Houghton Mifflin Reading–Session 3
Modules 21 to 30 (including Modules 31 & 32, excluding Module 28)
Module 21–Coaching: Revisiting the 3Rs
Participants will review the 3Rs of coaching—Responsibility, Role, and Relationship—and identify which area of the 3Rs occupies the majority of coaching time. They will examine research and current coaching practices to determine ways to improve the use of coaching time.
Module 22–Teaching the Core: Phonological and Phonemic Awareness
Participants will review the technical skill domain of phonological and phonemic awareness. They will identify lessons exemplifying phonological awareness, phonemic awareness, and phoneme manipulation. They will have the opportunity to refine and practice lesson-based phonological and phonemic awareness instructional techniques. Participants will also identify indicators of reflective coaching behaviors and activities.
Module 23–Assessment: Basis for Intervention
Participants will study the purpose of the Reading First Special Education Referral Reduction goal and develop an understanding of high-quality teaching as the first step to preventing unnecessary referrals to Special Education. They will review assessment terminology, examine multi-tiered approaches to intervention, and analyze and evaluate various assessments.
Module 24–Phonological and Phonemic Awareness: Intervention for Intensive Students
Participants will review how students are identified for intervention and will highlight appropriate and effective intervention materials within the adopted curriculum materials. They will also examine one supplementary resource for an intervention related to phonological and phonemic awareness. In addition, they will revisit research-based principles for effective intervention instruction.
Module 25–Coaching: Outcome-Driven Action Plans
Participants will recognize and practice writing effective objectives. The focus will be on writing objectives that address what is happening at their site and that achieve measurable outcomes supporting effective implementation. In addition, they will write objectives that will effectively guide future action plan(s).
Module 26–Moving onto the Court with Sound/Spelling Cards and Word Pattern Board
Participants will receive additional practice using the Sound/Spelling Cards skillfully to support decoding and encoding skills. They will also work collaboratively to build an effective 5-day Word Pattern Board. In addition, they will recognize, practice, and discuss effective coaching strategies to build teacher and student use of these two instructional components.
Module 27–Fluency: Beyond Speed
Participants will identify and practice lessons that teach prosody. They will have an opportunity to plan the next steps for supporting the three dimensions of fluency (accuracy, automaticity, and prosody) and how to guide teachers to appropriate practice materials in the core program.
Modules 29 to 30–Digging for Meaning: Teaching Text Comprehension
Participants will describe major factors that influence comprehension. They will identify special challenges to comprehension at the phrase and sentence level. Participants will provide teachers with instructional strategies and practice activities that support students’ sentence comprehension. In addition, participants will learn to facilitate teacher preparation of any text.
Module 31–Fluency: Focusing Our Coaching Support
Participants will review the dimensions of fluency through the Teach, Assess, Practice framework. They will examine monitoring and feedback techniques to support fluency development and will analyze fluency coaching scenarios to determine appropriate next steps.
Module 32–Mini-Modules
How English Works!: Part 1: Five Principles of English Orthography
Participants will define the Five Principles of English Orthography and examine how the program applies these principles in spelling and phonics instruction.
