William B. Gibbs Jr. Elementary School

1. William B. Gibbs Jr. Elementary School Reading Data 2010-2011 Kim Bosnic, Principal Yolanda Allen, Assistant Principal

2. Kindergarten Kindergarten Teachers Caitlin Walker Karen Anderson Natalie Benco Valerie Mossberg Erin Williamson ESOL Teachers Jessica Medeiros Kristen Hostler Sandi Garcy Jaime Stevenson Speech Teacher Stephanie Souder Para Educator Sheryl Wolf-Heller

3. Reading Benchmarks Per Quarter • Quarter 1 - No text • Quarter 2 - Level 1 text • Quarter 3 - Level 3 text • Quarter 4 - Level 4 text • The Stretch Kindergarten Bench – Level 6 text

4. Percentage of student that have met End-of-Year Benchmarks

5. Percentage of students that have made a year’s worth of growth.

6. What strategies or practices do we feel have worked well this year? • Interventions with Sheryl for re-teaching reading skills • word rings used daily • Reading journals to support comprehension • Mind’s Eye (critical thinking activities) • Collaborative planning and sharing of resources and lessons

7. What upgrades or adjustments do we want to make for next year instructionally? • Create reading groups between kindergarten classes during the first quarter for students entering school reading 1 ½ years above grade level (text level 10 and higher) • More collaboration with school human resources • Encourage parent support at home by providing resources and providing parent trainings (through video supports)

8. Final Thoughts • Look at the students who did not make a years worth of progress to target trends and reasons. This may help with planning for instructional supports.

9. First Grade Amy Fletcher, Deviani Gupta, Carolyn Johnson, Mark Johnson, Heather Miller, Kim Walder, Erin Del Balzo, Ilana Sushner, & Jessica Medeiros

10. Reading Benchmarks Per Quarter • Quarter 1: levels 5-7 • Quarter 2: levels 8-11 • Quarter 3: levels 12-15 • Quarter 4: levels 16-17

11. Percentage of student that have met End-of-Year Benchmarks

12. Percentage of students that have made a year’s worth of growth.

13. What strategies or practices do we feel have worked well this year? • Following a consistent introduction of high frequency & spelling words each week • Homework assignments that incorporated decoding skills as well as written comprehension • Using paper copies of books so students can underline text support (Reading A-Z) • Informal interventions with paraeducators for students who needed small group review • Modeling written responses as well as using rubrics to evaluate written responses

14. What upgrades or adjustments do we want to make for next year instructionally? • Developing a plan for the team to send guided reading books home (reward students for returning them on time, keeping a reading log, providing additional copies of books, etc.) • Sending home sample written responses • Increasing the use of critical thinking strategies to challenge students

15. Final Thoughts • Our team is encouraged by the number of students who have made at least a year’s worth of progress. This is an important data point to consider in upcoming years (not just the MCPS benchmark).

16. Second Grade TeachersMrs. Altuner, Mrs. Carroll, Mrs. Herwood, Ms. Hughes, and Mrs. JakiunESOL TeachersMrs. Stevenson and Mrs. MedeirosSpeech TeacherStephanie SouderSpecial EducatorIlana SushnerPara SupportMayya KlichBeth NeffEllen Payne

17. Reading Benchmarks Per Quarter • 1st Quarter- Level J • 2nd Quarter- Level K • 3rd Quarter- Level L • 4th Quarter- Level M

18. Percentage of students that have met End-of-Year Benchmarks

19. Percentage of students that have made a year’s worth of growth.

20. What strategies or practices do we feel have worked well this year? • Adding critical thinking into our reading program (e.g. Which character do you think had the biggest impact on Cinderella’s life?) • Using guided reading planning sheets to structure small group lessons • Equitable calling strategies to ensure all students are participating • Grouping students in a variety of different ways • Team planning and collaboration • Engaging activities in which students are moving around

21. What upgrades or adjustments do we want to make for next year instructionally? • Continue to add more critical thinking into our reading lessons by having students explain how reading the story has impacted their thinking • Planning for the use of reading extension programs such as; Beyond Words, Literature Circles, and Jacob’s Ladder to enrich deeper discussions during small groups • Identifying the key concepts to be taught for each quarter

22. Final ThoughtsWhat Can You Do Over the Summer? • Write in a journal about vacations or summer activities • Ask your son/daughter questions about what they read • What would you do differently? • What character are you most like? • Name a character trait and evidence to prove it. • Identify story elements (characters, setting, problem, solution) • What lesson does the story teach? • What is the author’s purpose for writing this book? • Plan trips over the summer (e.g. library, nature center, historical sights, etc.)

23. Third Grade Ms. Cain, Mrs. Doyle, Mrs. Hilbrecht, Mrs. Stadtler, Mrs. Stasio, Mrs. Hostler, Mrs. Blumberg, Ms. Souder

24. Reading Benchmarks Per Quarter • End of first quarter- M • End of second quarter – N • End of third quarter- O • End of fourth quarter-P

25. Percentage of student that have met End-of-Year Benchmarks

26. Percentage of students that have made a year’s worth of growth.

27. What strategies or practices do we feel have worked well this year? • Collaborative planning/sharing of resources • Use of accelerated instruction (William and Mary, Jacobs Ladder, and Junior Great Books) • Critical Thinking Strategies • Shared inquiry discussions • Literature Circles • Modeling of written responses • Corrective reading for special education students with decoding and fluency issues

28. What upgrades or adjustments do we want to make for next year instructionally? • Integration of science and social studies text in to reading • Interest based literature circles

29. Final Thoughts • Suggestions for summer - Take advantage of the summer brochure - Reading everyday - Keep a writing journal - Visit the public library - Read to a sibling - Use Interactive reading websites

30. Fourth Grade Ms. Futrovsky, Ms.Garcy, Ms. Hostler, Mr. Humphrey, Mr. Huston, Mrs. Mayers, Ms. Sushner, Ms. Souder

31. Reading Benchmarks Per Quarter • 1st & 2nd Quarter Benchmark = (Q – R) • 3rd & 4th Quarter Benchmark = (S – T)

32. Percentage of student that have met End-of-Year Benchmarks

33. Percentage of students that have made a year’s worth of growth.

34. What strategies or practices do we feel have worked well this year? • Building critical thinking skills • S.T.P. (Stop-Think-Paraphrase) • Literature Circles • Corrective Reading/SOAR • Junior Great Books • William and Mary curriculum • Jacob’s Ladder

35. What upgrades or adjustments do we want to make for next year instructionally? • We would like to streamline the William and Mary curriculum • Use Jacob’s Ladder more often • Use higher level core books for above grade level readers

36. Final Thoughts • “So please, oh PLEASE, we beg, we pray, go throw your TV set away, and in its place you can install, a lovely bookshelf on the wall.” - Roald Dahl, Charlie and the Chocolate Factory

37. Fifth Grade Ms. Wukitch, Ms. Ugolini, Ms. Mstowski, Mrs. Kim Mrs. Hostler, GO GATORS!

38. Reading Benchmarks Per Quarter • 1st & 2nd quarter: T-U • 3rd & 4th quarter: V-W

39. Percentage of student that have met End-of-Year Benchmarks

40. Percentage of students that have made a year’s worth of growth

41. What strategies or practices do we feel have worked well this year? • Incorporating Junior Great Books and Jacob’s Ladder into small and whole group instruction • Running literature circles and book clubs • Using cross-curricular Jigsaw activities • Making lessons that are interactive, inquiry-based, and student-led • Using technology in classroom instruction (Promethean, videos, computer lab, etc.) • Corrective reading combined with Read Naturally for special education students with decoding and fluency needs • Shared team responsibilities for creating lessons based upon MSA curriculum guidelines • Reviewing and preparing for the MSA by embedding test taking skills throughout the year

42. What upgrades or adjustments do we want to make for next year instructionally? • We plan to incorporate more use of mini book guided reading materials. • We plan to further develop instructional plans for paraeducators to instruct guided reading groups. • We plan to be selective about teaching the most important concepts suggested in the curriculum in depth • We plan to share long term goals for literature circles using a “big picture” mentality what is the main purpose of this literature circle?

43. Final Thoughts • Recommendations for parents as our 5th graders move on to middle school: Keep reading!! Keep a journal! Congratulations! Today is your day. You’re off to Great Places! You’re off and away!You have brains in your head. You have feet in your shoes.You can steer yourself in any direction you choose. You’re on your own.And you know what you know. You are the guy who’ll decide where to go.—Dr. Seuss, "Oh, the Places You'll Go!“ Congratulations 5th Graders!