Direct+Instruction

Honestly, I've never been asked to conduct a "tightening up your core" training yet. I'm assuming that will happen this year. If it were me, a couple of options I might consider as I begin planning are: 1. Use a tool for analyzing your core program (see below) and look for gaps in the program that need to be supplemented 2. Review direct instruction methods for each of the big 5 ideas in reading and then give them time to evaluate how direct the instruction is in the program itself. Discuss how you're going to add the direct instruction to the program. For example, if the program does not have an explicit way to teach vocabulary words, I might show them the Marzano 6-step process and then ask them to adopt the process each time they teach the words in the program. In other words, they'll replace the Imagine It approach to teaching vocab. with Marzano's 6-step process. 3. Do a 2 hour session on active participation and then let them discuss how they can build in the components of active participation to make the lessons more engaging and explicit 4. Most programs have instructional routines handbooks anymore, and many have CD's to do along with it. I know that Open Court (the old Imagine It) had a professional development CD's that we used to watch in Central City to make our instructional routines consistent throughout the school. Their phonological awareness and phonics routines are pretty good but they could use some help with Vocabulary, Comprehension, and Fluency. I hope you can find some helpful resources in all of this. If you have any questions, please let me know. Good luck! April :)

[|How Rdg. Comp. be Taught.doc] [|Madeline Hunter Model.doc]
 * READING COMPREHENSION - 2 articles on how to explicitly teach comprehension strategies**

[|Explicit Vocabulary Steps.doc] [|Vocabulary Planning Guide.doc]
 * VOCABULARY - 2 direct instruction methods for teaching vocab. words. Be careful not to communicate that all 6 steps must be followed in order for each word you teach. This is not always the case. However, these 6 steps are generally apparent during effective vocabulary instruction.**

[|Phonics Skills Continuum] [|Phonemic Awareness Continuum.pdf]
 * PHONEMIC AWARENESS/PHONICS - scope and sequence of skills that need taught. Routines for teaching these skills are fairly strong in Imagine it so I'd suggest to use their routines in the program.**

[|Using Student Rubrics (ESP).doc] [|K-3 Student Rubric.pdf] [|Fluency Rubric for Teachers.doc]
 * FLUENCY - use student friendly rubrics and fluency samples to help students fully understand what you mean when you say "read more fluently".**


 * ANALYZING (Choosing) CORE PROGRAMS - 2 ppts that I've used in districts when they're choosing a core. You might find some of the slides helpful (especially the ones that describe what explicit, direct, scaffolding, etc. mean). I also attached the 2 most common tools used to analyze core programs.**
 * [|E-M Core Analysis Overview.pptx]**
 * [|Core Analysis Overview.pptx]**
 * [|glossaryOfReading.pdf]**
 * [|grrp.pdf]**
 * [|Oregon Consumer's Guide 2006.doc]**


 * ACTIVE PARTICIPATION - 2 different ways I've presented this workshop. One is prezi and the other is ppt. Basically same information, just in a different format.**
 * [|Active Participation 6.2.11.pez]**
 * [|Active Participation (day 1).ppt]**
 * [|Active Participation (day2).ppt]**
 * [|Active Participation Checklist.doc]**


 * OPEN COURT TRAINING - this is a review/refresher training that I did with Thayer Central last year**
 * [|OC Training 12.9.10.pez]**