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Open Court Reading–Session 4

Modules 31 to 40

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–Workshop Options

  1. Studying the Writing Lessons
    Participants, in small groups, will study, prepare, and discuss strategies for teaching of the Writing lessons in Level 3 Unit 6 specific to either 2000 or 2002 editions of Open Court Reading.
  2. Introduction to the 2005 English Learner Support Guide
    Participants will study the support materials for English Learners (English-Language Development Guide, English Learner Support Guide and the core Teacher’s Edition) followed by discussion and collaborative planning for use with teachers.
  3. Studying the Teacher’s Edition Across the Unit
    Participants will practice cognitive preparation of corrective feedback teachers might provide during the reading of the anthology selection. In addition, participants will collaboratively study the following components across a second grade unit:

Module 33–Coaching the Study of Exploration/Inquiry

Participants will describe the importance of the study process to effective instructional delivery of the Exploration/Inquiry component. They will discuss how to facilitate grade-level planning on Exploration/Inquiry with teachers at their site. Through participation in this module, they will be prepared to demonstrate an Exploration/Inquiry lesson in a classroom using appropriate scaffolds and teacher models.

Module 34–How English Works!: Part 1: Five Principles of English Orthography

Participants will explore the Five Principles of English Orthography. They will participate in interactive applications of these principles to the Spelling and Word Knowledge lessons. Recommended especially for first year coaches.

Module 35–Story Crafting 2000/Writing Instruction 2002

Participants will describe the progression of the Story Crafting lessons in kindergarten. They will identify critical elements to include in collaborative unit planning of the Story Crafting lessons. Participants will also cognitively prepare a Story Crafting lesson plan and practice sharing the plan in a simulation of the pre-conference step of Coaching the Teaching. In addition, participants using the Open Court Reading 2002 program will identify critical elements of the Writing Process Strategies lessons in the kindergarten instruction.

Module 36–The 3rd R: Building Relationships with Teachers

Participants will identify qualities of an effective literacy coach. They will practice examining teachers’ perspectives related to instruction and implementation of core reading programs. In collaborative groups, participants will determine possible responses to common Reading First coaching situations.

Module 37–Vocabulary: Research, Instructional Principles, and Practice

Participants will define the Language Gap and describe ways to close it. They will learn strategies to coach teachers on how to use Scientific Learning Principles and the Six Principles of Effective Practice in vocabulary instruction. Participants will learn to facilitate the study of direct vocabulary instruction in the core curriculum. In addition, participants will provide support for teachers in maximizing specific word instruction.

Module 38–How English Works!: Part 2: Syllabication (Support for Decoding, Spelling, and Pronouncing Longer Words)

Participants delve into an in-depth study of syllabication with activities to improve coaches’ knowledge about the significance of syllable instruction to decoding, understanding and pronouncing unfamiliar words.

Module 39–Pacing the Instructional Day

Participants will identify causes for problems in pacing daily lessons. They will determine the approximate teaching time lesson components require. Participants will also generate plans to pre-correct for pacing problems in the new school year.

Module 40–Coaching: Rewind, Play, and Fast Forward

Participants will identify ways in which the 3Rs of Coaching are reflected in the Reading First Coach Job Description. They will reflect on individual coaching actions taken during the past school year. In addition, participants will determine individual coaching goals for the next school year.