Overview Training Cohort B June 23, 2005 Open Court Rhonda Wolter Bethel School District Reading...
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Transcript of Overview Training Cohort B June 23, 2005 Open Court Rhonda Wolter Bethel School District Reading...
Overview TrainingCohort BJune 23, 2005
Open CourtRhonda Wolter
Bethel School District Reading Coordinator
Discussion Topics
I. Oregon’s Review of Core ProgramsII. Overview of the Core Program III. Overall Pros, Cons, and
Pre-correctionsIV. Sample Reading Block OrganizationV. Questions
I. Oregon’s Review of Core Programs
Summary by Program
Open CourtKindergarten First Grade Second
GradeThird Grade
Phonemic Awareness 85% 100%
Phonics 83% 82% 88% 88%
Fluency 75% 92% 67%
Vocabulary
Comprehension
TOTAL 84% 82% 89% 75%
High Priority 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%
Discretionary Items
Kindergarten First Grade Second Grade
Third Grade
TOTAL 90% 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 ComponentsKindergarten
Literature Student Practice
Teacher’s Material
Big Books (11 books)Little Big BooksListening Library Audiocassettes/CDs Language Arts Big BookRead AloudsStorytime SelectionsClassroom Library Pre-Decodable/Decodable Books
Sounds and Letters WkbkLetter, Word, and High Frequency Word CardsSound/letter CardsLanguage Arts SkillbookPre-Decodable/Decodable Books
Teacher’s Editions (8 units)Teacher’s Resource BLMsUnit/Program/Diagnostic AssessmentsReading, Phonemic Awareness and Phonics PackageHome Connection
Open Court Reading Program Components
Grades 1st –3rd
Literature Student Practice
Teacher’s Material
Big Books (6 books gr 1)First/Second Readers (gr 1-2)Two Student AnthologiesAudiotapes/CDs for Big Books and Student Anthologies Read Aloud BooksDecodable BooksLeveled Classroom Libraries
Phonics Skills Workbook (gr1)Comprehension and Language Arts Skills Workbook (gr 1-3)Takehome DecodablesLanguage Arts Handbooks(gr 2-3)Inquiry Journal (gr 2-3)
Teacher’s Editions Teacher’s Resource BLMs Unit/Program/Diagnostic AssessmentsReading and Phonics PackageHome ConnectionMaterials 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 2 ---- 5 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 1st) (3-5 day plan in 2nd and 3rd)
• 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
ProsInteractive lessonsEasy to follow manuals Systematic and Explicit Instruction which spirals for reteaching
Concept/Question Board
Sound/spelling cards
ConsMoves quickly for some learners so be prepared to provide support
Pre-CorrectionsSet up a pacing guideTeach letter sound as you teach letter names in first 4 units of KindergartenCoordinate instruction in Title and ELLAssess frequently to determine student progress
IV. Sample Reading Block OrganizationKindergarten (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
1st 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 – 20-30 mins outside of the 90 min block - writing)
1st 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 – 30-40 mins (Outside of the 90 minute block - writing)
IV. Sample Reading Block Organization
1st 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)
1st 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 1st Grade Reading Schedule
9:00-10:00 Open Court Whole Group
10:00-10:15 Recess10:15-10:45 Open Court Whole
Group10:45-11:30 Workshop 2:00-2:45 Open Court Booster
IV. Sample Reading Block Organization
2nd-3rd 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)
2nd-3rd 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