Houghton Mifflin Reading–Session 1
Modules 1 to 10
Module 1–The 3Rs of Coaching
Participants will consider "The 3Rs of Coaching"—Responsibility, Role, Relationship—and how the 3Rs relate to the work of a Reading First Coach. They will identify responsibility as knowing the research, the framework, and the adopted reading program. They will analyze the job description for a Reading First Coach and identify effective ways to carry out their roles. Participants will also examine the characteristics of the coach-teacher relationship as it relates to change, implementation of the instructional program, and constructive conversations. Participants will be provided with a video example of a constructive conversation and will practice the techniques of effective feedback.
Module 2–The Teaching
Participants will read and discuss convergent research findings on the characteristics of two instructional approaches— teacher-centered and student-centered—and the impact of direct instruction on improving student achievement. They will understand the phases of direct instruction as demonstrated by the instructor and apply these steps to a lesson in the instructional program. Participants will discriminate between organizational lesson preparation and cognitive lesson preparation and identify cognitive lesson preparation activities that can positively impact teaching and student achievement.
Module 3–Fluency
Participants will expand their knowledge of reading development related to fluency. They will connect the stages of reading development as it relates to teaching fluency, clarify the meaning of terms, and identify lesson components in the adopted curriculum that teach fluency. In addition, they will understand the difference between teaching and practicing fluency and will identify practice activities for fluency in the curriculum. Participants will outline procedures to establish classroom routines needed for fluency practice. Participants will become familiar with the procedures for formal fluency assessment and will study the state-provided Reading First fluency assessments.
Module 4–Phonemic Awareness and The Alphabetic Principle
Participants will enrich their understanding of the research base for phonemic awareness and the alphabetic principle and its foundational role in successfully learning to read English. They will study critical terminology, practice identifying the features of explicit and carefully sequenced phonemic awareness instruction, and apply this knowledge by sequencing example lessons. Participants will learn the two-part method needed to prepare a phonemic awareness lesson using the curriculum. Participants will engage in highly structured practice planning both the first and second part of preparing for a lesson by creating a lesson plan using current research, direct instruction, and the curriculum. Participants will also consider potential problems teachers may bring to their coaches when implementing the program in kindergarten.
Module 5–Phonics
Participants continue to expand their knowledge of reading instruction related to fluency by examining the component of phonics and the research evidence on teaching the alphabetic principle as it relates to phonics instruction. They will review the sound-spelling system in the program and review additional devices supporting phonics instruction. After engaging in activities to reinforce the importance of these devices, participants will brainstorm sponge activities to build teachers' capacity to use the Sound/Spelling cards to teach the sound-spelling system. Participants will examine the Phonics lessons in the Learning to Read, Reading, and Word Work sections in the Teacher's Edition Grades 1-3, to identify and discuss areas requiring deeper preparation and study, and brainstorm strategies to encourage teachers to include the additional orthographic information during the lessons.
Module 6–Fluency Building K-3
Participants will review and discuss the five techniques for teaching blending and the seven key principles for effective reading instruction identified in the research. They will collaboratively dialogue and identify ways to use this information to support K-3 teachers in improving student achievement. Participants will delve in to the topic of connected text, examining Kindergarten lessons on Reading a Wordless Book and Reading a Decodable Book, studying the fluency-building resources for 1st and 2nd grade, and considering the need for continued instruction with connected text in third grade.
Module 7–Coaching: Prepare, Teach, and Reflect
Participants will focus on planning lessons using the framework—Prepare, Teach, and Reflect. Applying knowledge gained from previous modules (4, 5, and 6), participants will "prepare, teach, and reflect" on a phonemic awareness lesson, a sound-spelling correspondence lesson, and a blending lesson in the curriculum.
Module 8–Gathering Evidence to Support the Teaching
Participants will improve their skills in conducting classroom observations, constructive conversations, and planning "next-step support" for teachers. They will learn the characteristics of evidence and practice identifying the difference between statements of evidence and opinion. Participants will practice writing evidence statements and collaboratively review evidence to determine a coach's "Next Steps." Participants will be introduced to an observation guide as a tool for collecting evidence during classroom observations and will participate in a simulation of a constructive conversation based on evidence.
Module 9–Coaching the Teaching
Participants will review the research on systems change and reflect on their role as an agent of change in the language arts curriculum adoption process. They will learn that different types of site-based professional development impact student achievement at varying levels. Participants will clarify the connection between Lesson Study; the Prepare, Teach, Reflect framework, and Coaching the Teaching. To strengthen their understanding of the seven elements of Coaching the Teaching, participants will study and define key elements in sample pre-conference, demonstration lesson, and post-conference documents.
Module 10–Theme Assessments
Participants will read and discuss portions of the Reading/Language Arts Framework for California Public Schools on assessments and their use in K-3 classrooms. They will review the rationale, design, purpose, and use of the state-provided 6-8 Week Assessments and match lesson content to what is assessed in the subtests of the 6-8 Week Assessments—Spelling and Vocabulary. Participants will consider the coach's role of assisting teachers with data analysis at regular grade-level meetings. They will practice studying sample classroom data to determine areas that require instructional modifications and creating action plans based on the assessment data.
