Open Court 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 study a component of the kindergarten program, How the Alphabet Works, and design a tool to use with teachers to study and reinforce the importance of preparation. 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 the embedded instructional devices. 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. Participants will examine the Phonics lessons (Preparing to Read) in the first grade Teacher’s Edition, identify areas requiring deeper preparation and study, and brainstorm strategies to encourage teachers to include the additional orthographic information during the lessons. Participants will review the four techniques for teaching the blending strategy and determine aspects of the teaching that may be challenging to teachers. There will be a simulation of a typical workbook lesson and participants will view a video of a Phonics Skills lesson to see effective pacing and delivery.
Module 6–Advanced Phonics
Participants will delve into the Word Knowledge component of the program. They will view a video example of a teacher preparing, teaching, and reflecting on a lesson. Participants will consider the sequence of the components of the Word Knowledge and Phonics and Fluency lessons as well as viewing a video of Dr. Louisa Moats commenting on the lesson content in the video examples. Participants will brainstorm coaching strategies to move the teaching of Word Knowledge to a deeper level.
Module 7–Fluency Building K-3
Participants will read and discuss the seven key principles for effective reading instruction identified in the research and will discuss ways to support K-3 teachers in improving student achievement. After examining lessons from the kindergarten, first, and second grade Teacher’s Editions, participants will identify the culminating component of the direct instruction lesson. Participants will study how connected text is used and practiced at various grade levels by reviewing Reading the Pre-Decodable Books, Reading a Decodable Book (Kindergarten 2002), the Program Appendix, and a lesson on Reading a Decodable Book. Participants will view video examples, brainstorm strategies for rereading decodable books, and identify effective corrective feedback strategies that foster students’ independence. Participants will review phonemic awareness, decoding and word recognition sub-strands of the California standards noting instructional progression in small groups, identify, prepare, and teach a lesson that addresses multiple standards.
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 critical components in professional development and discuss how the Staff Development Standards relate to their role as a Reading Coach. They will also investigate demonstration models, discussing the purpose and features of a single-coach demonstration lesson model, as well as sharing and/or brainstorming additional demonstration models to support teaching. Participants will review a variety of teaching scenarios, considering “next steps” for a Reading First Coach.
Module 10–Unit 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 Grade 3, Unit 3 lesson content to what is assessed in the subtests of the 6-8 Week Assessments—Checking Skills, 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.
