Overview Training Cohort B June 23, 2005 Open Court Rhonda Wolter Bethel School District Reading Coordinator

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

I. Oregon’s Review of Core Programs Summary by Program

Open Court 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

II. Program Overview Components of the core program Organization of the teacher’s manual Resources for meeting individual needs and how/with whom they are used. Professional Development Support: What was the frequency and type of support required for teachers to learn this curriculum? Open Court 2002/2005

Open Court Reading Program Components Kindergarten LiteratureStudent Practice Teacher’s Material Big Books (11 books) Little Big Books Listening Library Audiocassettes/CDs Language Arts Big Book Read Alouds Storytime Selections Classroom Library Pre-Decodable/Decodable Books Sounds and Letters Wkbk Letter, Word, and High Frequency Word Cards Sound/letter Cards Language Arts Skillbook Pre-Decodable/Decodable Books Teacher’s Editions (8 units) Teacher’s Resource BLMs Unit/Program/Diagnostic Assessments Reading, Phonemic Awareness and Phonics Package Home Connection

Open Court Reading Program Components Grades 1 st – 3 rd LiteratureStudent Practice Teacher’s Material Big Books (6 books gr 1) First/Second Readers (gr 1-2) Two Student Anthologies Audiotapes/CDs for Big Books and Student Anthologies Read Aloud Books Decodable Books Leveled Classroom Libraries Phonics Skills Workbook (gr1) Comprehension and Language Arts Skills Workbook (gr 1-3) Takehome Decodables Language Arts Handbooks (gr 2-3) Inquiry Journal (gr 2-3) Teacher’s Editions Teacher’s Resource BLMs Unit/Program/Diagnostic Assessments Reading and Phonics Package Home Connection Materials to Differentiate Instruction

Organization of the teacher’s manual (40 minutes team discussion time at the end of the day will allow for time to browse through the materials.) Proven Results Effective Instruction Award-Winning Literature Comprehensive Resources Differentiating Instruction Preparing to Read Reading and Responding Language Arts Professional Development

Organization of Teacher Materials Getting Started (15 Day Unit for grade Day Unit for grade 3) Unit Overview- Exploring the Theme, Program Resources, Unit Skills Overview, Workshop, Differentiating Instruction, Previewing the Unit, Lesson Planner Unit Lessons 1-5 Overview Preparing to Read Reading and Responding Language Arts

3 Parts to a Lesson Part 1 - Preparing to Read Sounds and Letters, Phonemic Awareness, Phonics, Word Knowledge  Part 2 - Reading and Responding Literature, Background Knowledge, Vocabulary, Text Comprehension  Part 3 - Language Arts Spelling and Vocabulary, Writing Process Strategies, Listening, Speaking and Viewing,Grammar Mechanics and Usage

Organization of the teacher’s manual Daily Lesson Plans (5 day plan in K and 1 st ) (3-5 day plan in 2 nd and 3 rd ) Preparing to Read (green section) (Sounds and letters in K) Reading and Responding/Inquiry (red section) Language Arts (blue section) Needed Materials Listed Suggestions for Differentiating Instruction (Workshop)

Organization of the teacher’s manual Suggestions for Independent Activities Weekly/Unit Assessments (On-line Assessments)

Organization of the teacher’s manual Lesson Planning Support Transparencies Program Appendix (Effective Teaching Practices/Teacher Resources) Index Routine Cards (How to blend, read a decodable book, etc.)

Resources for Meeting Individual Needs English Learner Support Guides and Activities Intervention Guides and Workbooks Reteach Challenge Differentiating Instruction Support Activities Leveled Classroom Libraries Technology

Professional Development Support: What was the frequency and type of support required for teachers to learn this curriculum? Initial Training - 2 Days  Allow Time for Grade Level Teams to Meet Ongoing Support is Critical – As Much as a Teacher Needs Teachers Observing Teachers

III. Pros, Cons, and Pre-corrections Pros Interactive lessons Easy to follow manuals Systematic and Explicit Instruction which spirals for reteaching Concept/Question Board Sound/spelling cards Cons Moves quickly for some learners so be prepared to provide support Pre-Corrections Set up a pacing guide Teach letter sound as you teach letter names in first 4 units of Kindergarten Coordinate instruction in Title and ELL Assess frequently to determine student progress

IV. Sample Reading Block Organization Kindergarten (Consultant’s Recommended Time – 90 mins) Whole Group – Green and Red Sections Sounds, Letters and Language (10-15 mins) Phonemic Awareness (7-10 mins) Alphabetic Knowledge (15 mins) Reading a Pre-Decodable Book (10 mins) Reading and Responding (15-20 mins) Small Group Workshop (15-20 mins daily) (Outside of the 90 min block – integrating the curriculum - writing)

½ Day Bethel Kindergarten Open Court Whole Group (30 minutes) Green and Red Sections (Phonics and Reading and Responding)  Small Group (30 minutes – Push-in Support) Leveled Reading Groups (Early Reading Intervention, Reteaching Open Court Activities – Decodables, Sundance Readers)  Extended Kindergarten Day (45 minutes) (Early Reading Intervention)

IV. Sample Reading Block Organization 1 st Grade (Consultant’s Recommended Time) Units 1-6 (90 mins)  Preparing to Read (50 mins) (PA, AU, blending, dictation, decodables)  Reading and Responding (20 mins)  Small Group Instruction (Workshop) (20-30 mins) (Integrating the Curriculum – mins outside of the 90 min block - writing)

1 st grade (con’t) Units 7-10 ( Decodables and Anthologies) Preparing to Read (35-40 mins) (Blending, decodable books, previewing and preparing) Reading and Responding (30 mins) Small group (20-30 mins) Integrating the curriculum – mins (Outside of the 90 minute block - writing)

IV. Sample Reading Block Organization 1 st Grade (Sample Bethel Model) 90 minutes of Open Court Sound/Sp Cards, Phonics, Reading and Responding  30 minutes of Small Group Sessions (Workshop) Push-in or Pull-out Supplemental Programs Used: Read Well, Horizons, Read Naturally or Booster- (Booster is a U of O program that was designed to reteach OC skills)

1 st Grade – Con’t Examples: 60 minutes of Open Court and 2 lessons of Read Well daily 90 minutes of Open Court and 1 lesson of Read Naturally daily ***Alternate Program for intensive students: Reading Mastery - 2 lessons per day

Sample 1 st Grade Reading Schedule 9:00-10:00 Open Court Whole Group 10:00-10:15 Recess 10:15-10:45 Open Court Whole Group 10:45-11:30Workshop 2:00-2:45 Open Court Booster

IV. Sample Reading Block Organization 2 nd -3 rd Grade Open Court Consultant’s Recommended Time Whole Group (90 minutes) Phonics and Word Knowledge (25 mins) Background/Preview (5 minutes) Reading and Responding (35-40 mins) Small Group Instruction: (20-30 mins) Plus Integrating the Curriculum (30 mins)

2 nd -3 rd Grade Bethel Model  Whole Group (60 minutes) Plus 45 mins (or more) of Supplemental Programs Horizons, Phonics for Reading, Read Well, Read Naturally  Alternate Program for Intensive Students: Reading Mastery - 2 lessons per day

V. Questions