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1 Houghton Mifflin Deep Training Cohort B June 23, 2005 Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton.

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Presentation on theme: "1 Houghton Mifflin Deep Training Cohort B June 23, 2005 Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton."— Presentation transcript:

1 1 Houghton Mifflin Deep Training Cohort B June 23, 2005 Carol Dissen, ORRF Regional Coordinator Toni Fisher, ORRF Coach, Beaverton

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

3 3 I. Oregon’s Review of Houghton Mifflin KindergartenFirst GradeSecond GradeThird Grade Phonemic Awareness85%100% Phonics83%82%88% Fluency75%92%67% Vocabulary Comprehension TOTAL84%82%89%75% High Priority Items KindergartenFirst GradeSecond GradeThird Grade Phonemic Awareness100% Phonics88%96%90%75% Fluency25%50%42% Vocabulary Comprehension TOTAL94%87%81%66% Discretionary Items KindergartenFirst GradeSecond GradeThird Grade TOTAL90%85%80%75% Design Items

4 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 5 Houghton Mifflin Reading Program Components: Kindergarten LiteratureStudent PracticeTeacher’s Material Big Books Plus Content Links Little Big Books Plus Content Links Big Books Audiotapes Read Aloud Books Phonics Library On May Way Practice Readers Practice Book Letter, Word, and Practice Cards On My Way Practice Readers Word and Picture Books Kindergarten Phonics Center Teacher’s Edition Teacher’s Resource BLM Phonics Library BLM Alphafriends Package Theme Posters Home/Community Connection

6 6 Houghton Mifflin Reading Program Components: Grades 1 st - 3 rd LiteratureStudent Practice Teacher’s Material Big Books Plus Content Links Student Anthology Audiotapes for Student Anthology Read Aloud Books Phonics Library/Readers Library On May Way Practice Readers I Love Reading Books Practice Book Sound Spelling Cards On My Way Practice Readers I Love Reading Books Phonics Library/Readers Library Leveled Readers -- Below, On Level, Challenge, Language Support Theme Paperbacks Teacher’s Edition Teacher’s Resource BLM Phonics Library BLM I Love Reading BLM Readers Library BLM Theme Posters Home/Community Connection Phonics/Decoding Screening Test Blending/Syllable Division Posters

7 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 8 Houghton Mifflin Texts

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

10 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 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 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 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 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 % accuracy. For fluency building, materials should be at instructional level or above. (Modified from Hasbrouck 1998)

15 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 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 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 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 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 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 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 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 23 Core Components: Kindergarten and Grade 1 Benchmark: 1. 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. 2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. Strategic/Intensive: 1.Core Program Components: Same as Benchmark. 2.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 24 Core Components: Grades 2-3 Benchmark: 1. Core Program Components: Teacher Read Aloud, Phonics/Word Work, High Frequency Word Instruction, Vocabulary Strategy and Skill Instruction, Anthology Selections, Phonics Library (2 nd only), Spelling, Structural Analysis, Comprehension Strategy and Skill Instruction, Spiral Review, Practice Book, Building Fluency/Rereading for Fluency, etc. 2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources. Strategic/Intensive: 1.Core Program Components: Same as Benchmark. 2.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 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 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 27 Theme Skills Analysis

28 28 Pacing of Houghton Mifflin Reading: Kindergarten Example ThemesStart of the Year Daily LessonPacingTotal Instructional Days 10Welcome to Kindergarten 5 days Assessment Theme 1-15 days Theme 2-15 day* Theme 3-15 days* Theme 4-15 days* Theme 5-15 days* Theme 6-15 days* Theme days* Theme 8-15 days* Theme 9-15 days* Theme day s* *Add one additional day after each theme for assessment and launching of new theme. Approximately 3 weeks per theme based on students’ needs and time to assess.

29 29

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

31 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 32 HM nd 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 33 III. Pros, Cons, and Pre-Corrections Pros Teachers Manuals Variety of materials and texts to meet needs of all learners Spiral Reviews Consistent Scope and Sequence Consistent weekly pattern of instruction Con Not enough daily explicit teaching, modeling, guided practice and review of explicit phonics for struggling readers (K-3) Not enough exposure of explicit teaching, modeling and student fluency practice using decodable and controlled texts (K-3) Pre- Corrections Adding daily explicit phonics lessons for struggling readers (K-3) Pacing Calendars – reteaching lessons and reviewing for mastery (utilizing possible 7-day plan for second and third grade) Preview Theme Skills tests and review test results

34 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 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 36 Sample Reading Block Organization: William Walker 1 st 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 37 Sample Reading Block Organization: William Walker 2 nd 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 38

39 39 V. Questions?


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