1. Welcome to SB472 Professional Development
Houghton Mifflin Reading: California
Grade 6
Day 3
Presenter Notes:
Materials Needed:
Participant Binder
Houghton Mifflin Teacher’s Edition Theme 1
Houghton Mifflin Handbooks:
Classroom Management
Extra Support
English Language Learner
Put Reading First
Language Arts Framework
ELD Map of the Standards (Class Set)
Presenter:
Have this slide up as participants come in
Welcome everyone
Direct participants to sign in on the attendance sheet
Have them put on name tags
Pass out materials
Review housekeeping items such as locations of bathrooms, parking lot and other facility issues

2. NORMS Today we will: Participate and learn from each other
Share our good ideas
Be on time
Keep cell phones on silent
Presenter Notes:
Briefly, review the norms poster with the established norms and the suggested norms from the group

3. Day 3 Outcomes By the end of today, participants will:
Know the components of the Houghton Mifflin word work instruction section and how to teach each lesson.
Understand how the Houghton Mifflin word work instruction supports the Reading/Language Arts standards and research.
Understand and be able to scaffold support for ELD, Extra Support, Special Education, and Challenge students in phonics, spelling, and vocabulary instruction.
Presenter Notes:
Review Day 3 outcomes by referring to slide.

4. Comprehension Strategies
Random Discussion Groups
Scaffolds for English Learners and Special Needs students as they master Reading Comprehension Standards:
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Presenter Notes:
Explain the objectives of the teaching strategy
Objective:
To model a heterogeneous/random grouping strategy and a conversation model that is effective in scaffolding for English Learners and Special Needs students in the area of comprehension.
These activities help the students master the following California Language Arts Reading Comprehension Content Standards:
2.3 Connect and clarify main ideas by identifying their relationships to other sources and related topics.
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.

5. Discussion Groups Homework Debrief Activity
Gather your homework article and responses from Day 2
Form four groups by numbering off spring, summer, winter, autumn around the room
As a “seasons” group, discuss your quotations and notes as well as why you found them important.
Presenter Notes:
Materials Needed:
“Teaching Decoding” IP article by Louisa Moats.
Participant response sheet for “Teaching Decoding” reflections.
Presenter:
During this activity you will walk the room and monitor participant responses, referring them back to specific pages in the Moats’ article.
Direct Participants To:
Follow the instructions on the current slide and answer the questions on the next slide.

6. HOUGHTON MIFFLIN WORD WORK Red Pages
Presenter Notes:
Refer to the Houghton Mifflin Theme 1 Teacher’s Edition WORD WORK (red section) pages.
Direct Participants To:
Follow along in their TE

7. Reading/Language Arts Framework
According to the Reading/Language Arts Framework (2007), the curriculum for reading and language arts in lower grades should provide explicit and systematic instruction and diagnostic support in:
 Phonemic awareness  Phonics
 Decoding  Word-attack skills
 Spelling  Vocabulary
In grade 6, the emphasis in reading instruction is characterized as reading and learning for life: reading to learn.
However, this emphasis does not diminish the need for ALL
6th grade students to have command of the word analysis, fluency, and systematic vocabulary development strands.
Presenter Notes:
Share the information on the slide with participants.
Direct Participants To:
Browse through the Word Recognition section of page 155 of the Frameworks
Highlight the section that reads:
“As in the fourth and fifth grades, students not reading at grade level should receive continued systematic and explicit instruction in decoding or comprehension strategies or both.”
Presenter:
Explain that in order to provide the explicit instruction the teacher must be familiar with what that entails and that for that reason, you will briefly look at the K-3 section of the Framework.

8. Third Grade Standards Guided Browse
Find the Reading/Language Arts Framework section in your binder that begins on page 93, and ends on page Third Grade Standards and Instruction.
Highlight the words and phrases that guide teachers towards the explicit instruction in word analysis needed for third grade success.
Presenter Notes:
Materials Needed:
Section Third Grade Standards and Instruction (pages 94-95) from California Reading/Language Arts Framework (2007)
A yellow highlighter for each participant
Direct Participants To:
Do a “guided browse” through the Framework pages that cover “Decoding and Word Recognition” for Grade 3 (pages 94-95).
Mention specific passage phrases that participants need to highlight as you read aloud (ensure you highlight at least the following):
page 94 the three principals for selecting and sequencing instruction
page 95 the guidelines for reading big or multisyllabic words
Remind teachers that struggling sixth graders continue to need these word analysis and decoding strategies explicitly taught as they study the origins, derivations, and use of words that will enable them to become more fluent and automatic readers in all subject areas.

9. Revisiting PUT READING FIRST, page 4
RESEARCH
Revisiting PUT READING FIRST, page 4
Definition:
Phoneme: The smallest unit of spoken language that makes a difference in the meaning of words.
English has about 42 phonemes.
Spanish has about 23 phonemes.
Try this:
How many phonemes do you hear?
Frog Smile
Grab Queen
Fix
Presenter Notes:
Read the definition of a phoneme from Put Reading First (page 4) off of the slide. Remind participants that they looked at this research on Day 1.
Refer to the slide above; segment each word and use your fingers to indicate each phoneme as you count
frog (4 phonemes)
grab (4 phonemes)
fix (4 phonemes)
smile (4 phonemes)
queen (4 phonemes)
Remind participants that they need to practice the correct articulation of the phonemes and model correct pronunciation for /b/, /p/, and /r/, for example.
Direct Participants To:
Count the phonemes as they are modeled.
Practice correct pronunciation of sounds modeled.

10. Graphemes
Definition
a grapheme is the smallest unit of written language that represents
a phoneme in the spelling of a word.
a grapheme may be just one letter (s, p, f, d, b)
a grapheme may be several letters (ch, sh, th, -ck, ea, -igh)
Your trainer will read a list of phonemes-
Write a grapheme for each sound you hear:
Presenter Notes:
Point out the definition of a grapheme on page 4 of Put Reading First.
Direct Participants To:
Listen and write the graphemes as they are modeled.
Read these sounds and ask participants to write a grapheme that represents each sound on a scratch piece of paper:
/k/
/f/
/t/
/z/
Review the possible graphemes for each sound:
/k/=c, k, ch, que
/f/ = f, ff, ph, -gh
/t/ = t, ed
/z/ = s, z

11. Phonemic Awareness Definition:
Phonemic awareness is the ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words.
Phonemic awareness can be taught and learned.
Phonemic awareness instruction helps children learn to read and spell, especially when paired with instruction where children are taught to manipulate phonemes by using the letters of the alphabet.
Review these terms from Put Reading First, page 6:
Phoneme manipulation
Blending
Segmenting (Segmentation)
Presenter Notes:
Call participants’ attention to the definition of phonemic awareness on the above slide.
Direct Participants To:
Listen and reply (choral responses) as you model:
Phoneme manipulation (see Put Reading First page 5-6 for samples):
Take the first letter off the word “play” to make a new word: playﾑlay
Substitute one letter for another to make a new word: take the word “money” and change the /m/ to /h/ to make a new word: honey.
Blending:
Combine individual phonemes to form words /b/ /u/ /g/ = bug
Combine onsets and rhymes to make syllables /gr/ + /ab/ = grab
Combine syllables to make words /bal/ + /loon/ = balloon
Segmenting:
When individual words are broken into their individual phonemes van = /v/ /a/ /n/
When individual words are broken into syllables balloon = /bal/ /loon/

12. PHONICS
Definition:
Phonics is the understanding that there is a predictable
relationship between phonemes and graphemes—that is,
spoken language can be represented by a pattern of letters
and spellings in written language.
Presenter Notes:
Display definition of phonics.
Refer participants to the pages (12 ﾐ 19) in Put Reading First previously studied on Day 1.
Remind them that phonics instruction in Houghton Mifflin follows a systematic, explicit and direct instruction format for phonics.
Remind participants that most all phonics elements are taught by the end of grade 2, but that English Learners and other Special Needs students may need additional instruction.
However, phonics instruction continues in upper grades at more complex levels.
Refer to the section in the Moats’ homework article “Teach Word Study Beyond Second Grade.”
As long as students are learning new vocabulary they are being exposed to new syllabic patterns and morphological forms that should be discussed explicitly.
As a result, phonics instruction must continue up to sixth grade

13. Guidelines For Reading Multisyllabic Words
Structural Analysis/Decoding Longer Words
1. Provide explicit explanations, modeling, “Think
Alouds”, guided practice and gradual transfer of
responsibility to students.
2. Rely on examples more than abstract rules. Use
word parts, not a search for little words within a
word.
Presenter Notes:
Ask participants to recall that the Framework section on page 95 “Guidelines for reading big or multisyllabic words (Nagy et. al. 1992, cited in Cunningham 1998) call forﾉ”
Remind participants that decoding longer words needs to be explicitly modeled for students and structural analysis can be a key to achieving grade level standards.
Ask participants to remember these guidelines as they study the WORD WORK sections in Houghton Mifflin Theme 1.

14. Guidelines, continued 3. Teach what is most useful
4. Make clear the limitations of structural analysis
5. Use extended text to apply skills
Materials Needed:
Yellow highlighters for participants
Reading-Language Arts Framework pages 146, 162
Presenter:
Ask participants to work with an Elbow Partner to highlight the prefixes, suffixes, and useful roots mentioned in the Reading-Language Arts Framework, pages 146 and 162.
Direct Participants To:
Highlight on page 146 and 162 the specific examples suggested for prefixes, suffixes, and root words.

15. Structural Analysis Phonics Overview
Spelling
Suffixes
-ful, -less, -ly
Short Vowels
Prefixes
un-, re-
Long Vowels
Syllabication
Other Vowel
Spellings
Long and Short
Vowel Spellings
Sounds
Possessives and
Contractions
Structural Analysis
and
Phonics
Overview
Grade 6
Theme1
Presenter Notes:
Tell participants that the slide depicts the structural analysis and phonics skills taught in Theme 1.
Ask if participants can point to a match between the Framework guidelines they just reviewed and the lessons found on this chart from Houghton Mifflin.
Suggested Answers:
There are strong correlations between what is taught in HM and what the framework suggests in the areas of:
Prefixes
Suffixes
Vowel Spellings
Systemic phonics instruction

16. Modeling Phonics Instruction in Houghton Mifflin
Find Grade 6 Theme 1 TE page 47F
Phonics Objective Day 3:
Short Vowels
• Phonics skills taught correlate with spelling instruction
for the selection
• Sound/Spelling Cards connect Sounds to Letters
• Opportunities to connect Spelling to Writing
TEACH
PRACTICE
APPLY
Presenter Notes:
Materials Needed:
Teacher’s Edition, Theme 1 WORD WORK page (TE page 47F)
Participant Binder
Chart paper and markers
Prepare Ahead:
Charts and examples for the Phonics lesson on TE page 47F, Grade 6, Theme 1
Presenter:
Tell participants that you are going to model a phonics lesson from the Teacher’s Edition.
Ask participants to find the WORD WORK (red) sections in their TEs and to note when those lessons occur during the week using the Daily Lesson Plans TE pages 22A-23A.
Tell participants that the format for all the lessons is Teach, Practice, and Apply. This may not be explicitly delineated in the TEs for all lessons, so teachers need to be sure they apply a direct instruction format, since research finds this is most useful for teaching reading skills.
Direct Participants To:
Follow along on page 47F in the TE.
Listen for the Teach-Practice-Apply sequence that is modeled.
Model:
The phonics lesson as it is outlined in the TE, page 47F. Be sure to explicitly model the “Think Aloud.”
Use the Short Vowels sheet and the document camera to aid in the modeling
Debrief:
After the lesson, ask participants to discuss the Teach-Practice-Apply format and the components of each heard in this lesson. [Answer: Teach is done by explaining and modeling how short vowels can help in decoding unfamiliar words; Practice is done by having the students circle short vowels from a sentence on the board; Apply is done by having the students decode some phrases related to the lost and found.]
Call attention to the “Think Aloud.”
Have the participants look through their TEs to note where these are found.
Discuss how these “Think Alouds” need to be presented to students and how they are an important part of the metacognitive processes that good readers use. [Answer: The “Think Alouds” are used throughout the instruction. Teachers need to present the think aloud using visuals to support what they are metacognating about. It is important because it brings forth the good reader strategies that master readers use naturally. In this way. Special Needs students become explicitly aware what those strategies are and how they are used.]
Encourage teachers to scaffold their instruction to support students using these same processes.
Clarify any questions as needed.

17. Scaffolding (Continued)
Work with your table group to answer these questions after you have read Framework pages :
What ELD and support strategies would scaffold this lesson for your ELs and Extra Support/Special Education students?
What extension activities or strategies might you use to extend the learning of the Advanced students?
Add your table group’s suggestions to the chart displayed by the trainer.
English
Learners
Extra
Support or Special
Education
Students
Advanced
Presenter Notes:
Materials Needed:
2-inch square post-its for participants
Chart paper
Markers
Prepare Ahead:
Create and post a large poster/chart with three columns, (English Learners, Special Needs, Challenge Learners)
Direct Participants To:
Read the Framework pages that address Universal Access needs (pages 127 ﾐ 129).
Work in groups of three to create ideas on post-its to add to the chart of strategies to support instruction.
Debrief:
Whole group discussion.
Share out the suggestions at the end of the time and add others as needed.
Suggested Answers:
Pre-teaching and re-teaching are powerful strategies for ELs and other special needs groups.
Decoding Skills
Word-Recognition Skills
Research Report Strategies
Quotations
Background
Grouping EL students with fluent English speakers is also a powerful strategy
Extended activities are important for Challenge Students:
Vocabulary Development through Advanced Taxonomies
Diverse Source Material

18. EXTRA SUPPORT HANDBOOK
SKILL FOCUS: STRUCTURAL ANALYSIS
Pre-teach Day 1 (see ES sample page 14-15)
Re-teach Day 3 (see ES sample page 18-19)
Teach – Guided Practice – Practice/Apply format
The structural analysis lesson (decoding longer words) is
taught on Day 2 in Houghton Mifflin.
The Extra Support pre-teaching lesson is taught on
Day 1 to prepare students, and re-taught on Day 3
as a review of the standard.
Presenter Notes:
Materials Needed:
Extra Support Handbook Grade 6
Presenter:
Tell participants that the Extra Support Handbook provides pre-teaching and re-teaching lessons that support Grade 6 Standards that focus on structural analysis, grammar, and comprehension.
The structural analysis lessons are found on Day 1 and Day 3 of each week.
Students needing extra support with decoding longer words will benefit from small group activities using these lessons.
Direct Participants To:
Study pages 14,15, 18 and 19 of the Extra Support Handbook.

19. Modeling Instruction
Your trainer will model and walk-through the “teach” sections of the Extra Support Handbook for the first selection in Theme 1 (page 14 and page 18).
Presenter Notes:
Materials Needed:
Houghton Mifflin Teacher’s Edition
Extra Support Handbook
Base Words Hand Out
Presenter:
Model the “teach” portion of the first structural analysis lesson for Selection 1, Theme 1, (found on Day 1-page 14 of the Extra Support Handbook).
Use the Base Words handout and the document camera to support your model lesson

20. Modeling Instruction Think-Pair-Share
Discuss the value of the pre-teach and re-teach lessons for students.
Which students will benefit from these ES lessons?
When might you include these lessons in your day?
Presenter Notes:
Materials Needed:
Houghton Mifflin Teacher’s Edition Grade 6
Extra Support Handbook
Direct Participants To:
Scan their TEs, look at the Daily Lesson Plans pages (22A, 22B, 53Q, 53R, 82C and 82D) for the selections in Theme 1 and the Phonics and Decoding Longer Words pages taught on Days 1, 2, 3, and 4 (the red sections) to find the pattern of instruction that support students in achieving grade-level standards in word analysis.
Debrief:
Allow time for participants to Think-Pair-Share on the value of these lessons as they respond to the slide questions.
Make sure participants look at the Universal Access Plans (TE page 23B and 23C) and that they see how the ES Handbook lessons interface with the phonics instruction in the TE.
Clarify any questions.
Suggested Answers for Discussion Questions:
The pre-teach and re-teach lessons are important because they ensure that Special Needs students and English Language Learners with special needs get repeated exposure to the skill or concept being taught.
Special Needs students and English Learners with special needs will benefit from the lessons
These lessons could be included during universal access time.

21. Spelling Instruction in Houghton Mifflin
We will take a closer look at spelling concepts in Houghton Mifflin
Each group will create a chart mapping the five days of spelling instruction for the spelling concept on which we will focus for one week of instruction.
Presenter Notes:
Materials Needed:
Houghton Mifflin TE Theme 1
Chart paper
Markers
Presenter:
Explain that there is a rhyme and reason to the way the Spelling Instruction is organized in Houghton Mifflin
Read 6th grade Written and Oral English Language Conventions Standard 1.5 (Spelling):
Spell frequently misspelled words correctly (e.g., their, they’re, there).
Share that participants are going to explore the Spelling Instruction section as a group.

22. Spelling Instruction Sample: Theme 2 Selection 1 Standard 1
Spelling Instruction Sample: Theme 2 Selection 1 Standard 1.5 Spell frequently misspelled words
Day 1
Day 2
Day 3
Day 4
Day 5
Activity or Task
Pretest;
Direct Instruction;
Practice
Book Page
Review;
Vocabulary
Activity;
Practice Book Page
Spelling
Game;
Test
Spelling Concept:
a single
vowel followed by a consonant sound
Short vowel
sound spelled with the usual short vowel pattern
Presenter Notes:
Direct Participants To:
Work in small groups to chart the sequence of spelling instruction found in Houghton Mifflin, Theme 1.
Divide the participants into 4 groups. Assign each group one selection found in Theme 1ﾑ
Week 1 Selection 1 - Hatchet
Week 2 Selection 2 - Passage to Freedom
Week 3 Selection 3 - Climb or Die
Ask participant groups to look at the five days of spelling for their assigned selection and to create a chart mapping the spelling concepts and instruction for each day.
Refer participants to the sample spelling chart from Theme 2, Selection 1 on the slide.
Tell participants to create a similar chart for their assigned week of spelling instruction.

23. Spelling Patterns
Look at the spelling charts you created from Houghton Mifflin Theme 1 spelling patterns
What do you notice about the spelling patterns and concepts taught in this theme?
Look at the activities for the 5 days of instruction.
What can you say about the activities and practice suggested in the TE?
Presenter Notes:
Display the spelling charts created by the participant groups.
Direct Participants To:
Discuss for five minutes in their table groups the progression of the spelling concepts from week to week in this theme using the questions on the slide.
Ask groups to select a spokesperson to share out the findings from each group.
Suggested Answers:
The lessons are covering short vowel patterns and long vowel patterns
They are varied in nature and they have students working at the practice and apply level of the direct instruction model. Homework is an integral part of the practice. The direct instruction model is applied across days.
Presenter:
Mention that the lessons for practicing spelling are activity based.
Discuss how these kinds of activities help solidify the spelling patterns for students. Ask for additional input from participants. [Answer: Spelling is more easily retained in long-term memory if it is taken to the application level.]

24. Word Study Research
Find the article “Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom” by Invernizzi, Abouzeid, and Bloodgood.
Read and highlight this article using the “Insert Strategy” as you read about many word study extension activities for ELs and other special needs groups of learners.
Presenter Notes:
Materials Needed:
Integrated Word Study: Spelling, Grammar, and Meaning in the Language Arts Classroom by Invernizzi, Abouzeid, and Bloodgood
Chart paper
Markers
Presenter:
Tell participants that they will read the article and highlight information using the “Insert Strategy” (shown on following slide). The insert strategy can be used in the classrooms to help them meet the following Reading Language Arts Standards:
Reading Comprehension
2.2 Ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text.
2.3 Demonstrate comprehension by identifying answers in the text.

25. Insert Strategy ? Information that you need clarified
Mark the article with the following symbols as you read:
? Information that you need clarified
□ Information that you already use
!! Information that is new
Information that you want to apply
Presenter Notes:
Materials Needed:
Chart paper
Markers
Four pre-made charts, with the symbols and labels from the above slide
Prepare Ahead:
Post four charts, label each with one of the symbols/headings from the above slide.
Presenter:
Explain the use of icons for the “Insert Strategy” using the slide
Model an example:
Think Aloud: I read on the second page that word sorts and games can be created to help students develop mnemonics for difficult words or homophones like there and where. I agree with this, I know there is usually a spelling game on Day 4 in Houghton Mifflin, so I marked this section with a star. I will write the page number, word sorts and games for homophones on the chart with the star-information I agree with.
Ask for a volunteer to paraphrase the instructions to check for understanding.
Direct Participants To:
Read the article and use the “Insert Strategy”
After they read and mark their individual article pages with the symbols indicated, they select one highlighted idea for each label and write it on the appropriate chart.
Debrief:
After all participants have had an opportunity to add something to each chart, debrief the activity by summarizing the points found on each chart.
Focus on information and ideas participants may want to apply in their classrooms.
Clarify any questions from the “?” chart.
Explain that the “Insert Strategy” helps students in meeting the following Reading Comprehension Standards:
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Reading Comprehension
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.

26. English Learners Special Needs Learners
Think-Pair-Share: Reflect with a partner
using the article and charts just created:
Which strategies and ideas might be used with
English Learners?
Which strategies might be used with special needs
or Special Education students?
Presenter Notes:
Refer participants to the charts and Integrated Word Study article:
Pose the above questions, form pairs, and monitor pairs as they reflect.
Debrief:
At the end of the time, point out any ideas heard which stand out, add additional suggestions not mentioned. Finish the article debrief by making connections from this research and the Framework focus on the needs of the groups of learners.
Direct Participants To:
Share and brainstorm possible responses with a partner, using the article and charts as a guide.
Suggested Answers:
Strategies for Special Needs students would include: concept sorts, spelling-meaning connections, spelling grammar connections, study of dialect forms and syllable structure and accommodations where the syllables meet.
All of the same strategies would work for English Learners given some adjustments and scaffolding (i.e. adding pictures, using TPR etc.)

27. Sound/Spelling Cards Suggestions for use
Display for use during spelling, phonics, and writing
In grade 6, display cards with the “spelling side” (yellow and orange border) out
Make sure cards can easily be seen by all
Use direct instruction to teach the correct name, sound, and spelling for each card.
Presenter Notes:
Materials Needed:
Set of 42 Sound/Spelling Cards (core material for grades 1-6)
Prepare Ahead:
Display the 42 cards along the front of the room using the order suggested on the following slide.
Presenter:
Hold up a card, and model card name, sound, and spellings for each card.
Model the correct pronunciation of each sound and have participants repeat. Show the sound side (blue and yellow border) initially displayed only in first grade and then flipped to the spelling side (orange and yellow border) by the end of first grade and all subsequent grades. Tell the group that these cards are an essential component to the phonics and spelling lessons in HM and are used in grades 1-6.

28. Displaying the Sound/Spelling Cards
Arrange the S/S cards:
A-Z in order, including short vowels
Digraphs ch, sh, th, wh
Long Vowels a, e, i, o, u
R Controlled Vowels ar, ir, or
Vowel Combinations aw, oo
Diphthongs oi, ou
Students need to have a clear view of the cards
Presenter Notes:
Make sure the demonstration cards are arranged as suggested.
Cards aw, oo, oi, ou can be displayed in one line.
Mention to participants that the groupings above allow for easier student independent access to the cards.

29. Practice Using the Sound/Spelling Cards
Directly teach the use of the Sound/Spelling cards and the color code:
Short vowels have a green background
Long vowels have a yellow background
Vowels are red
Consonants are black
Use for decoding and encoding
Presenter Notes:
Model teaching the parts of the cards, and the color code. Suggest that participants make a note to add a green box or dot to the following consonant cards, to remind students that these spelling patterns require a short vowel:
_*x (fox card); _*tch (chick card); _*ck (cat card); _*ck (kangaroo card); _*dge (Jumping Jill)
Model:
Using the cards to introduce spelling patterns, focusing on explicitly teaching students how the spellings on the cards are to be used. Suggest to teachers that the cards may be used to teach multisyllabic words students encounter during reading and writing. After being explicitly taught how the cards work, the students will be able to refer to and use the cards independently.
Sample to model using the cards: stage
/s/ =seal card “s” next sound is/t/, not /ce/ or /ci/ (as in celery or cinnamon)
/t/ =tiger card (/t/ is initial sound, /-ed/ final sound as in walked)
/a/ = acorn card: __ay not correct because the sound is not at the end of the word or syllable;
/j/ =Jumping Jill card: but could not be __dge because of long a sound (__dge for short vowel); not j, because no English words end in letter j; not gi_ because it is the last sound; it is the spelling ge and the long a spelling pattern a_e.
Direct Participants To:
Practice using the cards to spell their Elbow Partner’s name:
Use the cards to help you spell the name
Other suggested words: judge; his; stick; silent

30. Making Connections
How might spelling or phonics instruction be extended to meet the needs of
Advanced Learners?
What English Language Development or Special Education strategies could be put in place to meet the needs of diverse learners in your classroom?
Presenter Notes:
Pose the above questions and refer back to what the participants have been reading and discussing today.
Point out in the Houghton Mifflin Daily Lesson Plans where opportunities might be available to provide additional support using the S/S cards, phonics activities, and other support strategies for a variety of learners.
Direct Participants To:
Conduct whole group discussion around the questions posed by the slide.
Suggested Answers:
Extending the activities to wider application of the rules and challenging them to find exceptions.
Small group instruction, preview review, extra time to practice, visuals, personalized cards, and preteach and reteach in native language are all strategies that can enhance the phonics component of HM for ELL and Special Needs students.

31. VOCABULARY “GIVE ONE — GET ONE”
What does scientifically-based research tell us about vocabulary instruction?
Refer to pages 34 – 45 in Put Reading First
for this next activity:
“GIVE ONE — GET ONE”
Reading Comprehension
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.
Presenter Notes:
Materials Needed:
Put Reading First (Vocabulary section, pages 34 ﾐ 45)
“GIVE ONEﾑGET ONE” grid sheet from participant binder
Pen and/or pencils for writing
Presenter:
Tell participants that they will look at some of the information on vocabulary that forms an important foundation for language arts and content area instruction in grade 6.
Direct Participants To:
Take out the “GIVE ONEﾑGET ONE” page from their binders.
Turn to pages 34 ﾐ 45 from Put Reading First studied on Day 1 of SB 472 training and found in tab seven.
Take about five minutes to review the pages from Put Reading First.
Select any three important points about vocabulary instruction from Put Reading First.
Write one important idea in any three boxes on their “GIVE ONEﾑGET ONE” grid.
Upon the signal to start, participants will circulate around the room. They will stop and share an idea they have written on their page with another participant, and this participant will write down this idea in one of their empty squares. Participants will exchange ideas, giving one and getting one idea, until all the boxes on their page are full, or until time is up.
Allow approximately 10 minutes for circulating and sharing.
Adjust the times and number of boxes to be filled in according to the number of participants.
Debrief:
Ask participants how they might put these ideas to use in the classroom.
Share with the participants that the activity could be adapted to help students learn the following Language Arts Standards:
Reading Comprehension
2.4 Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports.
2.7 Make reasonable assertions about a text through accurate, supporting citations.

32. GIVE ONE — GET ONE ACTIVITY PAGE
Materials Needed:
Activity grid for “GIVE ONE—GET ONE”
Alternative: Ask participants to fold a sheet of plain paper in to 8 quadrants.

33. Teach Vocabulary All Day Every Day
• Browse the Reading/Language Arts
Framework page 155.
• Highlight the sections that focus on
vocabulary and concept development.
Presenter Notes:
Materials Needed:
Language Arts Framework pages 155, Word Analysis, Fluency, and Vocabulary Development
Presenter:
Conduct a guided browse of Language Arts Framework page 155, highlighting essential elements pertaining to vocabulary development:
The independent vocabulary development strategies
interpreting figurative language
recognizing meanings of frequently used foreign words with multiple meanings
understand and explain shades of meaning in related words
Extensive reading
Direct Participants To:
Browse through the Put Reading First pages Give One - Get One activity sheet
Share with your elbow partner three concepts that will impact your instruction when you go back to class

34. Model: Vocabulary Skills Lesson
Follow along in your TE: Grade 6 Theme 1
pages 47I-47J
Teach:
Using Context
Model:
Think Aloud
Guided Practice:
Student Pairs
Apply:
Independent Practice
Presenter Notes:
Materials Needed:
Houghton Mifflin Teacher’s Edition Theme 1, pages 47I and 47J
Vis-�-Vis transparency pen
Presenter:
Ask participants to note the direct instruction format of this lesson by following along on page TE 47I.

35. Context Presenter Notes: Materials Needed:
Pre-made chart for modeling Using Context lesson TE page 47I
Context HO
Presenter:
Use the Context handout to do the Teach portion of the lesson.
Model the Think Aloud
Direct Participants To:
Have participants figure out the meaning of the words in the paragraph using the context.

36. Vocabulary Lesson Reflection
Find the lesson in the Daily Lesson Plans, page 22A and 23A
Find the Day 5 vocabulary lesson in the TE
Discuss how you will use this lesson in the classroom
Presenter Notes:
Direct Participants To:
Point out the components of explicit instruction.
Call attention to the fact that this lesson is taught on Day 4.
Ask them to find the lesson in the Daily Lesson Plans, page 22A ﾐ 23A.
Ask them to find the Day 5 vocabulary lesson in their TEs.
Discuss how they will use this lesson in their classrooms.
Look at the vocabulary lessons for the remaining selections in this theme.
Presenter:
Point out the opportunities for ongoing vocabulary direct instruction in both the WORD WORK (red) sections and KEY VOCABULARY/SELECTION VOCABULARY (blue) sections of the Daily Lesson Plans.
Clarify any questions.

37. Meeting Special Needs
Discuss in your table groups examples of how the vocabulary lessons found in Theme One may be differentiated to provide support for Special Education students and English Learners?
Check the Extra Support Handbook and Handbook for English Language Learners for lessons.
Presenter Notes:
Direct Participants To:
Discuss in small groups how the vocabulary lessons may need to be differentiated for diverse learners.
Share their thought with the large group
Presenter:
Remind participants that the Extra Support Handbook and the English Language Learner Handbook have preteaching and reteaching lessons to support diverse learners.

38. Reaching All Learners Presenter Notes: Materials Needed:
ELL Handbook, page 18 Day 1 “Hatchet”
Presenter:
Point out that the ELL Handbook offers many opportunities to provide additional vocabulary and language development opportunities for students, for each day of lessons in Houghton Mifflin.
Walk them through the instruction and activities on the slide.
Point out the word/picture cards and other useful blackline masters in the back of the ELL Handbook.

39. Vocabulary – Review of the Research: Put Reading First Page 34
Four Types of Vocabulary
Listening Vocabulary
Speaking Vocabulary
Reading Vocabulary
Writing Vocabulary
Presenter Notes:
Materials Needed:
Put Reading First page 43
Presenter:
Refer to Put Reading First page 43 and explain the four types of vocabulary in the article:
Listening vocabulary ﾐ words we need to understand what we hear
Speaking vocabulary ﾐ these are the words we use in our oral speech
Reading vocabulary ﾐ words we need in order to understand what we read
Writing vocabulary ﾐ words we use in our writing
Remind participants that young readers use their oral vocabulary to make sense of the words they encounter when reading. Fluent readers also need to know what words mean in order to understand what they are reading in more advanced text.

40. Four Kinds of Word Learning
1. Learning a new meaning for a known word;
2. Learning the meaning for a new word
representing a known concept;
3. Learning the meaning of a new word
representing an unknown concept;
4. Clarifying and enriching the meaning of a
known word.
Source: Put Reading First page 43
Presenter Notes:
Materials Needed:
CDE ELD Standards Map
Put Reading First
Presenter:
Refer to Put Reading First page 43.
Share the slide information and give examples of each type of vocabulary learning.
“watch” to tell time vs. “watch” as in standing watch on the ship
“fibbing” for “lying”
“metamorphosis”
“act” (Don’t act silly. This is the third act of a play)
Refer to the vocabulary section in the ELD Standards Map.
Ask participants to look at the ELD Standards Map and note any implication connections between what is in that document and the information on page 43 of Put Reading First.
Ask how the information on the four kinds of word learning can help them support their EL students based on their reading of the ELD Standards Map. [Answer: English Learners often need explicit instruction for new vocabulary and pointing out that some of the words they know have additional or richer meanings. Taking time to define words as you are reading can facilitate their vocabulary learning.]

41. Vocabulary Instruction Review from Put Reading First
□ Indirect Learning: Daily oral language
Listening to adults read
Extensive independent
reading
□ Direct Learning: Specific Word Instruction
Prior to reading text
Repeated exposures
Extended instruction
Word Learning Strategies
Use of dictionaries, reference material
Word parts (affixes, word roots)
Use of context clues
Presenter Notes:
Direct Participants To:
Evaluate the word learning strategy Base Words as outlined in the Teach and Practice sections of the Theme 1, TE page 47E Decoding Longer Words section in light of the direct and indirect word learning method theories.
Suggested Answers:.
Direct vocabulary instruction aids reading comprehension. Students need to be taught individual words and word-learning strategies, (such as affixes and word roots) through extended and active engagement with the vocabulary.
The Houghton Mifflin Lesson teaches students vocabulary in the direct method of vocabulary instruction.

42. Putting It All Together
Using one of the selections found in Theme 1, prepare a chart indicating where in the Houghton Mifflin lessons there is evidence of the research-based strategies and ideas found in the Reading/Language Arts Framework and Put Reading First.
How will you reach all learners?
Presenter Notes:
Materials Needed:
Houghton Mifflin Teacher’s Edition, Theme 1
Extra Support Handbook and Handbook for English Language Learners
Reading/Language Arts Framework pages for 6th Grade
Put Reading First
Chart paper
Markers
Direct Participants To:
Work in table groups to create a chart of vocabulary strategies found in Houghton Mifflin.
The chart needs to indicate where the research-based vocabulary instruction strategies they have read about are found for that particular week of lessons.
Suggest to participants that they refer to the lessons found on the Universal Access Plans pages in Theme 1 for reaching all students.
Post charts
Present charts to the large group.

43. Reflection Take a few minutes to reflect on the
WORD WORK sections of Houghton Mifflin we have studied on Day 3.
Turn to your Elbow Partner and share two important ideas you plan to implement when you return to your classroom.
Presenter Notes:
Direct Participants To:
Work with a partner
Reflect and share one idea that you and your partner talked about.

44. Homework Assignment for Day 4
Read Multisensory Vocabulary Instruction: Guidelines and Activities
from Reading Rockets
Complete the reflection and response form in your binder for Day 4.
Presenter Notes:
Materials Needed:
Homework Article for Day 4: Multisensory Vocabulary Instruction: Guidelines and Activities from Reading Rockets
Presenter:
Guide participants to the section in their binders with the Independent Practice article and response page.
Explain to participants that the purpose for reading is to find out additional information on how to close the gap between good readers and poor readers by teaching vocabulary all day, everyday.

45. Day 3 HOMEWORK RESPONSE PAGE
Name: _________________ Date: ______
Write a plan for how you will provide extended and active engagement with vocabulary in your classroom. Include ideas on how you might differentiate vocabulary instruction for your Special Education students, English Learners, and extend the learning for your Advanced Learners.
Materials Needed:
Homework assignment page for Day 3 in participant binders
Presenter:
Remind participants that completing the homework activity is part of the SB472 requirements.

46. Daily Feedback
Please remove and complete the Daily Feedback form for Day 3 found in your binder.
Your thoughts will be read and any concerns or questions will be addressed in the morning.
Presenter Notes:
Materials Needed:
Day 3 Feedback form from participant binders
Presenter:
Thank participants for their thoughtful participation on this day of “WORD WORK.”
Pass out the Day 3 Reflection Handout
Have participants fill it out and turn it in at the sign-out table
Remind participants that they must sign out to get credit for attending Day 3