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

For questions or support…

Laura Thompson laura_thompson@mcgraw-hill.com913-322-6164

Thank you!!