William B. Gibbs Jr. Elementary
School
Reading Data 2010-2011
Kim Bosnic, Principal
Yolanda Allen, Assistant Principal
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
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
Percentage of student that have met
End-of-Year Benchmarks
Kindergarten
14%
7%
Above
Below
77%
On
Percentage of students that have
made a year’s worth of growth.
Kindergarten
10%
One Years Growth
90%
Less Than a Years Growth
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
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)
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.
First Grade
Amy Fletcher, Deviani Gupta, Carolyn
Johnson, Mark Johnson, Heather Miller,
Kim Walder, Erin Del Balzo, Ilana Sushner,
& Jessica Medeiros
Reading Benchmarks Per Quarter
•
•
•
•
Quarter 1: levels 5-7
Quarter 2: levels 8-11
Quarter 3: levels 12-15
Quarter 4: levels 16-17
Percentage of student that have met
End-of-Year Benchmarks
First Grade
26%
17%
57%
Above
Below
On
Percentage of students that have
made a year’s worth of growth.
First Grade
14%
One Years Growth
Less Than a Years Growth
86%
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
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
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).
Second Grade Teachers
Mrs. Altuner, Mrs. Carroll, Mrs. Herwood, Ms. Hughes, and Mrs. Jakiun
ESOL Teachers
Mrs. Stevenson and Mrs. Medeiros
Speech Teacher
Stephanie Souder
Special Educator
Ilana Sushner
Para Support
Mayya Klich
Beth Neff
Ellen Payne
Reading Benchmarks Per Quarter
•
•
•
•
1st Quarter- Level J
2nd Quarter- Level K
3rd Quarter- Level L
4th Quarter- Level M
Percentage of students that have met
End-of-Year Benchmarks
Second Grade
34%
Above
55%
11%
Below
On
Percentage of students that have
made a year’s worth of growth.
Second Grade
11%
One Years Growth
Less Than a Years Growth
89%
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
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
Final Thoughts
What 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.)
Third Grade
Ms. Cain, Mrs. Doyle, Mrs. Hilbrecht,
Mrs. Stadtler, Mrs. Stasio, Mrs.
Hostler, Mrs. Blumberg, Ms. Souder
Reading Benchmarks Per Quarter
•
•
•
•
End of first quarter- M
End of second quarter – N
End of third quarter- O
End of fourth quarter-P
Percentage of student that have met
End-of-Year Benchmarks
Third Grade
30%
Above
54%
16%
Below
On
Percentage of students that have
made a year’s worth of growth.
Third Grade
21%
One Years Growth
79%
Less Than a Years Growth
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
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
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
Fourth Grade
Ms. Futrovsky, Ms.Garcy, Ms. Hostler,
Mr. Humphrey, Mr. Huston,
Mrs. Mayers, Ms. Sushner, Ms. Souder
Reading Benchmarks Per Quarter
• 1st & 2nd Quarter Benchmark = (Q – R)
• 3rd & 4th Quarter Benchmark = (S – T)
Percentage of student that have met
End-of-Year Benchmarks
Fourth Grade
23%
Above
11%
66%
Below
On
Percentage of students that have
made a year’s worth of growth.
Fourth Grade
26%
One Years Growth
74%
Less Than a Years Growth
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
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
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
Fifth Grade
Ms. Wukitch, Ms. Ugolini, Ms. Mstowski, Mrs.
Kim
Mrs. Hostler,
GO GATORS!
Reading Benchmarks Per Quarter
• 1st & 2nd quarter: T-U
• 3rd & 4th quarter: V-W
Percentage of student that have met Endof-Year Benchmarks
Fifth Grade
43%
43%
Above
Below
On
14%
Percentage of students that have
made a year’s worth of growth
Fifth Grade
16%
One Years Growth
84%
Less Than a Years Growth
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
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?
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!