Open Court Reading–Session 2
Modules 11 to 20
Module 11–Vocabulary
Participants will review the convergent, cogent research on vocabulary instruction and the relationship to beginning reading. They will examine the substrand "Vocabulary and Concept Development" in the Reading/Language Arts Framework for California Public Schools and consider the progression of the standards in this substrand from kindergarten through third grade. Participants will study the vocabulary instruction in the third grade lessons to deepen their knowledge of how and when vocabulary is directly taught. Participants will identify and share a variety of lesson-connected activities that support the teaching to improve student achievement. In addition, participants will view and discuss a video teaching example of a "Selection Vocabulary" lesson in a second grade classroom.
Module 12–Morphology
Participants will read research based on what, why, and how morphological knowledge supports students in becoming fluent, independent readers. They will study concepts related to morphology and will study and identify Grade 3 Unit 3 to identify lesson components that include morphological information supporting instruction. Participants will discuss the importance of explicitly teaching morphology and practice applying knowledge of morphology and the relationship to instruction to their coaching roles at Reading First schools.
Module 13–Reading and Responding in Big Books
Participants will build background knowledge on research related to teaching reading comprehension with Big Books in kindergarten and first grade. They will be provided an instructional model and time to study the Teacher’s Edition, identifying the first and second read objectives, potential distractions in the text, and other key points. Participants will also view a video teaching example to identify and discuss elements of an effective comprehension strategy and a comprehension skill lesson. Participants will review various teaching scenarios and prepare sample constructive conversations to provide feedback to teachers.
Module 14–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 15–Supporting English Learners
Participants will revisit the guidelines for instructional support for English Learners as presented in the Reading/Language Arts Framework for California Public Schools. They will review the five levels of English proficiency and discuss four strategies to support English learners—content, connections, comprehensibility, and interaction. Participants will walk through a lesson focusing on support for English learners. They will then examine additional lesson components to identify the elements of content, connections, comprehensibility, and interaction with the program’s instruction. Participants will have the opportunity to discuss and plan the application of this module’s content to their work with teachers at their assigned site.
Module 16–Reading & Responding in the Anthologies
Participants will build background knowledge as to the purpose and procedures for teaching reading strategies ad skills through the Reading & Responding lessons. They will review the importance of cognitive preparation, watch video examples of preparation sessions and the instructional lessons for both the first and second read of a selection. Participants will deepen their understanding of the purpose and procedures for the second read lesson and will consider a variety of ways to support students’ knowledge and use of comprehension skills. Participants will also have the opportunity to reflect on the strategy and skills instruction at their Reading First schools and to set goals for coaching teachers in this component.
Module 17–Writing Component Skills: Kindergarten and First Grade
Participants will review the importance of developing writing skills (penmanship, spelling, grammar, usage, and mechanics) to support fluent composition in kindergarten and first grade. They will practice examining student work for evidence of spelling knowledge and development. Participants will study the Teacher’s Edition to highlight instructional components that support spelling knowledge and the writing component skills of grammar, usage, and mechanics. They will discuss how skills may be reinforced by “weaving in” or by emphasizing them throughout the lesson. Participants will also have the opportunity to discuss the application of the Teacher’s Edition study to the coach’s role in staff development and demonstration lessons.
Module 18–Universal Access: Effective Use of IWT/Workshop
Participants will review the Reading/Language Arts Framework for California Public Schools and Program Appendix to focus on why and how teachers address individual student’s needs (Universal Access) though the instructional component of IWT/Workshop. They will view video examples of a kindergarten workshop in a kindergarten classroom and IWT/Workshop in Grades 2 and 3. Participants will also study the Teacher’s Edition, identifying activities for IWT/Workshop that are connected to the core curriculum and will promote improved student achievement. They will review teaching scenarios and discuss ways to support the teacher in planning and implementing effective IWT/Workshop.
Module 19–Writing Component Skills: Second and Third Grades
Participants will revisit the importance of developing writing component skills (penmanship, spelling, grammar, usage, and mechanics) to support writing fluency in second and third grades. They will study and discuss the progression of the California standards on penmanship and spelling for kindergarten through third grade. Participants will review and practice second and third grade penmanship instruction. They will complete a word sort activity to illustrate the importance of actively and explicitly teaching spelling and will study the Teacher’s Edition to identify the various activities used to teach spelling in the program. Participants will identify how to support teacher preparation and effective teaching of the Grammar, Usage, and Mechanics lessons through lesson study and the use of a video teaching example. A coaching scenario will be collaboratively reviewed to practice providing constructive feedback to teachers.
Module 20–Refining the 3Rs
Participants will review the 3 "Rs" of Coaching—Responsibility, Role, and Relationship and identify which area of the 3 "Rs" occupies the majority of coaching time. They will examine research and current coaching practices to determine ways to improve the use of coaching time.
