1. Office of Literacy Presenters: ISTs September
Baltimore City Public School System Elementary Reading/Language Arts Professional Development
Office of Literacy
Presenters: ISTs
September
Greet Participants

2. Outcomes For This Session
By the end of this session the participants will be able to:
Review Lesson Design of the Open Court Reading Program
Review Reading/Language Arts VSC Alignment and Pacing Guide
Understand format and use of the OCR Intervention Guide
Read or have participants read the outcomes for the sessions

3. Do You Remember?
1. The ultimate goal of the Reading/Language Arts True False
VSC Alignment and Pacing Guide is to align HSA,
instruction and Open Court unit assessments in
elementary reading/language arts.
2. The Year-at-a Glance Pacing Guide provides True False
specific timeline information for grades
Pre-k, 1, 2, and 3 only.
3. The BCPSS Benchmark Assessment is administered True False
to grades 3-8 to assess skills taught each quarter.
4. All components of the Open Court Reading/Language True False
Arts Program should be taught daily.
5. The Reading/Language Arts time allocation is True False
165 minutes daily.
. Distribute True/False handout (HO). Have participants complete HO individually. Go over responses with total group. Clarify incorrect responses

4. 6. The second workshop can be implemented after the blue True False
band or the red band.
7. Items in italics represent objectives that require True False
supplemental instruction prior to MSA.
8. The BCPSS/OCR Reading Assessments are True False
administered to grades Pre-K, K, 1, 2, 3, 4,
and 5.
9. There are two forty minute workshops True False
in the lesson design of Open Court.
10. During the first workshop the teacher re-teaches True False small groups after the green band.
Distribute True/False handout (HO). Have participants complete HO individually. Go over responses with total group. Clarify incorrect responses

5. Lesson Design of Open Court
Say: We have looked at the components of the Open Court Lesson Design. Lets review what we have learned.
Key questions to ask participants:
1. What component of the Open Court lesson design informs instruction for the first workshop? For the second workshop?
2. What types of activities are the teacher doing during the first workshop? During the second workshop?
3. What types of activities are the students doing during the first workshop? During the second workshop?

6. x VOLUNTARY STATE CURRICULUM OCR AUGMENTATION
UNI T1
UNIT2
UNIT3
UNIT 4
UNIT5
UNIT6
OCR AUGMENTATION
1.GENERAL READING PROCESSES
D. Vocabulary - Students will use a variety of strategies and opportunities to understand word meaning and to increase vocabulary
3. Understand, acquire, and use new vocabulary
Use context to determine meaning
□ Assessment Limit:
Words with multiple meanings
1 = Content Standards
D = Standard Topic
3 = Indicator
a = Objectives
□ = Assessment Limits x
This column is designed to address one critical question:
← IS THE VSC OBJECTIVE AND/OR ASSESSMENT LIMIT* TAUGHT IN THE OPEN COURT READING PROGRAM? IF SO, WHEN? If a skill is taught only in units 4 and 6 of OCR, then the teacher must provide instruction in that skill prior to MSA. This column provides suggested instructional techniques, sample assessment stems or items (both brief constructed response (BCR) and selected response (SR) items), and special notes.*NOTE: Not all objectives in the VSC have assessment limits.
X denotes the unit in which skill is taught
Say: Let's review the Explanation Page that is included in the Reading/Language Arts VSC/OCR Alignment and Pacing Guide. Remember, this page explains the usage of this document. Table Talk: Has this document been useful? How? Do you have any questions about the use of the document? Report out burning questions to the total group.
Teachers should use the information in the alignment document to augment instruction within the Open Court Reading Program. Only with this augmentation will students be fully prepared for the midyear administration of Maryland School Assessment in Reading. The pages that follow contain the entire Grade 4 Alignment Document. A Teacher Feedback Form is included on the final page.

7. Intervention
Let participants know that now we will be focusing on understanding the format and use of the OCR Intervention Guide

8. Purpose of OCR Intervention
Develops students’ reading fluency skills and understanding of text.
Provides teachers’ with additional instructional strategies in:
decoding,
fluency
comprehension,
spelling and dictation
writing skills.
Enables struggling readers to interact with their classmates in the regular reading lesson.
Read or have a participant read this slide.

9. When and Why to Intervene
Good Readers
have developed phonemic awareness and an understanding of alphabetic principles.
are able to decode words.
have acquired an extensive sight-word vocabulary.
have a broad speaking and reading vocabulary.
have developed reading comprehension strategies.
read often and for extended periods.
are motivated to learn.
This is what we know about good readers. Say: Do you think we need interventions for this group of students? Possible responses: Depending on the skill or strategy, sometimes, etc.

10. When and Why to Intervene
Struggling Readers
have not grasped the principles of reading multisyllable words.
have not mastered basic phonics principles.
have not developed automaticity.
At any point, a reader can have difficulty-even a good reader. A
good reader’s difficulties are usually short-lived when the observant
teacher notices and intervenes.
Other readers struggle with several elements of reading. They
function in the regular classroom, but they are
not comfortable reading.
Engage participants in a discussions around the big ideas of this slide.

11. Intervene or Not ?
Daniel can decode. In fact, he decodes all the time , but he hasn’t developed automaticity. He does not read fluently.
Have participants read scenario to determine if Daniel will need interventions and if so in which areas?

12. Kame’enui’s Principles of Intervention
Instructional time is a precious commodity; don’t lose it;
Intervene and remediate early, strategically, and frequently;
Teach less more thoroughly;
Communicate reading strategies in a clear and explicit manner, especially during initial phases of instruction;
Guide student learning through a strategic sequence of teacher-directed and student-centered activities;
Examine the effectiveness of instruction and educational tools by formatively evaluating student progress.
The framework for the Open Court Reading Program’s intervention strand is derived from a set of evidenced-based instructional principles outlined by Kame’enui in The Reading Teacher, February 1993: Have each point read. Discuss if needed.

13. General Instructional Strategies
Pre-teaching
Re-teaching
Supplemental practice
Monitoring Student Progress
Corrective feedback
These General Instructional Strategies were derived from Kame’enui’s set of principles. The OCR Program uses these strategies as a framework for its intervention strand.
Note: pre-teaching important content, re-teaching previously introduced content; providing supplemental practice, such as guided and independent practice, monitoring student progress with on-going assessments, giving feedback that will enable the student to correct errors immediately

14. Lesson Organization
Corresponds to the lesson plans in the OCR Teacher’s Editions.
Designed to be implemented in 3 to 5 days.
Scheduled lesson planner charts are at the beginning of each lesson.
Read slide and discuss. Turn to Unit 1 Lesson 1 on page 2 in the Intervention Guide to view the Lesson Planner.

15. Preparing to Read Using Blending/Reading Words Student: Teacher:
reads the wordlines
writes the new words in their Writer’s Notebook
Teacher:
corrects errors immediately
calls attention to the specific problematic phonics elements
Say: This is the first component of the intervention lesson. There are specific tasks for the teacher and student

16. Preparing to Read Using Developing Oral Language Teacher: Student:
guides the students through the process of creating and extending sentences.
Student:
writes their sentences in their Writer’s Notebooks.
Have participants read and discuss.

17. Preparing to Read Using Dictation and Spelling Teacher: Student:
guides the students through the dictation
corrects errors.
Student:
writes the corrected words and sentences in their Writer’s Notebooks.
Have participants read and discuss.

18. Reading and Responding
Option 1: The Anthology Selection
Reading the Anthology Selection
Preteaching the Selection Vocabulary
Preteaching the Student Anthology Selection
Say: There are two intervention options. The first option is for those students who , with minimal additional practice , are able to read proficiently from the student anthology. After pre-teaching the material in small groups, these students do well in the larger group. Ask: Would a student who is considered a good reader fit in this option ?

19. Reading and Responding
Option 2: The Intervention Selections
Reading Intervention Selection One
Pre-teaching the Selection Vocabulary
Pre-teaching Challenging Words
Reading the Selection
Comprehension Strategies
Reading Intervention Selection Two
Students who need decoding skills are in need of this option. They need direct remediation. These intervention reading selections are to be used in addition to the Student Anthology selections.

20. Reading and Responding
Repeated Reading
Implemented with peer partners
Increases reading fluency
Increases reading accuracy
Enhances text comprehension
Say: This strategy increases the fluency rate of all readers

21. Language Arts Grammer, Usage, and Mechanics Writing
skills are parallel to those addressed in OCR
number of concepts introduced are reduced
Writing
provides additional opportunities for guided practice and independent writing
guided practice activities include brainstorming, using graphic organizers, as well as other planning activities
independent writing activities are designed to encourage students to generate more text and become comfortable and fluent with writing
independent work is occasionally done with peer partners as well as individually
Read and discuss.

22. Intervention Guide Lessons correspond to lessons in the
Teacher’s Edition in all Units
Preparing to Read
Reading and Responding
Language Arts
Let participants know that now we will examine each component more thoroughly.

23. Using the Intervention Guide
Form pairs at your table.
Each pair at your table will read a specific part of the lesson:
Part 1- Preparing to Read
Part 2- Reading and Responding
Part 3- Language Arts
Identify and discuss the organization of each component in your part
Be prepared to present the Big Ideas of each component in your lesson part
Explain activity to participants. Complete activity. MAKE SURE EACH PART OF THE LESSON IS REPRESENTED AT EACH TABLE. Have the participants explain the organization and discuss the components.

24. Intervention Guide
Lessons correspond to lessons in the Teacher’s Edition
in all Units
Preparing to Read:
Additional practice reading words; help students integrate what they are learning about reading and writing, develop writing fluency using the conventions of writing they are learning.
Reading and Responding:
Preteaching vocabulary, reteaching comprehension strategies with decodables, preteaching selections in the Big Books and anthologies (Units 7-10).
Language Arts:
Supplemental practice on specific language arts skills and additional opportunities to apply in students’ own writing with guided practice.
Use this slide to check participants’ responses from the previous activity.

25. Intervention Management
Participation
Schedule
Group Management
Monitoring Students Progress
Text Placement Assessment
Fluency Checks
Independent Work
Summary of Student Progress
Guidelines for Instructional Recommendations
Say: These are the components that will allow you to mange the intervention strand of the OCR Program.

26. Expert Intervention Managers
Each participant will receive a number to determine which component of the Intervention Management they will study.
Read the component your group is responsible for in the Intervention Guide on pages T12-T16.
Be prepared to share your component with the total group, highlighting the key points.
Read and explain directions for the activity. Give the participants time to complete and share.

27. Participation
Teachers will use informal assessment tools to determine which students will benefit from intervention.
Discuss what assessment tools can be used. Possible responses: Teacher made tests, class work, fluency checks, homework, observation, etc.

28. Schedule Recommended that teachers allocate 30-45 minutes daily.
In order to preteach the content intervention will be scheduled before the general reading period.
Read and discuss.

29. Group Management
Teachers work with students from Option 1 or Option 2:
Other students may be engaged in:
Partner Reading
Writing the Selection Vocabulary and corresponding sentences in their Writer’s Notebooks
Working on the Language Arts practice worksheets
Read and discuss. Say: Inclusion/Resource teachers have been mandated to utilize the Intervention Guides through the Systemic Response to Intervention. Intervention teachers, retired educators, highly qualified para-professionals can be also used to implement the program. It is so important for collaboration between the special educator and the regular educator to take place.

30. Monitoring Students Progress
Teachers monitors reading performance by using the same assessments
The intervention strand also provides supplemental assessment opportunities:
Text placement assessment
Fluency Checks
Independent Worksheets
Read and discuss.

31. Text Placement Assessment
Determines the level at which students are reading.
Estimated accuracy used to determine reading levels are:
Independent Level- 96%-100% accuracy
Instructional Level- 95% accuracy
Frustration Level- 92% accuracy
Teacher administer the text placement assessment twice during an instructional unit, midway through the instructional unit and at the end of the unit.
Information about this assessment and its usage will been given during Part 2 of this presentation in the coming weeks.

32. Fluency Checks
Fluency checks administered week 3, week 6 or 7 for accurate reading rate.
Use text placement assessment to determine if fluency rates are improving.
A one minute timing determines the fluency rate
An untimed reading determines the reading level
Have participants read and discuss the slide. Information about this assessment and its usage will been given during Part 2 of this presentation in the coming weeks.

33. Independent Work Two activities per week:
Grammar, Usage, and Mechanics
Writing
Read and discuss. Information about this is detailed in the guide.

34. Summary of Student Progress
Make the assessment information from OCR intervention strand accessible
Record the results of the:
text placement assessment
fluency checks
Provide a place for teacher comments
Discuss and read slide. Distribute Summary of Student Progress form, Appendix A . Review and discuss.

35. Guidelines for Instructional Recommendations
Use of Summary of Student Progress form assists with:
acceleration
remediation
Appendix includes:
students progress monitoring system
guidelines for instructional decisions
Have participants refer to their Intervention guide appendix A. Discuss.

36. In Conclusion
The goal of the OCR program is to help each and every student experiences success in becoming a proficient reader.
The intervention strand of the OCR program is designed to make sure that the needs of all students are met and that you, the teacher, have the tools necessary to meet those needs.
Have slide read aloud. Remember these interventions should be taking place in Inclusion and Special Education Resource classrooms as well as the regular classroom. Entertain questions or comments.