1. Tuesday, October 23, 2012

2. Why Treasures?

3.  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

4.  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 Why Treasures?

5. Gradual Release of Responsibility -Whole Group -Modeled by teacher -Small Group -Students work with teacher’s assistance -Centers -Partner work -Independent centers/activities -Assessments

6. 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

7. Whole Group Instruction in the Classroom Whole Group Click on “Whole Group” below to watch a video.

8. 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

9. Guided Reading in the Classroom Guided Reading Click on “Guided Reading” below to watch a video.

10. 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

11. Centers in the Classroom Listening Center Fluency Center Vocabulary Center Writing Center

12. Centers in the Classroom Centers Video! Click on “Centers’ Video” below to watch a video.

13. 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

14. 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

15. Instruction is broken down into four important components during Language Arts.

16. 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

17. 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

18. Reading (Comprehension, Fluency) Students:  Learn and practice understanding what they read  Engage in active reading, thought-provoking, open- ended questions about the text  Develop and extend oral language  Practice reading fluently through partner reading, choral reading, and timed reading

19. 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

20. 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

21. 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

22. Literacy Center  Contains books with:  Different Lexile levels  Different genres  Feel free to borrow or exchange books

23. 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/

24. Center Time ! 1) Different Assessments 2) ConnectEd 3)Leveled Readers & ELL Material 4) Materials 5)Home Connections