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Open Court Reading–Session 3

Modules 21 to 30

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–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.

Module 27–Comprehension: Teaching All the Pieces

Participants will identify and explain how the components of the core program are interdependent when teaching comprehension. They will reflect on how to convey the critical role of discussion in improving comprehension to teachers as well as prepare discussion components for demonstration lessons. Participants will also determine ways to support teachers’ understanding and practice of teaching the program components to improve students’ comprehension.

Module 28–Writing Composition Instruction

Participants will describe the importance of the study process to effective writing composition instruction. They will participate in a study process that they will be able to replicate on their sites with their teachers. This module will also prepare the participants to demonstrate a writing composition lesson in a classroom using appropriate scaffolds and teacher models. Modules 29–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.

Modules 30–Workshop Options

  1. Professional Readings
    Participants will read, study, and discuss current articles related to early reading and writing instruction.
  2. Coaching Issues
    Participants will explore challenges in coaching through scenarios and role-playing. They will practice the use of constructive conversation stems and collaboratively plan the coaching next steps.
  3. The Sound/Spelling Cards and Blending in Open Court
    Participants will view a classroom video on preparing and teaching the Sound/Spelling cards and Blending. Recommended for first-year coaches.