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