Houghton Mifflin Deep Training
Cohort B
June 23, 2005
Carol Dissen, ORRF Regional Coordinator
Toni Fisher, ORRF Coach, Beaverton
1
Discussion Topics
Oregon’s Review of Core Programs
II.
Overview of the Core Program
III. Overall Pros, Cons, and Precorrections
IV. Sample Reading Block Organization
V.
Questions
I.
2
I. Oregon’s Review of Houghton Mifflin
High Priority Items
Kindergarten
First Grade
Second Grade
Third Grade
Phonemic Awareness
85%
100%
Phonics
83%
82%
88%
88%
75%
92%
67%
84%
82%
89%
75%
Kindergarten
First Grade
Second Grade
Third Grade
Phonemic Awareness
100%
100%
Phonics
88%
96%
90%
75%
25%
50%
42%
94%
87%
81%
66%
Kindergarten
First Grade
Second Grade
Third Grade
90%
85%
80%
75%
Fluency
Vocabulary
Comprehension
TOTAL
Discretionary Items
Fluency
Vocabulary
Comprehension
TOTAL
Design Items
TOTAL
3
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
4
Houghton Mifflin Reading Program
Components: Kindergarten
Literature
Big Books Plus Content
Links
Little Big Books Plus
Content Links
Big Books Audiotapes
Read Aloud Books
Phonics Library
On May Way Practice
Readers
Student Practice Teacher’s
Material
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
5
Houghton Mifflin Reading Program
Components: Grades 1st - 3rd
Literature
Student
Practice
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
Material
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
www.eduplace.com
6
Text Type Definitions
Wordless: 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 highfrequency 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.
7
Houghton Mifflin Texts
Text Type
Authentic
Word and
Picture Books
(K)
Little Big Books
(K-2)
X
Phonics Library
(K-2)
Predictable
HighFrequency
Text
PreDecodable
Text
X
X
X
Decodable
Text
Some
Beginning of
K
On My Way
Practcie
Readers (K-2)
X
X
Lower
Levels
X
X
X
Leveled
Readers
X
X
X
X
X
X
X
X
X
Early
X
X
Lower
Levels
Anthology
X
Controlled
X
Reader's
Library (2-3)
Theme Paper
Backs
Leveled
1st, Themes
1-4
X
X
X
X
8
Organization of the Teacher’s
Manuals: Daily Lesson Plans
•
Grades K (blue) and 1 (green)
•
Grades 2 (orange) and 3 (purple)
9
Pattern of Instruction for Phonemic
Awareness: Kindergarten and First Grade
In 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)
10
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 days
Examples: Word building, pocket chart activities, games
In First Grade, word work is taught/reviewed in
Themes 1-2:
• Spelling and Phonics- Days 4 and 5
Themes 3-10:
• Spelling- Days 2, 3, 4
• Phonics Review- Day 4
• Spiral Review- Day 5
11
Pattern of Instruction for Phonics:
Second Grade
In Second Grade, phonics instruction is taught in:
Themes 1-6
Day 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, highfrequency words
Day 3: Spelling- Word work activity related to vocabulary,
Practice Book, high-frequency words
Day 4: Spelling- Word work/game/activity, Practice Book, highfrequency words
Day 5: Spelling- Posttest, high-frequency words
12
Pattern of Instruction for Phonics:
Third Grade
In Third Grade, phonics instruction is taught/reviewed in:
Themes 1-6
Day 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 Book
Day 5: Spelling- Posttest
13
Pattern of Instruction for Fluency:
Kindergarten-Third Grade
Grades 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 97100% accuracy.
For fluency building, materials should be at instructional level
or above.
(Modified from Hasbrouck 1998)
14
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 Review
Word Work
• Day 1, High-Frequency Word Practice
• Day 2, High-Frequency Word Practice
Writing and Language
• Day 1, Oral Language
• Day 2, Vocabulary Expansion
15
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 Review
Word Work
• Day 2, High-Frequency Words
• Day 3 & 4, Vocabulary
• Day 5, High-Frequency Words
Writing and Language
• Day 1, Oral Language
16
Pattern of Instruction for Vocabulary:
Second Grade
In Second Grade, vocabulary is taught in:
Reading
• Day 2, Reading the Selection
• Day 2, Key Vocabulary
Word 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
17
Pattern of Instruction for Vocabulary:
Third Grade
In Third Grade, vocabulary is taught in:
Reading
• Day 1, Key Vocabulary
• Day 1, Reading Segment 1
Word 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
18
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
19
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
20
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
21
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
22
Core Components:
Kindergarten and Grade 1
Benchmark:
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.
2.
Core Program Components: Same as Benchmark.
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.
23
Core Components: Grades 2-3
Benchmark:
1.
2.
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.
Differentiation: Use the Challenge Handbook and/or Classroom
Management Handbook for additional resources.
Strategic/Intensive:
1.
2.
Core Program Components: Same as Benchmark.
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.
24
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)
25
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.
26
Theme Skills Analysis
27
Pacing of Houghton Mifflin Reading:
Kindergarten Example
Themes
10
Start of
the Year
Welcome to
Kindergarten
5 days
Assessment
Daily Lesson
Pacing
Theme 1-15 days
Theme 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.
Total
Instructional
Days
28
http://www.smbsd.org/district_programs/reading_/pacing_calendars/index.html
29
Professional Development
Support: Frequency and Type
•
•
•
•
Houghton Mifflin
Building Coach
Cohort A Coach
ORRF Center/Regional Coordinator
30
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
31
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
32
III. Pros, Cons, and Pre-Corrections
Pros
Con
Teachers Manuals
Not enough daily explicit
teaching, modeling,
guided practice and
review of explicit
phonics for struggling
readers (K-3)
Variety of materials and
texts to meet needs of
all learners
Spiral Reviews
Consistent Scope and
Sequence
Consistent weekly
pattern of instruction
Not enough exposure of
explicit teaching,
modeling and student
fluency practice using
decodable and controlled
texts (K-3)
PreCorrections
Adding 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
33
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.)
34
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
35
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
36
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
37
Summary of CSI Map – Grade 1 – Mooberry Elementary
Time Period
Winter to
Spring
Instructional
Recommendati
on
Participation in Core
Supplemental and Intervention
Programs/
Strategies
Supplemental and Intervention
Program Delivery
Who:
When:
__ w/in 90 minutes
__ outside of 90 min
Time:
Group Size:
Frequency of
DIBELS Progress
Monitoring
Benchmark:
Fall
Winter
Spring
Determining Instructional
Effectiveness
benchmark:
Who: Classroom Teacher
When: 120-minute block
Activities:
Houghton-Mifflin whole group and
small group Activities
Group Size:
Whole Class
Small Groups (6-8 students)
Who:
Grade-Level Team
How Often:
3x/year
Criteria:
Meeting Benchmark Goals
strategic:
Who: Classroom Teacher, ESL
Teacher
When: 120-minute block
Activities:
Houghton-Mifflin Activities
HM Extra Support Handbook
HM ELL Handbook
Phonemic Awareness
Group Size: Whole Class &
Small Groups (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
Teacher or volunteer
When:
X w/in 90 minutes
X outside of 90 min
Time:
20-30 minutes
Group Size:
5-6 Students
2x/month
Who:
Grade-Level Team
How Often:
1x/month
Criteria:
3 points above aim line.
intensive:
Who: Classroom Teacher
When: 45-minutes (HM Whole
Group, Extra Support and practice
activities)
Activities:
Houghton-Mifflin Whole
Group Activities
HM Extra Support Handbook
Group Size:
Whole Class
Small Groups (5-6 students)
Intervention:
*Read Well
Who: Title 1 Staff
Classroom Teacher
When:
X w/in 90 minutes
X outside of 90 min
Time:
30 minutes (Title 1 Staff) AND
15 minutes (Classroom Teacher)
Group Size:
5-6 Students
4x/month
Who:
Grade-Level Team
How Often:
1x/month
Criteria:
3 points above aim line.
Passing Read Well Unit Tests
38
V. Questions?
39