Embed Size (px)
Citation preview
Literacy Leaders
Treasures Reading ProgramLaura Thompson
Regional Consultant
Agenda
Literacy Leadership What it takes The role of assessment Knowing your program Supporting your staff
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
What does it take?
Results
1.Knowledge and skills
2.Tools and materials
3.Support Systems and Leadership
www.corelearn.com
Knowledge and Skills
Understanding of research-based practices and theory
Knowledge of reading program
Develop and practice skills needed to teach effectively
Tools and Materials
Treasures
Assessments
Best practices
Support Systems and Leadership
Collaboration Troubleshooting Professional Development Implementation Mentoring
Systems Assessment Systems Scheduling
Literacy leaders must…
Marshall resources Provide time Identify other leaders/mentors Stay the course when things get
tough!
JigsawImplementing and Sustaining An Effective Reading
Program
Read
Highlight important points
Summarize your excerpt
Prepare to share/discuss your part with colleagues
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
Discussion
Professional Development Role of the Principal Assessment Four Learners Differentiated Support
What did you find most interesting?
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
Treasures Reading Overview
Kindergarten Student Materials Teacher’s Materials Assessment Reading Triumphs
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
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.
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
Teacher MaterialsDigging For Treasure!
Choose one component: Oral Language Phonemic Awareness Phonics Vocabulary Fluency Comprehension Writing
Look through TE Discuss routines, methods and
resources
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
Instructional Navigator
Lesson Planner
Teacher’s Edition
Resources
Assessment
K-6 Assessment Handbook Weekly Tests Unit Tests Benchmark Assessments Fluency Assessments Running Records
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
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!
Understand that implementation… Is hard work
Takes time
Is difficult for some
Requires a collective effort and commitment
Implementation Resources
Walk through forms Program materials Consultant Each other!
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?
Assessing Implementation
Observe teachers
Use an informal walk-through checklist
Analyze weekly and unit assessments
Agenda Review
Literacy Leadership What it takes The role of assessment Knowing your program Supporting your staff
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
