Treasures Overview District Focus High level of meaningful student - - PowerPoint PPT Presentation

Treasures Overview

District Focus

• High level of meaningful student

discussion throughout the day.

• Higher level questioning by teacher and

students.

• Differentiated instruction. Purposeful

planning, guided by student results and informal observations.

• 15 min whole group (Oral Language, Vocabulary)
• 15 min stations & small group
• 15 min whole group (Comprehension/Vocabulary)
• 15 min stations & small group
• 15 min whole group (Phonics/Phonemic

Awareness/High Frequency words )

• 15 min stations & small group
• 30 min Writing/Grammar/Conferencing

*Please note: times are approximate

Daily Schedule (120 min reading/writing total for the day

Smart Start

• Kindergarten-1st 3-weeks
• 2nd-5th grade 2-weeks
• Assess students and create groups

Oral Reading Fluency and Comprehension Assessment

• Establish procedures and routine
• Review station procedure
• Assign student jobs
• Complete organization of classroom

library by lexile and genre

Whole Group Instruction

• White pages- Whole group (perky pace):

This is a time for teachers to introduce, model and explain through think alouds and questioning

• All read alouds in white pages are done

by the teacher to model fluency and reinforce skills.

• “Round robin” and “Popcorn reading”

are not best practices, and should not be implemented.

Whole Group Instruction

• Whole-group instruction introduces tested

skills and lets teachers identify areas of students weakness. It is scaffolded, progressing from easier to more complex content.

• During this introductory period, skills and

strategies are modeled for students and practice is guided. This provides students

• pportunities to learn before they take on

independent practice or activities.

Monitoring Student Progress

• During whole group instruction Quick

Checks are identified throughout each lesson

• plan. They identify the tested objectives that

are important to the lesson and important for future assessment.

• During instruction for any tested skill,

teachers should observe student responses, both verbal and written to determine whether

• r not students achieve mastery.

Monitoring Student Progress

• Some questions to consider:
• Have students approached the level of

the skill but not mastered it?

• Have students reached level with the skill

but could consolidate their learning with more practice?

• Are students beyond level and ready to

extend their learning?

• For each category there is a plan for

small-group instruction.

Small group Instruction

• Small groups should be no more than 6

students on same level or with same academic need

• Utilize leveled readers
• Yellow pages are for small group

instruction

• Rotation chart with a station rotation

routine in place

• Refer to the weekly small group lesson

plan for lessons targeting the weekly skills.

• The Suggested Lesson Plan for Small

Groups includes instructional options for every skill, every group, everyday. It also includes suggestions and guidelines for managing these small group lessons.

Small group Instruction

Keeping Track of student progress

• Teachers may utilize a binder to make

informal observations on students during small group instruction. The binder may have a page for each group or each student. These pages should include daily anecdotes

• n student performance.

For example.

• Larry was unable to identify words with the

long O sound. Assigned page 23 from the Approaching level Practice Book.

Student Anecdotal Binder

Routine and Procedure

• Instruction management begins with the

establishment of a predictable, cooperative, learner friendly environment and structured daily routines.

• Developing procedures is the first step in

establishing daily routines and is critical to effective classroom management. You can accomplish this through clearly communicating expectations for student behavior during the various activities that take place in your classroom every day.

• Source: Managing Small Groups A How-to Guide

Stations

• Students should not travel in a group.

Multilevel learners at one station.

• Leveled activities to meet all student needs
• 4-6 stations
• Listening station
• Writing station-Journal writing, Daily Writing

prompt

• Word works-vocabulary
• Phonics and Word study
• Reading stations-Independent and practice

Center Ideas-Writing

Writing Station

Station sample

Writing –sample station

Phonics and Word Study

Portable Writing Station-sample

Reading – sample station

Word Works-Phonics

Listening Station

White Board Station:

Students can...

Rotation Chart – sample

Rotation Chart – sample

Classroom Management Suggestions

• There are weekly contracts, rotation

charts, and a how-to manual for small- group management tools to help teachers organize and communicate plans for student work.

• www.connected.macgraw-hill.com
• Teacher Resources

Word Wall

• Kindergarten through Third grade must still

have a Dolch Word Wall displayed.

• The word wall is for the high frequency

words only. Weekly vocabulary works should not be added to this word wall.

• Kindergarten - Student names can be

posted on the side like in the past.

• Interactive and theme word walls may also

be displayed throughout the room. (math, science, writing, social studies, themed…)

Weekly Vocabulary

• Station Idea:
• Marzano’s academic vocabulary

procedure, sheets and binders, may be used as a station with the weekly vocabulary.