literacy leaders treasures reading program laura thompson regional consultant
TRANSCRIPT
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Literacy Leaders
Treasures Reading ProgramLaura Thompson
Regional Consultant
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Agenda
Literacy Leadership What it takes The role of assessment Knowing your program Supporting your staff
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Who is a reading leader?
“A person who believes that every child can become a successful reader AND commits the resources, will, courage, and sheer doggedness to doing whatever it takes.”
--Bill Honig
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What does it take?
Results
1.Knowledge and skills
2.Tools and materials
3.Support Systems and Leadership
www.corelearn.com
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Knowledge and Skills
Understanding of research-based practices and theory
Knowledge of reading program
Develop and practice skills needed to teach effectively
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Tools and Materials
Treasures
Assessments
Best practices
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Support Systems and Leadership
Collaboration Troubleshooting Professional Development Implementation Mentoring
Systems Assessment Systems Scheduling
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Literacy leaders must…
Marshall resources Provide time Identify other leaders/mentors Stay the course when things get
tough!
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JigsawImplementing and Sustaining An Effective Reading
Program
Read
Highlight important points
Summarize your excerpt
Prepare to share/discuss your part with colleagues
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Implementing and Sustaining an Effective Reading Program
1’s pages 1 and 22’s pages 3 and 43’s pages 5 and 6 (up to Table 3)4’s pages 6 (Table 3)-page 75’s pages 8-9
Written by Linda Diamond
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Discussion
Professional Development Role of the Principal Assessment Four Learners Differentiated Support
What did you find most interesting?
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How does Treasures support an effective reading program for your school?
Solid research base Explicit instruction Rich literature and non-fiction texts Balance of whole and small group
instruction Differentiated instruction
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Treasures Reading Overview
Kindergarten Student Materials Teacher’s Materials Assessment Reading Triumphs
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K-2—What should I see?
Daily whole and small group instruction Student engagement techniques “Perky” pace Explicit teaching strategies for
phonemic awareness, phonics, decodable books, etc.
Meaningful centers and independent assignments
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Student Materials
Talk About It Vocabulary Graphic Organizers Retelling Cards Write About It Time for Kids QAR
Look in the studentbook and discuss each component.
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Leveled Readers Same theme Same graphic organizer Same vocabulary Same comprehension skill/strategy 4 levels: approaching, on level,
beyond and ELL Color coded and leveled using GR,
benchmark and lexile levels
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Teacher MaterialsDigging For Treasure!
Choose one component: Oral Language Phonemic Awareness Phonics Vocabulary Fluency Comprehension Writing
Look through TE Discuss routines, methods and
resources
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Grades 3-6—What should I see?
Assessment driven instruction Modeling Balance of whole/small group
instruction Daily small group instruction Meaningful independent
work/centers Active engagement
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Instructional Navigator
Lesson Planner
Teacher’s Edition
Resources
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Assessment
K-6 Assessment Handbook Weekly Tests Unit Tests Benchmark Assessments Fluency Assessments Running Records
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Reading Triumphs
Horizontally aligned to Treasures Same theme, graphic organizer,
and comprehension skill/strategy High interest/low readability text Designed to “close the reading
gap” for intensive learners
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Preparing to support your teachers…
Review Kindergarten First Grade One grade 3-6
Participate in in-service opportunities with your staff
The better you know the program, the more you can help!
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Understand that implementation… Is hard work
Takes time
Is difficult for some
Requires a collective effort and commitment
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Implementation Resources
Walk through forms Program materials Consultant Each other!
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Walk Through Forms
Review the forms provided Choose two that you might use Discuss the following questions:
Why did you choose the 2 forms? What information do you get from each? How can you use each form to support
teachers and assess implementation?
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Assessing Implementation
Observe teachers
Use an informal walk-through checklist
Analyze weekly and unit assessments
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Agenda Review
Literacy Leadership What it takes The role of assessment Knowing your program Supporting your staff
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What “squared” with something you already knew?
What information do you see from a “new angle?”
What information completed a “circle of knowledge” for you?
What are you going to do next based on the information you heard today?
Geo Review