Transcript PRESENTATION NAME - Long Branch Public Schools

Tuesday, October 23, 2012
Why Treasures?
Built on a solid foundation of research
Best practices, tools, and strategies
Explicit instruction and ample practice
Meets Common Core Standards
120 minutes of uninterrupted instruction
High-quality literature
More independent reading time for students
Different genres of literature
Differentiated instruction to meet each student’s needs
 Leveled readers , ELL material , Tesoros de Lectura
Interactive/ Motivational
Uses technology, games, and animation
Visual resources and manipulatives
Cross-curriculum
Why
Treasures?
 Looking for BEST programs
 Our decision was recently confirmed by test data
 District tracked Language Arts (Reading & Writing)
data
 Language Arts scores decreased in New Jersey
Gradual
Release
of
Responsibility
-Whole Group
-Modeled by teacher
-Small Group
-Students work with teacher’s
assistance
-Centers
-Partner work
-Independent
centers/activities
-Assessments
Whole Group Instruction
Teachers:
 Introduce, teach, and model grade-level key comprehension
skills and strategies of the week (CCSS)
Students:
 Develop comprehension skills
 Engage in conversation to preview, predict, and set purpose for
reading the selection/story
Whole Group Instruction
in the Classroom
Click on “Whole Group” below to watch a video.
Whole Group
Guided Reading
 Small group instruction
 Differentiated practice for students
 Extension of what has been taught during whole group
 Provides additional instruction, practice, review, or
extension of key skills
 Four levels (On, Beyond, Approaching, ELL)
 Teachers meet with small groups daily
Guided Reading in the
Classroom
Click on “Guided Reading”
below to watch a video.
Guided Reading
Why are Centers Important?
 Independent practice and application of skills taught during
whole group instruction
 Reinforce skills taught during instruction
 Contain a variety of activities
Students:
 Work in a small group or independently
 Learn from each other
Centers in the Classroom
Listening
Center
Fluency
Center
Vocabulary Center
Writing
Center
Centers in the Classroom
Click on “Centers’ Video” below to watch a video.
Centers Video!
Independent Activities
Students:
 Build relationships with books while getting the chance to
practice previously taught strategies
 Take control of what they read and, therefore, become
confident, motivated, and enthusiastic about reading
Language Arts Assessments
Diagnostic
SRI
Benchmarks
Unit Assessments
Weekly Assessments
Importance of Assessments
Evaluate achievement and learning
Determine if students are meeting state standards
Help to identify students who require reteaching or intervention
Help teachers modify or provide more effective instruction
Instruction is broken down
into four important
components during
Language Arts.
Oral Language (Listening Comprehension, Speaking)
 Literature read by teacher (Different genres)
 Teacher models making connections
 Questioning about literature
Students:
 Make connections to personal experiences and
display their knowledge on a topic
 Expand vocabulary
 Share ideas/opinions
 Students learn from peers
Word Study (Vocabulary, Phonics, Spelling)
 Introduce/discuss new words every week
 Introduced to weekly phonics skills
Students:
 Use the spelling patterns of known words to decode, read, and
spell new words
 Practice and apply new vocabulary words and strategies using
Leveled Readers and Workstation Flipcharts activities
 Engage in word games and word play activities
Reading (Comprehension, Fluency)
Students:
 Learn and practice understanding what they read
 Engage in active reading, thought-provoking, openended questions about the text
 Develop and extend oral language
 Practice reading fluently through partner reading,
choral reading, and timed reading
Language Arts (Writing, Grammar)
 Writer’s Workshop
(Mini-lessons, independent, shared, and guided writing)
 Weekly grammar focus
Students:
 Encouraged to write for various audiences and purposes
 Taught skills and techniques of writing
 Revise and edit their own writing
Helping at Home

Read, read, read!

Visit your local library

Homework

Make reading positive

Engage children in meaningful conversation

Provide authentic writing opportunities for your child
 Thank-you notes, Party invitations, Letters to family, Grocery list

Storytelling in English, Spanish, or Portuguese

Encourage children to add to stories or make up their own

Watch educational children's television programs together
• Homework is specific to student’s needs and practice
• Students will NOT get the same homework every night
• Please check the teacher’s website for assignments
Literacy Center
 Contains books with:
 Different Lexile levels
 Different genres
 Feel free to borrow or exchange
books
Treasures:
http://www.mhpdonline.com
http://connected.mcgraw-hill.com
Other Helpful Websites:
http://www.colorincolorado.org/
http://www.readingrockets.org/article/79/
http://www2.ed.gov/parents/landing.jhtml?src=fp
http://www.scholastic.com/parents/
Center Time !
1) Different Assessments
2) ConnectEd
3)Leveled Readers & ELL Material
4) Materials
5)Home Connections