1 Overview Training Cohort B June 23, 2005 Houghton Mifflin Barbara Low

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

4 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

5 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? Houghton Mifflin HM03 (Nations Choice) vs. HM05

6 Houghton Mifflin Reading Program Components Kindergarten LiteratureStudent Practice Teacher’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 Emerging Literacy Survey

7 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

8 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.) Literature Resources Bibliography Theme At a Glance Planning For Assessment Theme Resources Launching the Theme Different Texts for Different Purposes

9 Organization of the teacher’s manual Daily Lesson Plans By Week/Selection Learning to Read/Reading Word Work Writing and Language Reading-Writing Workshop Universal Access Plans Managing Small Groups (1 st grade)

10 Organization of the teacher’s manual Theme Assessment Wrap-Up Theme Resources Plans for Readers Library Reteaching Lessons Challenge/Extension Lessons Word List Phonics Practice Words High-Frequency Words

11 Organization of the teacher’s manual Lesson Planning Support Practice Book Pages Transparencies Glossary Index Focus On Lessons 1 st grade has 3 2 nd and 3 rd grade have 2 each

12 Resources for Meeting Individual Needs Extra Support Handbook Handbook for English Language Learners Challenge Handbook Classroom Management Handbook

13 Professional Development Support: What was the frequency and type of support required for teachers to learn this curriculum? We had three half day trainings during the school year. (one in the Fall, one in the Winter and one in the Spring). These were grade specific trainings. I would suggest more training.

14 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

15 HM nd and 3rd 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 Reader’s Library Books Information on Assessing Student Progress and Planning for Assessment

16 III. Pros, Cons, and Pre-corrections Pros Teachers Manual – especially for Kindergarten-1 st grade Variety of materials Spiral Reviews Explicit directions Con Number of lessons for Grade 2 Hard to get theme paperbacks for grade 1 after theme 5 Theme Skills tests Pre-corrections Pacing Calendars – reteaching lessons and reviewing for theme skills tests Use theme bibliography Preview and review tests

17 IV. Sample Reading Block Organization Kindergarten Reading Block is 2 – 2 ½ hours in length Three adults in each class Teacher, ERI assistant, Foster Grandparent 30 minute whole group activity Includes Opening Routines, and Teacher Read Aloud Small group activities – minutes each Includes Phonics, Word Work Activities and reading practice Use Early Reading Intervention as supplement

18 IV. Sample Reading Block Organization Kindergarten (continued) All students are participating in the HM Program at varying levels. All students receive ERI. We use strategies from the IBR II to enhance the program as needed. Next year we plan on using the 1 st Grade “On Level” Leveled Readers at the end of the year with our higher level students.

19 IV. Sample Reading Block Organization 1 st Grade Reading Block is 2 ½ hours in length Two adults in each class Teacher and Classroom Literacy Assistant 30 minute whole group activity Includes Opening Routines, Teacher Read Aloud, High-Frequency word activity and phonics practice

20 IV. Sample Reading Block Organization 1 st Grade (continued) Small Group activities – 30 minutes each Includes Phonics activities, Word Work activities, and reading practice All students are participating in the HM Program at varying levels. We use strategies from the IBR II to enhance the program as needed. Supplemental programs TouchphonicsERI Road to the CodeRead Naturally

21 IV. Sample Reading Block Organization 2 nd -3 rd grade Reading Block is 100 minutes in length Two adults in each class Teacher and Classroom Literacy Assistant 30 minute whole group activity Includes comprehension strategies, Teacher Read Aloud, and phonics/structural analysis activities

22 IV. Sample Reading Block Organization 2 nd – 3 rd Grade (continued) Small group activity – 30 minutes each Teacher works with two groups each day All students are participating in the HM Program at varying levels. We use strategies from the IBR II to enhance the program as needed. Supplemental programs TouchphonicsRead Naturally

23 V. Questions