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Houghton Mifflin Follow – up Training Grades K -6 Presentation for principal Literacy cadre

Houghton Mifflin Follow – up Training Grades K -6 Presentation for principal Literacy cadre. November & Dece mber 2008 Laura Kintz . Kimberly Miles, & Christie Petersen. Houghton MIfflin.

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Houghton Mifflin Follow – up Training Grades K -6 Presentation for principal Literacy cadre

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  1. Houghton Mifflin Follow – up TrainingGrades K -6Presentation for principal Literacy cadre November & December 2008 Laura Kintz. Kimberly Miles, & Christie Petersen

  2. Houghton MIfflin • A core program is the “base” reading program designed to provide instruction on the essential areas of reading for the majority of students schoolwide. In general, the core program should enable 80% or more of students to attain schoolwide reading goals. Kamenui & Simmons

  3. Programs are only as good as the level of implementation To optimize program effectiveness: • Implement the program everyday with fidelity (the way it was written, the five big ideas) • Deliver the instruction clearly, consistently, and explicitly (model skills and strategies) • Provide scaffolded support to students (give extra support to students who need it) • Provide opportunities for practice with corrective feedback (maximize engagement and individualize feedback)

  4. Pattern of instruction for: phonics, Vocabulary, Comprehension • Theme Skills Overview • Daily Lesson Plans

  5. Whole Group vs. small group? • Instructional recommendations? (number of intensive, strategic, benchmark) • Walk to read? • Self-contained classroom?

  6. Initial MOdel • 90 minute reading block • 30 minutes whole group • 60 minutes small group (20 minutes each for 3 groups)

  7. ANother Model • 90 – 120 minute literacy block • 45 minutes whole group at the beginning of the literacy block • 45 – 60 minutes small groups • 10 – 30 minutes whole group at the end of the block – partner reading, strategy or skill closure • Every day – students reading aloud, vocabulary, skill work, writing in response to reading • Student needs drive the model!

  8. Whole group: 30 – 60 minutes 30 – 60 minutes Independent Work (10 – 30 minutes) Small Group Small Group Small Group Another Whole Group Session or Extra Practice (10 – 30 minutes)

  9. Walk to Read • Before or after whole group? • 3 Classes: Intensive, strategic, benchmark • 2 Classes: Intensive-low strategic and strategic-benchmark

  10. Vocabulary Words-Whole Group • Picture Words (Tier 3) briefly explain/show picture • Deep concept words (Tier 2) lots of time! • Well-known words (Tier 1) no need • Spend time on deep concept words in whole group. • 2 – 3 words per day, everyday • Multiple exposures – example/non example, visual representations, concrete objects, actions/facial expressions, deep processing questions

  11. Anthology- Whole Group • Most students should have some access to anthology story. • Read along with CD whole group or • Teacher reads aloud • Pause and model strategies • phonics-decoding, monitor-clarify, summarize, question, predict-inferwith think-alouds (CD or teacher led) • Model-Guided Practice, Feedback-Application

  12. Small Group Differentiation • Instructional Focus Groups based on data (DIBELS, weekly skills tests, phonics decoding screener, intervention placement tests) • Skills practice – introduced whole group, more practice and feedback in small group, check on vocabulary log, workbook pages • Read aloud to teacher with instruction/feedback imbedded • Intensive – every day 30 minutes • Strategic – every day 20 – 30 minutes • Benchmark – everyday 10 minutes or 3 times a week for 20 minutes • Flexible grouping!

  13. Independent Work • Students work on vocabulary logs, activities and workbook pages that have been introduced and scaffolded • Must tie into small group (differentiated, not all students will have the same independent work)

  14. Additional Resources • Additional spelling words- http://eduplace.com/rdg/hmr06/ • Online assessment system, test generator • My Computer,T-drive, Reading, Houghton Mifflin, Lesson Planner • http://www.fcrr.org/forTeachers.htm

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