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Houghton Mifflin Deep TrainingCohort BJune 23, 2005

Carol Dissen, ORRF Regional CoordinatorToni Fisher, ORRF Coach, Beaverton

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Discussion TopicsI. Oregon’s Review of Core ProgramsII. Overview of the Core ProgramIII. Overall Pros, Cons, and Pre-

correctionsIV. Sample Reading Block

OrganizationV. Questions

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I. Oregon’s Review of Houghton MifflinKindergarten 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%

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

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II. Overview of the Core Program

• Reading Program Components• Text types• Organization of the Teacher’s 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 (Nation’s Choice) vs. HM 05

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Houghton Mifflin Reading Program Components: Kindergarten

Literature Student Practice

Teacher’s Material

Big Books Plus Content LinksLittle Big Books Plus Content LinksBig Books AudiotapesRead Aloud BooksPhonics LibraryOn May Way Practice Readers

Practice BookLetter, Word, and Practice CardsOn My Way Practice ReadersWord and Picture BooksKindergarten Phonics Center

Teacher’s EditionTeacher’s Resource BLMPhonics Library BLMAlphafriends PackageTheme PostersHome/Community Connection

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Houghton Mifflin Reading Program Components: Grades 1st - 3rd

Literature Student Practice

Teacher’s Material

Big Books Plus Content LinksStudent AnthologyAudiotapes for Student Anthology Read Aloud BooksPhonics Library/Readers LibraryOn May Way Practice ReadersI Love Reading Books

Practice BookSound Spelling CardsOn My Way Practice ReadersI Love Reading BooksPhonics Library/Readers LibraryLeveled Readers -- Below, On Level, Challenge, Language SupportTheme Paperbacks

Teacher’s EditionTeacher’s Resource BLMPhonics Library BLMI Love Reading BLMReaders Library BLMTheme PostersHome/Community ConnectionPhonics/Decoding Screening TestBlending/Syllable Division Posters

www.eduplace.com

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Text Type DefinitionsWordless: 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 TextsText Type Authentic Predictable High-

Frequency Text

Pre-Decodable

Text

Decodable Text

Leveled Controlled

Word and Picture Books

(K)X X X X X

Little Big Books (K-2) X Some X

Phonics Library (K-2)

Beginning of K X X X X X

On My Way Practcie

Readers (K-2)

Lower Levels X X X

Reader's Library (2-3) X X

Theme Paper Backs X X

Leveled Readers Early X X X

AnthologyX X

Lower Levels

1st, Themes 1-4 X X

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Organization of the Teacher’s 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 GradeIn 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 Phonics:Kindergarten and First Grade

In kindergarten, word work is taught in: • Phonics: Days 2-4• Phonics Spiral Review: Day 5• Phonics Center activities: various daysExamples: Word building, pocket chart activities, games

In First Grade, word work is taught/reviewed in Themes 1-2: • Spelling and Phonics- Days 4 and 5Themes 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 1-6Day 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 GradeIn Third Grade, phonics instruction is

taught/reviewed in:

Themes 1-6Day 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 BookDay 5: Spelling- Posttest

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Pattern of Instruction for Fluency:Kindergarten-Third GradeGrades 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 ReviewWord Work• Day 1, High-Frequency Word Practice• Day 2, High-Frequency Word PracticeWriting 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 ReviewWord Work• Day 2, High-Frequency Words• Day 3 & 4, Vocabulary• Day 5, High-Frequency WordsWriting and Language• Day 1, Oral Language

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Pattern of Instruction for Vocabulary:Second Grade

In Second Grade, vocabulary is taught in:

Reading• Day 2, Reading the Selection• Day 2, Key VocabularyWord 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 Vocabulary:Third GradeIn Third Grade, vocabulary is taught in:

Reading• Day 1, Key Vocabulary• Day 1, Reading Segment 1Word 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 Comprehension:Kindergarten

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 Comprehension:First 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/Critical

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 Comprehension:Second 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 Comprehension:Third 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 1Benchmark:1. 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.

2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources.

Strategic/Intensive:

1. Core Program Components: Same as Benchmark. 2. 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 2-3Benchmark:1. 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.

2. Differentiation: Use the Challenge Handbook and/or Classroom Management Handbook for additional resources.

Strategic/Intensive:

1. Core Program Components: Same as Benchmark. 2. 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

Teacher’s 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

Criterion Score 4 4 4 4 4 4 4 8 8 Total %55 100%

Arianna 4 4 4 3 4 4 2 9 8 42 76%Alice 3 4 5 5 5 5 4 10 7 48 87%Eric 5 5 4 4 4 5 5 10 10 52 95%Tana 2 5 3 4 4 4 2 8 9 41 75%Brittney 5 5 5 4 4 4 3 10 9 49 89%Vira 3 5 4 4 5 5 3 10 8 47 85%Tyler 2 3 3 2 4 4 3 6 5 32 58%Jacom 5 5 5 4 4 3 5 10 10 51 93%Haley 0 1 3 2 4 1 3 9 7 30 55%Riley 4 5 5 4 3 2 5 10 7 45 82%Amy 5 5 4 4 5 5 4 10 5 47 85%Marcos 2 5 4 4 4 5 5 10 9 48 87%Shaun 5 5 5 4 5 5 5 10 9 53 96%Austin W. 4 3 4 4 4 2 3 9 8 41 75%Simone 4 5 5 4 4 4 5 10 9 50 91%Courtney 4 5 4 4 5 4 4 9 8 47 85%Austin C. 1 5 3 1 5 2 2 10 8 37 67%Brenda 2 4 2 3 5 3 4 10 5 38 69%Elizabeth 3 5 5 3 5 4 5 10 8 48 87%Jackson 5 5 3 4 5 2 4 10 10 48 87%Anthony 4 5 5 2 4 5 3 9 9 46 84%Emmanuel 5 4 5 3 4 2 5 10 8 46 84%Dillon 4 4 4 1 5 3 5 10 7 43 78%Holly 5 5 5 4 5 2 5 10 10 51 93%Brennen 3 5 5 4 5 5 5 10 9 51 93%Nicholas 3 4 5 4 5 3 5 6 10 45 82%Cristian 5 5 5 3 4 4 5 10 6 47 85%Daniel 4 5 4 4 5 5 3 10 9 49 89%Ciarra 5 5 5 5 5 4 5 10 9 53 96%Sahara 2 5 4 3 4 4 4 9 6 41 75%

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Pacing of Houghton Mifflin Reading:Kindergarten ExampleThemes Start of

the YearDaily Lesson Pacing Total

Instructional Days

10 Welcome to Kindergarten

5 days

Assessment

Theme 1-15 daysTheme 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_/pacing_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 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

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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 Reader’s Library Books Information on Assessing Student Progress and

Planning for Assessment

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III. Pros, Cons, and Pre-CorrectionsPros

Teachers Manuals

Variety of materials and texts to meet needs of all learners

Spiral Reviews

Consistent Scope and Sequence

Consistent weekly pattern of instruction

ConNot 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-CorrectionsAdding 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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Who:Grade-Level TeamHow Often:1x/monthCriteria:3 points above aim line.Passing Read Well Unit Tests

4x/monthWho: Title 1 StaffClassroom Teacher

When:X w/in 90 minutesX outside of 90 min

Time:30 minutes (Title 1 Staff) AND15 minutes (Classroom Teacher)Group Size:5-6 Students

Intervention:*Read Well

Who: Classroom TeacherWhen: 45-minutes (HM Whole Group, Extra Support and practice activities)Activities:Houghton-Mifflin Whole

Group ActivitiesHM Extra Support HandbookGroup Size:Whole ClassSmall Groups (5-6 students)

intensive:

Who:Grade-Level TeamHow Often:1x/monthCriteria:3 points above aim line.

2x/monthWho: Classroom Teacher, ESL Teacher or volunteerWhen:X w/in 90 minutesX outside of 90 min

Time:20-30 minutesGroup Size:5-6 Students

Classroom Supplemental:*Added HM explicit blending lessons for students below NWF 50 in January.*Read Naturally (Fluency)*Touch Phonics (Phonics)Grade-Level Teams will determine appropriate small group implementation of specific supplemental program use.ELL Supplemental:*Language for Learning

Who: Classroom Teacher, ESL TeacherWhen: 120-minute blockActivities:Houghton-Mifflin ActivitiesHM Extra Support HandbookHM ELL HandbookPhonemic AwarenessGroup Size: Whole Class &Small Groups (5-6 students)

strategic:

Who:Grade-Level TeamHow Often:3x/yearCriteria:Meeting Benchmark Goals

Benchmark:Fall

WinterSpring

Who:When:__ w/in 90 minutes__ outside of 90 minTime:Group Size:

Who: Classroom TeacherWhen: 120-minute blockActivities:Houghton-Mifflin whole group and small group ActivitiesGroup Size:Whole ClassSmall Groups (6-8 students)

benchmark:Winter to Spring

Determining Instructional Effectiveness

Frequency of DIBELS Progress

Monitoring

Supplemental and InterventionProgram Delivery

Supplemental and Intervention Programs/ Strategies

Participation in CoreInstructional Recommendati

on

Time Period

Summary of CSI Map – Grade 1 – Mooberry Elementary

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V. Questions?