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Houghton Mifflin Deep Training Cohort B June 23, 2005

Houghton Mifflin Deep Training Cohort B June 23, 2005. Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton. Discussion Topics. Oregon’s Review of Core Programs Overview of the Core Program Overall Pros, Cons, and Pre-corrections Sample Reading Block Organization

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Houghton Mifflin Deep Training Cohort B June 23, 2005

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  1. Houghton Mifflin Deep TrainingCohort BJune 23, 2005 Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton

  2. Discussion Topics • Oregon’s Review of Core Programs • Overview of the Core Program • Overall Pros, Cons, and Pre-corrections • Sample Reading Block Organization • Questions

  3. I. Oregon’s Review of Houghton Mifflin High Priority Items Discretionary Items Design Items

  4. II. Overview of the Core Program • Reading Program Components • Text types • Organization of the Teacher’s Manual • Patterns of Instruction • Core Components • Resources for meeting individual needs and how/with whom they are used • In program assessments and how they are used • Pacing • Professional Development Support • HM 03 (Nation’s Choice) vs. HM 05

  5. Houghton Mifflin Reading Program Components: Kindergarten

  6. Houghton Mifflin Reading Program Components: Grades 1st - 3rd

  7. Text Type Definitions Wordless: Books containing no words, only pictures. Pre-Decodable (High-Frequency): May be predictable, lots of repetition of the high-frequency words learned in the accompanying lesson. Predictable: These books have repetitive phrases with a predictable pattern and are often leveled by the publisher. Decodable: Controlled by the previously taught phonic elements and high-frequency words. Controlled: Controlled for vocabulary and not considered trade books or authentic by most educators. No particular phonic focus or enough repetition of a phonic element to be considered decodable. Leveled: May be leveled by many elements (phonics, vocabulary, interest, etc.) Usually used as below-level, on-level, and advanced-level readers. Authentic: Literature which may be leveled to determine grade level. May be sold as trade books.

  8. Houghton Mifflin Texts

  9. Organization of the Teacher’s Manuals: Daily Lesson Plans • Grades K (blue) and 1 (green) • Grades 2 (orange) and 3 (purple)

  10. Pattern of Instruction for Phonemic Awareness: Kindergarten and First Grade In kindergarten, phonological awareness is taught in: • Themes 1-10: Opening Routines, Daily Phonemic Awareness • Themes 2-10: Day 1 Phonemic Awareness-Introducing the Alphafriend • Day 2-4: Develop Phonemic Awareness, and in some Connect Sounds to Letters lessons (Prelude to Phonics lesson) In First Grade, phonological awareness is taught/reviewed in • Themes 1-10: Opening Routines, Daily Phonemic Awareness • Day 1 and occasionally in Day 2: Develop Phonemic Awareness (prelude to phonics lesson) In Second Grade, phonological awareness is taught/reviewed in • Themes 1-6: Day 1 Develop Phonemic Awareness (prelude to phonics skill instruction)

  11. Pattern of Instruction for Phonics:Kindergarten and First Grade In kindergarten, word work is taught in: • Phonics: Days 2-4 • Phonics Spiral Review: Day 5 • Phonics Center activities: various days Examples: Word building, pocket chart activities, games In First Grade, word work is taught/reviewed in Themes 1-2: • Spelling and Phonics- Days 4 and 5 Themes 3-10: • Spelling- Days 2, 3, 4 • Phonics Review- Day 4 • Spiral Review- Day 5

  12. Pattern of Instruction for Phonics: Second Grade In Second Grade, phonics instruction is taught in: Themes 1-6 Day 1: Phonics- Connect Sounds to Spelling and Writing Spelling- Pretest, Instruction (Teaching the Principle), Practice Book, high-frequency words Day 2: Spelling- Reviewing the Principle, Practice Book, high-frequency words Day 3: Spelling- Word work activity related to vocabulary, Practice Book, high-frequency words Day 4:Spelling- Word work/game/activity, Practice Book, high-frequency words Day 5:Spelling- Posttest, high-frequency words

  13. Pattern of Instruction for Phonics: Third Grade In Third Grade, phonics instruction is taught/reviewed in: Themes 1-6 Day 1: Phonics- Connect Sounds to Spelling and Writing Spelling- Pretest, Instruction (Teaching the Principle), Practice Book Day 2: Spelling- Reviewing the Principle, Practice Book, Day 3: Spelling- Word work activity related to vocabulary, Practice Book, Day 4:Spelling- Word work/game/activity, Practice Book Day 5:Spelling- Posttest

  14. Pattern of Instruction for Fluency:Kindergarten-Third Grade Grades K-3: Day 5, Building for Fluency/Rereading for Fluency • Select instructional (95% accuracy) level text. • Select text in which there is overlap in words (i.e., words show up multiple times). • Select text that students can read independently with 97-100% accuracy. For fluency building, materials should be at instructional level or above. (Modified from Hasbrouck 1998)

  15. Pattern of Instruction for Vocabulary: Kindergarten In Kindergarten, vocabulary is taught in: Learning to Read • Day 2, High-Frequency Word Lesson • Day 5, High-Frequency Word Spiral Review Word Work • Day 1, High-Frequency Word Practice • Day 2, High-Frequency Word Practice Writing and Language • Day 1, Oral Language • Day 2, Vocabulary Expansion

  16. Pattern of Instruction for Vocabulary: First Grade In First Grade, vocabulary is taught in: Learning to Read • Day 2, High-Frequency Words Instruction • Day 3, Story Vocabulary • Day 5, High-Frequency Word Spiral Review Word Work • Day 2, High-Frequency Words • Day 3 & 4, Vocabulary • Day 5, High-Frequency Words Writing and Language • Day 1, Oral Language

  17. Pattern of Instruction for Vocabulary:Second Grade In Second Grade, vocabulary is taught in: Reading • Day 2, Reading the Selection • Day 2, Key Vocabulary Word Work • Day 2, Decoding Longer Words (sometimes works on affixes) • Day 3, Spelling • Day 4, Vocabulary Instruction • Day 4, Reteach Decoding Longer Words (sometimes works on affixes) • Day 5, Vocabulary Expansion

  18. Pattern of Instruction for Vocabulary:Third Grade In Third Grade, vocabulary is taught in: Reading • Day 1, Key Vocabulary • Day 1, Reading Segment 1 Word Work • Day 2, Reading Segment 2 • Day 2, Decoding Longer Words (sometimes works on affixes) • Day 3, Spelling • Day 4, Vocabulary Skill Instruction • Day 4, Reteach Structural Analysis (sometimes works on affixes) • Day 5, Vocabulary Expansion

  19. Pattern of Instruction for Comprehension:Kindergarten In Kindergarten, comprehension is taught in: • Day 1, Teacher Read Aloud: Strategy, Comprehension • Day 2, Reading the Big Book: Strategy, Comprehension • Day 3, Reading the Big Book: Strategy, Comprehension, Practice Book • Day 4, Reading the Big Book Science and Social Studies Link: Strategy, Comprehension • Day 5, Revisiting the Literature: Comprehension

  20. Pattern of Instruction for Comprehension:First Grade In First Grade, comprehension is taught in: • Day 1, Teacher Read Aloud • Day 2, Rereading the Read Aloud • Day 3, Strategy/Skill Preview • Day 3, Reading the Anthology: Comprehension/Critical Thinking, Strategy Focus, Responding, Practice Book • Day 3, Comprehension Skill Instruction, Practice Book • Day 5, Revisiting the Literature: Comprehension Skill Instruction

  21. Pattern of Instruction for Comprehension:Second Grade In Second Grade, comprehension is taught in: • Day 1, Teacher Read Aloud • Day 2, Strategy/Skill Preview, Reading the Selection • Day 2, Responding: Comprehension Questions, Practice Book • Day 2, Rereading/Revisiting the Text • Day 3, Comprehension Skill Instruction, Practice Book • Day 5, Comprehension Review Skill Instruction, Comprehension Skill Reteaching

  22. Pattern of Instruction for Comprehension:Third Grade In Third Grade, comprehension is taught in: • Day 1, Teacher Read Aloud, Strategy/Skill Preview, Practice Book • Day 1, Reading Segment 1: Supporting Comprehension, Strategy Focus • Day 2, Reading Segment 2: Supporting Comprehension, Strategy Focus • Day 2, Responding: Comprehension Questions, Practice Book • Day 2, Rereading/Revisiting the Text • Day 3, Comprehension Skill Instruction • Day 4, Comprehension Skill Instruction • Day 5, Comprehension Review Skill Instruction

  23. Core Components: Kindergarten and Grade 1 Benchmark: • Core Program Components: Opening Routines, Reading the Big Book, Teacher Read Aloud, Comprehension Strategy and Skill Instruction, High Frequency Words, Phonics/Word Work, Content Link, Vocabulary Strategy and Skill Instruction, Spiral Review, Building Fluency/Rereading for Fluency, Practice Book, Spelling, Concepts of Print, Anthology Selections, Phonics Library, etc. • Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. • Strategic/Intensive: • Core Program Components: Same as Benchmark. • Differentiation: Use Extra Support Handbook and ELL Handbook for additional resources to preteach and reteach lessons. • *Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program.

  24. Core Components: Grades 2-3 Benchmark: • Core Program Components: Teacher Read Aloud, Phonics/Word Work, High Frequency Word Instruction, Vocabulary Strategy and Skill Instruction, Anthology Selections, Phonics Library (2nd only), Spelling, Structural Analysis, Comprehension Strategy and Skill Instruction, Spiral Review, Practice Book, Building Fluency/Rereading for Fluency, etc. • Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. • Strategic/Intensive: • Core Program Components: Same as Benchmark. • Differentiation: Use Extra Support Handbook and ELL Handbook for additional resources to preteach and reteach lessons. • *Based on your data, a supplemental program may be needed to support/supplant these children in/from the core program.

  25. Resources for Meeting Individual Needs • Extra Support Handbook • Handbook for English Language Learners • Challenge Handbook • Classroom Management Handbook • Theme Resources located in the back of each Teacher’s Edition (Challenge/ Extension/Reteaching Lessons)

  26. Houghton Mifflin Assessments • Theme Skills Tests (K-6)** • Theme Selection Tests (1-6, Resource Blackline Master) • Integrated Theme Skills (K-6) • Emerging Literacy Survey (K-2) • Phonics/Decoding Screening (1-6) **ORRF recommended in-program assessment.

  27. Theme Skills Analysis

  28. Pacing of Houghton Mifflin Reading:Kindergarten Example

  29. http://www.smbsd.org/district_programs/reading_/pacing_calendars/index.htmlhttp://www.smbsd.org/district_programs/reading_/pacing_calendars/index.html

  30. Professional Development Support: Frequency and Type • Houghton Mifflin • Building Coach • Cohort A Coach • ORRF Center/Regional Coordinator

  31. HM 2005: K and 1st • Kindergarten • 5 Big Ideas Color Coded in Teacher’s Edition • Overall Format is More Organized • New Read Alouds • New Leveled Readers for Social Studies, Reading (June) and Science (September) • First Grade • Anthologies 1.1 and 1.2 (Themes 1, 2, 3, and 4) have 3, instead of 2, stories. The Main selection is less decodable than 2003 edition. (**Recommend purchasing at least 10 copies of Phonics Library books for every classroom) • Other Changes: Information on Assessing Student Progress, Managing Flexible Groups, and Planning for Assessment

  32. HM 2005 2nd and 3rd • New Weekly 5 Day Lesson Plan Like K and 1 • Overall Format is More Organized • 2 New Selections (1 fiction/1 nonfiction) • Instruction and Review of Theme Skills/Strategies • 1 Week of Lesson Plans in All Six Themes • Section on Management Routines/Instructional Routines • Additional Leveled Readers with Lesson Plans • No Longer Reader’s Library Books • Information on Assessing Student Progress and Planning for Assessment

  33. III. Pros, Cons, and Pre-Corrections

  34. IV. Organization of Reading Block • School structure (Schoolwide or Targeted-Assisted Title, staff availability, school schedules, etc.) • Grouping (whole group and small group instruction, cross class grouping, etc.)

  35. Sample Reading Block Organization: William Walker Kindergarten (4 sessions of kindergarten) • Reading Block is 75 minutes (half day for all) • Teacher teaches all aspects of Houghton Mifflin to all learners (mostly whole class instruction, 20/75 minutes is working in small groups) Kindergarten (4 sessions of KIIP, Kindergarten Intensive Intervention Program, Title 1 Funds) • 48/83 Intensive/Low Strategic children stay for an additional session of KIIP • Ratio: 1 teacher, 12 students • Materials used: ERI, Language for Learning and Pre/Reteaching of Houghton Mifflin

  36. Sample Reading Block Organization: William Walker 1st Grade (4 classroom teachers, 1 ESL teacher, 2 Instructional Assistants) High Strategic/Benchmark Students (22 students per class) • Reading Block is 2 ½ hours in length (45 minutes of writing) • 3 Houghton Mifflin Classrooms (utilize all aspects of HM) • 30 minute small group instruction (1 teacher, 2 Instructional Assistants in room, use data to determine instructional focus) • Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Intensive/Low Strategic (23 students) • 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) • 1 Classroom Teacher and 1ESL teacher team teach Houghton Mifflin for 100 minutes (11/12 students) * Read Naturally in the afternoon for intensive and strategic students

  37. Sample Reading Block Organization: William Walker 2nd Grade (4 classroom teachers, 1 ESL teacher, 1 Instructional Assistant) High Benchmark Class (25 students), Low Benchmark Class (23 students), High Strategic Class (22 students), • Reading Block is 2 ½ hours in length (45 minutes of writing) • 3 Houghton Mifflin Classrooms (utilize all aspects of HM) • Explicit Blending, Phonics Library, On My Way Practice Readers, Leveled Readers, Anthology Selections Low Strategic/Intensive Students (18 students) • 1 Read Well/Houghton Mifflin Classroom: (50 minutes of Read Well, small group) • 1 Classroom Teacher and 1ESL teacher team teach Houghton Mifflin for 100 minutes (9/9students) * Read Naturally in and outside of reading block for intensive/strategic students monitored by IA

  38. V. Questions?

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