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Houghton Mifflin Reading—Session 2

Modules 11 to 20

Module 11—Universal Access Time

Participants will study the Reading/Language Arts Framework for California Public Schools to understand the purpose of Universal Access Time (UA Time). They will study a four-part plan for Phasing-In UA Time and participate in a UA Time simulation identifying characteristics of each phase. Participants will also review sample classroom data to determine areas that would require differentiated instruction in the classroom.

Module 12—Vocabulary : Word Learning Strategies

Participants will review the convergent, cogent research on vocabulary instruction and the relationship to beginning reading. They will practice incorporating the phases of direct instruction with key vocabulary lessons. In addition, participants will become more knowledgeable regarding the two types of clarifying/monitoring strategies used for vocabulary instruction in—contexts clues and structural analysis.

Module 13—Vocabulary : Specific Word Instruction

Participants will review the key findings of the cogent research related to vocabulary instruction and consider the impact of this information on the teaching of vocabulary at their Reading First school sites. They will watch a Grade 3 Key Vocabulary lesson and debrief on the content. Participants will examine Grade K-3 Teacher Editions, define key elements of vocabulary instruction, and outline possible UA Time activities based on this vocabulary instruction.

Module 14—Comprehension : Effective Strategy Instruction

Participants will review the research on comprehension instruction. They will revisit the components in that support comprehension and brainstorm ideas for staff development. Participants will practice modeling a comprehension strategy think-aloud prompt. They will also investigate different program resources to support comprehension instruction.

Module 15—Morphology

Participants will read research based on what, why, and how morphological knowledge supports students in becoming fluent, independent readers. They will study terms associated with morphology and will study and identify morphology-connected elements in Grade 3 Theme 5. Participants will learn how to meet the morphological needs of students who are English learners.

Module 16—Grade-Level Meetings

Participants will revisit the National Staff Development Standards reflecting on their role in supporting regular grade-level meetings. They will learn about four different meeting leadership styles and contemplate which leadership style best describes their own. Participants will discuss and problem-solve challenges facing coaches as they lead grade-level meetings at their Reading First Schools. They will consider the difference between the content and the process of a meeting and define the role of a meeting facilitator. Participants will read to enhance their understanding of the difference between objectives-driven and agenda-driven meetings as well as identifying key points for effectively focusing a meeting. In addition, participants will practice writing objectives and agendas for grade-level meetings.

Module 17—Writing I : Instruction

Participants will review the cogent research on writing process instruction. They will examine the components that support writing instruction and review the purpose and scope and sequence for Reading-Writing Workshop.

Module 18—Writing II : Setting the Stage for Reading-Writing Workshop and Theme Focus Wall

Participants will review the suggested pacing for components and Reading-Writing Workshop and discuss ways to schedule Reading-Writing Workshop to maintain pacing throughout the year. Participants will practice cognitive preparation for Reading-Writing Workshop by previewing the lessons and using a sample curriculum study meeting planning form. They will observe a video of a pre-conference meeting and discuss how the teacher introduces Reading-Writing Workshop providing appropriate scaffolds. Participants will study and watch a video highlighting the purpose and key features of the Theme Focus Wall.

Module 19—Writing III : Modeling the Writing Process

Participants will watch a 3rd grade classroom video of each step of the writing process as taught in Reading-Writing Workshop. They will participate in structured activities and discussions with their colleagues to identify instructional scaffolds promoting student engagement and mastery. Participants will then examine the types of writing found in kindergarten and first grade and formulate varying instructional strategies to support writing.

Module 20—Mini-Modules

This module focuses on five optional topics, self selected by participants for study. The topics are:

  1. Coaching Constructive Conversations
    Participants will problem-solve common coaching issues at Reading First schools and practice coaching strategies.
  2. Curriculum Study: Reading & Writing
    Participants will collaboratively plan a Reading-Writing Workshop in Level 1 Theme 8.
  3. Research Article
    Participants will read a research article and discuss how it will help them support student achievement.
  4. Concerns & Issues: Group Discussion
    Participants will identify common coaching concerns and brainstorm ideas to address their issues.
  5. Supporting Student Learning with the Sound/Spelling Cards
    Participants will analyze lessons in Grades 1-3 for opportunities to incorporate the Sound/Spelling cards. Participants will practice using the Sound/Spelling cards to scaffold learning.