Houghton Mifflin Deep Training Cohort B June 23, 2005

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Houghton Mifflin Deep TrainingCohort BJune 23,
2005

• Carol Dissen, ORRF Regional Coordinator
• Toni Fisher, ORRF Coach, Beaverton

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Discussion Topics

• Oregons Review of Core Programs
• Overview of the Core Program
• Overall Pros, Cons, and Pre-corrections
• Sample Reading Block Organization
• Questions

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I. Oregons Review of Houghton Mifflin
High Priority Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 85 100
Phonics 83 82 88 88
Fluency 75 92 67
Vocabulary
Comprehension
TOTAL 84 82 89 75
Discretionary Items
Kindergarten First Grade Second Grade Third Grade
Phonemic Awareness 100 100
Phonics 88 96 90 75
Fluency 25 50 42
Vocabulary
Comprehension
TOTAL 94 87 81 66
Design Items
Kindergarten First Grade Second Grade Third Grade
TOTAL 90 85 80 75
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II. Overview of the Core Program

• Reading Program Components
• Text types
• Organization of the Teachers 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 (Nations Choice) vs. HM 05

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Houghton Mifflin Reading Program Components
Kindergarten
Literature Student Practice Teachers 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 Teachers Edition Teachers Resource BLM Phonics Library BLM Alphafriends Package Theme Posters Home/Community Connection
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Houghton Mifflin Reading Program Components
Grades 1st - 3rd
Literature Student Practice Teachers 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 Teachers Edition Teachers 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 www.eduplace.com
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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.

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Houghton Mifflin Texts
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Organization of the Teachers Manuals Daily
Lesson Plans

• Grades K (blue) and 1 (green)
• Grades 2 (orange) and 3 (purple)

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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)

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Pattern of Instruction for PhonicsKindergarten
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

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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

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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

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Pattern of Instruction for FluencyKindergarten-T
hird 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)

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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

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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

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Pattern of Instruction for VocabularySecond
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

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Pattern of Instruction for VocabularyThird 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

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Pattern of Instruction for ComprehensionKinderga
rten

• 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

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Pattern of Instruction for ComprehensionFirst
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/Criti
  cal Thinking, Strategy Focus, Responding,
  Practice Book
• Day 3, Comprehension Skill Instruction, Practice
  Book
• Day 5, Revisiting the Literature Comprehension
  Skill Instruction

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Pattern of Instruction for ComprehensionSecond
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

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Pattern of Instruction for ComprehensionThird
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

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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.

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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.

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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
  Teachers Edition (Challenge/
• Extension/Reteaching Lessons)

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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.

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Theme Skills Analysis
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Pacing of Houghton Mifflin ReadingKindergarten
Example
Themes Start of the Year Daily Lesson Pacing Total Instructional Days
10 Welcome 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 7- 15 days Theme 8-15 days Theme 9-15 days Theme 10-15 days 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.
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http//www.smbsd.org/district_programs/reading_/pa
cing_calendars/index.html
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Professional Development Support Frequency and
Type

• Houghton Mifflin
• Building Coach
• Cohort A Coach
• ORRF Center/Regional Coordinator

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HM 2005 K and 1st

• Kindergarten
• 5 Big Ideas Color Coded in Teachers 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

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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 Readers Library Books
• Information on Assessing Student Progress and
  Planning for Assessment

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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
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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.)

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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

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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

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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

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V. Questions?