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Published by: mfijor on Sep 25, 2008
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Reviewing the Treasures Reading Program Graphic Organizers

As we begin teaching the Treasures reading program we are interested in monitoring the various components of the program and our students’ responsiveness to each of the components. While we would like to implement the program with high fidelity and approach each lesson in the way the publisher designed it, we also know that time is limited and that we are not able to fit 150 minutes of instruction into our daily schedule. We also know that our student population performs above the national average and that some components of the program may not be appropriate for the majority of our students. As a result, we are asking for your input as we move forward for the remainder of this year and plan ahead for next year. We’ve asked you to attempt to teach this first unit following the program guidelines as closely as possible with the exception of the guided reading component, which you were free to introduce at whatever time you felt was best during this first unit. We’d like to ask you reflect on the first couple of weeks of instruction and the remainder of Unit 1 using the attached graphic organizers. As the Instruction Department considered the various components of the program, we felt that each would fall into one of the following three categories: 1. Precious Gems These are the components of Treasures that you believe are integral in teaching the weekly skills and strategies and that should be included in daily or weekly instruction. 2. Diamonds in the Rough These are the components that need to be tweaked in order to realize their true value. Please consider how we may modify these to make them work for our students. (Use as differentiated small group station activity vs. whole group, eliminate a portion of it, pair it with another activity/lesson, use it for practice vs. instruction, etc.) 3. Fool’s Gold These components looked enticing, but did not deliver the desired results. If we need to take components out due to time restrictions, this piece could be optional. Some of these components may be worthwhile if modified. We’d like to ask you to follow these guidelines as you fill out the graphic organizers. You may print them out and handwrite, or type directly on the pages. You can fill them out individually or as a team. If you have a different format or graphic organizer that you want to use, please feel free to do so, but please keep the same guidelines. We do ask that you keep in mind the learning styles and academic level of the students in your class this year as you make comments. As we know, some activities and lessons that are phenomenal with a class one year may be a total flop the following year. If you foresee that a component didn’t work with your class this year, but can envision using it with a class that has a different make up, please note that. (i.e. “This component didn’t work well with this class, but if I had the gifted cluster I would definitely use this and allow an additional 10 minutes for this activity to give them enough time.”)

We hope to collect this information from you no later than Monday, October 6th. We plan to go through it and try to compile the information into one document at each grade level to use as a guide as you plan for Unit 2 on the October 10th SIP Day. We hope this will help grade level teams come to some decisions about what to teach and how much time to allocate to various components moving forward. Please make note of assessments that were used during this unit and your thoughts about how helpful they were in identifying the needs of your students. Please also consider any Helpful Hints that should be included for next year’s plan. For example, if week 2 required students to read a mystery, then in week 1, we should make a note to get mysteries from the school library or Arlington Heights Memorial Library. Please feel free to include any other information that would be helpful to staff who are new to a grade level or to District 25. We appreciate all your help with this and we hope that it will prove to be useful.

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