Transcript Power Point Presentation to Staff

Treasures PLC
Team Members:
Lisa Breen, Marilena Damiani, Irene Hines, Karen Hohmann,
Rita Keahon, Michelle Krone and Susan Sheehy,
PLC Treasures Research Findings:
 Research finds that children can better understand story
structure, if they know how it is organized.
 Organizational structure can help facilitate
comprehension, hence our weekly assessment tests.
 This program is aligned with the 5 pillars of literacy (i.e.
Phonemic Awareness, Phonics/Concepts about Print,
Fluency, Vocabulary and Comprehension) and the
Common Core Standards, which will also help prepare
our students for the NJ ASK Assessment and help them
go on as lifelong learners.
 Refer to handout: The Assessment Process
PLC Group’s Implementation
Of Vocabulary Instruction
 With the new Treasures Program, we are now teaching formal
vocabulary lessons connected to each story.
 Our PLC group is pre-teaching and providing vocabulary
activities in a multi-sensory way on a weekly basis. This is
occurring via technology, foldable books, and vocabulary
dominoes.
 Research has verified that explicit and direct instruction in
vocabulary, i.e. specifically teaching the meaning of new
words, and teaching strategies for vocabulary building, also
shows a positive impact on students’ language development,
comprehension, fluency and long-term retention.
PLC Group’s Implementation
Of Comprehension Strategies
 Comprehension strategies are explicitly taught in the
Treasures Program throughout 3 different texts and
genres throughout each week.
 For example, our comprehension strategies are:
setting a purpose for reading, analyzing and identifying
text structure, generating questions while reading,
visualizing, and using graphic organizers (concept
mapping).
 The specialists in our group have found that the graphic
organizers are consistent across grade levels as well as
in Treasures/Triumphs.
Assessment Components In Treasures
Reading Program
 Diagnostic Assessment Teacher Book
 Student Weekly Assessment Teacher Book:
 Selection Tests & Weekly Assessment Tests
 Through vertical articulation we discovered that the Main
Selection Weekly Assessments must be enhanced with extra
material to provide more accurate data. For example, we
have added a vocabulary page and a “Cold Read” Assessment
to the weekly selection tests.
Assessment Components Implemented
 Teacher observation of retelling cards (second grade)
 Weekly assessment tests (story of week)
 “Dry read” assessment tests
 Pre-assessment (for children reading below grade level)
 Comprehension questions (target one or two in order to promote
quality work)
 Guided reading groups with leveled readers
 Assessment inline with the NJ ASK (third grade)
 Goal : to use benchmark tests next September when we are
using the whole program
Comparison From 2nd to 3rd Grade
Treasures: Unit 4 Week 5
 Sample of open ended question from second grade test:
“How does the reader know that Mice and Bean is a fantasy?
Explain your answer and support it with details from the story.”
 Sample of open ended question from third grade test:
“According to Ellen Ochoa, what skills or traits are most
important for an astronaut? Explain your answer and support it
with details from the story.”
 We found that the second grade tests prepare the children for
the more challenging third grade assessments.
Critchlow Verbal Language Scale
 This is a vocabulary assessment.
 Teacher gives a word and student responds with the
opposite of that word.
 The assessment calls for very specific answers.
 Based upon our findings, the test did not provide
valuable information about students’ true vocabulary
ability.
Using Data To Drive Instruction:
Vocabulary
 Our ESL students struggled with vocabulary. They needed
extra instruction each day to be successful.
 Online Picture Vocabulary also helped struggling children to
be successful.
 We felt that one positive aspect of this program is that it is
heavy on vocabulary instruction.
 We now have daily vocabulary instruction- (ex. “Do Now” )
 Our students have been noticing the learned vocabulary in
other settings, but do not usually use it in their writing. This
would be a goal for next year.
Comparison Of Treasures & Triumphs
 Two placement tests to determine the level of the
student. This decides what program (Treasures or
Triumphs) uses.
 Oral Reading Fluency – Useful
 Reading Comprehension – Gives same information as a
running record
 Phonics Survey – Useful because nonsense words are used
 Triumphs selection tests do not have open ended
questions as Treasures do.
 Triumphs has lessons for week 5 however, there isn’t a
test that goes with week 5.
Treasures Supplements
Created By PLC Group
 Added to the assessment tests- more questions on
vocabulary
 Dominos
 Flip Books
 “Foldables”
 Story Review Papers