgency a student brings to the task no matter the content. Independence is the student's ability to be a self-regulated learner without teacher feedback or direction. 

But that's not all, there's RELEVANCY and RELATIONSHIPS.
Take-Away: Rigor is just as much about students and their learning identities, as it is about teachers and knowing students well, choosing your attitude, showing real respect for students, building positive relationships with students, and planning for genuine, relevant learning. It's about embracing your role to providing classroom learning experiences that are more likely than less likely to encourage and invite engagement. It's about providing physical and classroom culture environments and believing that ALL students can learn at high levels when high expectations are clear and known AND that where students actually demonstrate learning at high levels. It's about making real school-life connections for students, and creating a sense of urgency that a student's choice to engage will have a positive take-away and intrinsic pay-off for them, which will no doubt give you a sense of teaching accomplishment, increase your likelihood to continue recreating rigorous classroom experiences in your class and affirm yet again that yes, you have been called to teaching because it is without a doubt, the most important job in the world.  

Additional Reading: 4 Myths about Rigor

Happy Memorial Day! Big Deal-Big Day!

Celebrating the war veterans in my life. Upper left is my stepdad, Joe Mashburn, who served in the Navy during the Korean War on an aircraft carrier that transported Navy helicopters, and his father (not pictured) who also served in the Navy during World War II. Upper right is my great grandfather, Victor Manning, who served in the calvary during World War I. Lower right is Lee Hood, a long time family friend, who served in the Vietnam War on the USS Impervious...that an ocean minesweeper made out of wood and the picture on the lower left is the Vietnam memory beads he made and gave to me to symbolize the 58,000 men and women that died in the Vietnam War.  He just so happened to be in Raleigh yesterday. He's on the Lead Team for the Run to the Wall motorcycle ride...where 250,000 veterans on motorcycles will ride in the Memorial Day Parade today in Washington D.C.  For more information on Run to the Wall, go to  It's quite fascinating to read about how they coordinate gas, food and lodging for mass groups of motorcyclists across the country.   In honor of the amazing men and women that serve and served our country, I'm having a Memorial Day Sale in my TpT store today through Wednesday.  

Also, celebrating a very special day today. Sixteen years ago today, my first child, Kelsey May, was born.  Geez! Has is been 16 years already? Where did the time go??? I mean it.  Wow! Everyone says it, and it's so true.   Happy birthday, sweet thing! Mama Jones (that's what she calls me) loves you to bits!

Speaking of today being Memorial Day and my daughter's birthday...I am en route to Georgia where I'll be providing some #helloliteracypd to the teachers at Hillside Elementary and Northwood Elementary in Fulton County Schools tomorrow and Wednesday. I have to say, I feel love down there, it feels so good to keep being invited back. <3  You are welcome to follow along virtually at #helloliteracy on Twitter.

Speaking of Hello Literacy, today and tomorrow might be a good time to let you know that I've added several new products to my store lately, that I don't actually think I've blogged about.  The first one is my #hashtag fluency product, which kids L.O.V.E. - for real!!!  I have created 10 hashtag lists (that get gradually more challenging with each list) and 5 different fun and engaging activities and games to practice fluency.  It you don't have it, it would be something fun and different for these last few weeks of school and if you already have fluency stations or fluency centers set up in your room, the kids would know exactly what to do and you don't even need to miss an assessment beat.  Be sure to check out the preview, too.

Here are few snapshots from the pack....

To see this product in action, check out Linda Kamp's sweet #fluencyfun! blog post over at 

Hashtag Strings included with and without running words down the right side...

Fluency Graphs (for students)

Directions are included on all the variations possible with this set.

I've also included several editable files so you can create some of your own classroom hashtags.  

Grab #hashtagfluency HERE

I've also added several more Fluency Fact Card sets if you haven't seen.

And, the research base for using these fluency fact cards in the first place...

In addition to my fluency packs, I also created 30 10-question multiple choice assessments aligned to each of the 30 benchmark titles in the Fountas and Pinnell Benchmark Assessment Kit (for the blue kit). These assessments were designed to be used as an alternate know, if you're like me, you've had that same child try to pass the book about Ray and his dad that live out a van until Ray's dad gets a job, and the student can't pass the level because they don't "get" the symbolism of the rain at the beginning of the story and the sunny skies on the last page!!!! Yes, both you and the student are just as frustrated and the student is thinking, "You're going to make me read this AGAIN?" Yep, but this time, use my comprhension check instead.  Here's a few snapshots: 

Click on the image above for more details. 

Both lower level (literal) and higher level (inferential) questions from each of the three strands of the CCSS for ELA. Here's a correlation table included for each assessment. 

And my latest series, is a set of short, fun, and interesting informational articles for any reading experience or close reading.  Each passage is designed to be read and reread in one session. Click on the image below to see everything that's included for just $5.00.

Each article is designed to look like a real magazine article.  Each article is written at four different lexile levels from grade 3-8. However, these kid-friendly topics are certainly appropriate as K-2 read alouds or gifted youngers.  Here's a few more snapshops:

I wrote these articles to really teach and reinforce each of the five different text structures, so you'll you'll notice that each article is a different text structure, and all the articles in this set have to due with 21st century global awareness...the articles aren't related but there is a common theme in the set.  

A "lesson plan" is included per article with guiding questions for discussion and the vocabulary from each article is already divided for you into Tier 1, Tier 2 and Tier 3 words.

Two text-specific graphic organizers are provided per article with standards correlation listed at the bottom of the page. 

Various printing and options for use are included, in addition to suggested ways to use these with your interactive notebooks.  

This is Volume 1 and Volume 2 is almost ready...thanks to Laura Candler who suggested I get a Virgin Mobile Mifi Hotspot...I am able to work in the car today...on my way to Georgia. 

Click on the image to get it now on sale for $4.00...(that's a 52 page steal!)

Volume 2 is almost ready, proofing it now, so check back will be on sale, too!

That's all for now...and as always!

IRA, Twitter, Close Reading, Home Literacy, Picture Books, Guided Reading, Nonfiction, Streetcars & Shrimp Gumbo in New Orleans

So, can I just say, I'm tickled to bits to be here at the International Reading Conference in New Orleans... rubbin' shoulders with so many greats! Making/meeting old and new friends. It's not even funny. It's seriously cool!  I'm still here. I fly home Tuesday morning.

For those of you that follow my Hello Literacy Facebook page, I posted this the night before I left for the were supposed to infer how I felt about getting ready to leave for IRA....

And for those of you that have not been following my conference tweets on Twitter, @hellojenjones or #IRA14, this blog post is for you. :-)  And I will just get on my Twitter soapbox for one minute to say this, if you are a teacher, or a principal, an author, reader, writer, or have any role in education, YOU SHOULD BE ON TWITTER! Period. It's the best, most current, in touch, virtual, right now, connected,  professional development available to anyone in education. See here.   As Chris Lehman says, "If you can text, you can tweet!" In fact, for those teachers at the conference not on Twitter (but should be) there's a Tweet Suite in the Exhibition Hall where you can stop in for a quick lesson. And when I say quick, I mean quick, like super mini.  It takes 30 seconds to learn Twitter. Not kidding.

The best part about the Tweet Suite yesterday was the Meet & Tweet, where I got to meet some online friends in person.  So fun! This is Heidi from and Lyssa from MyMommyReads.

So my sessions. Yesterday, I went to Frank Serafini's ( session called "Reading Picture Books Closely."  It was FANTASTIC...will definitely be incorporating some of his metavisuality (not sure if that's even a word, but I'm using it)  ideas into my text complexity & close reading presentation.  And then I HAD to go see Chris Lehman again. In the most profession and uncreepy way....LOVE him!!!! I really do. So incredibly easy to listen to.   I am 3/4 of the way through his new book with Kate Roberts, Falling in Love with Close Reading and absolutely love it. Falling in Love with it. You should buy it.  [Sidebar: Based on feedback I have received on my newest Informational Articles for Close Reading, [more on this next week] I have been asked by readers to dedicate a blog post to "my take" on close reading. I will be doing that in the coming weeks.] Again, tweeted throughout that session too, which I had mostly heard at #NCRA14, but I don't care, I could listen to him all day.  And, he presented with the fast talking, no-nonsense, of-course-everything-makes-sense, Mary Ehrensworth, a co-author with him on Pathways to the Common Core.

Went to Mr. B's Bistro for dinner last night, had seafood gumbo, right? Had to, I'm in NOLA.  Oh, and added crawfish roux (stew) to my schema for lunch, too. Forget to say that.  So pretty much by 10PM last night I was pooped. 

But at 7AM this morning I was pumped to start a new IRA day with Timothy Rasinski's session "Home and Family Literacy" Wow!...want to know what he said?  Read my tweets. Best take-away? Singing. Every classroom should be singing. Why? Besides that it's fun...singing is reading. And, it has a way of sticking in your head and you can't get it out. You know what I'm talking about...this shuffle is a form of repeated reading, and reading through singing affects us aesthetically that sometimes reading doesn't.   

Here's something else important he shared. Want to know 21 factors that discriminate between highly effective and less effective schools in literacy achievement? 

41. Phonics Teaching
37. Number of Hours Devoted to Instruction
34. Teacher Readership of Professional Materials
32. Individualized Instruction
31. Informal Assessment
29. Encouragement to Read
28. Student Newspaper in School or Classroom
26. Books per Student in Classroom Library (let's hope they're being used)
25. Emphasis on General Assessment
23. Teacher Readership of Literature
21. Schoolwide Program for the Improvement of Reading Instruction
19. Size of School Library
18. Frequency in Visiting School Library (let's hope they're checking out books.and reading them)
17. Literature Emphasis
12.Frequency in Borrowing Books from the Community (Public) Library
11. Presence of a Classroom Library [what? so they just have to look good on a shelf?!?]
9. Comprehension Instruction
8. Reading Materials Available to Students

2.  ?

1. ?

Want to take any guesses on the #1 and #2 most important factors on literacy achievement?

Check you answer at the bottom of this post. I'll let you think about it. Don't cheat. (And BTW, nobody cheats on accident ;-))

My next session was with Jan Richardson, "Harnessing the Power of Small Group Instruction: Scaffolding Comprehension [and other stuff] During Guided Reading."  As a Reading Recovery trained teacher myself, I totally related to everything she said....I loved it and reaffirmed the importance of guided reading and scaffolding based on what the child is not doing and needs, during guided reading.  

Click on the image to purchase from Amazon....and key phrase is "next step"...want to know what she had to say. Read my tweets. Best tweet of all: 

Did you see that slide?? Can you read that data? Closely? 107 Kindergarten students. 103 of them ESL. By February only 2% of them didn't know 40 letters and now, they are all reading.  Jan says K teachers do not have time to wait til January to start Guided Reading, start it after initial K assessments are completed.

And my last session ended with the ever-funny and super smart, Amanda Hartman from Teachers College Reading Writing Project, who co-presented with Anna Cockerille.  Amanda walked us behind the scenes of her Nonfiction Close Reading Teaching of Bugs! Bugs! Bugs! with 2nd graders and how she teaches students the language and thinking of Accountable Talk. I took lots of pictures. On Twitter.

Me with Amanda Hartman
You might recognize Amanda from her Vimeo, or Vim-ay-o, as she calls it.  Love her too! She's the one who said in my Writing Workshop training....Oral Rehearsal is SO important for young writers. Our youngest writers absolutely have to talk out first what they want to write, before they write. Duh! Makes sense. Do we make time for this? Vital. Have a look at her video by clicking on the pic below.

Also, a big shout-out to other Twitter, now new, friends that so diligently tweeted alongside me.
Me @hellojenjones | Jessie @jessiebmiller |  Lyssa @lyssareads

It's so nice that we were able to reach so many of you in far away places like Arizona, New Jersey, California, Saudi Arabia (and an airport somewhere Justin Stygles), through our tweets. That's how Twitter works! 

I hope to see you's been great running into those of you that have said HeLLo!

2. Amount of Reading Done by Students at Home

1. Schools Worked to Involve Parents in Children's Literacy Development

Where is your school putting all its efforts??   Reading Intervention? Test prep? Worksheets?  Scripted Programs? iPads? ...sounds like the power factor is right in front of us.  Are
we working with it or against it or neither?  Something to think about. Literacy food for thought.

Can you infer what's important about this picture?

Happy (1st) Mother's Day, Ali Scott. You're doing it right. Lucky Esli. 
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