Program Development and Implementation

• Scott Foresman Reading has been field tested across the U.S. and offers professional development and long term follow up for teachers.

• Houghton-Mifflin Reading has been field tested across the U.S. and offers professional development and long term follow up for teachers.

Comprehensiveness of Program

• Grades K-3 core package plus the leveled readers, ELL readers, Decodable and Strategic Intervention Decodable Readers Address all 5 essential reading elements, as well as print awareness and writing skills.

• K-3 core package plus leveled readers address all 5 essential reading elements, as well as print awareness and writing skills.

Compatibility with Learning Results ELA Standards PK-4

• Fully compatible when core program is purchased.

• Fully compatible when core program is purchased.

Scope & Sequence of Reading Skills

• Provides a scope and sequence that is addressed through shared and guided reading experiences, oral language experiences, writing experiences, read alouds, and self-selected reading opportunities.

• The scope and sequence is presented through 6 week (K,1) and 5 week (2-3)  thematic units. All students receive instruction in the same skills with materials designed to provide differentiated instruction in these skills for students reading at a variety of levels.
• A daily “Strategic Intervention” lesson parallels the grade-level content and adds systematic scaffolding.

• Provides a scope and sequence that is addressed through shared and guided reading experiences, oral language experiences, writing experiences, read alouds, and self-selected reading opportunities.

• The scope and sequence is presented in K & 1 through 3-week themes. In grades 2 & 3, the themes are 4-6 weeks in length.

• Differentiated instruction is supported within the core TE, plus handbooks.

Shared Reading

• In K, big books with student size copies and alternating trade books are used for shared reading and utilize the validated method of Dialogic Reading(Whitehurst).  Big books and student Anthologies are used for shared and guided reading in 1-2.

• In addition, the 1-3   anthologies include weekly paired selections that address national Science and Social Studies content. 

• Texts used for shared reading are designed for intensive use over 3-4 day periods.

• Selections included in anthologies represent many genres in both fiction and nonfiction. In K, 60% fiction, 40% non-fiction; in 1-3, 50/50. Many of the stories are pieces of literature written by well known authors that can also be found in trade book form.

• Shared reading lessons are designed to promote oral language development, print awareness, comprehension, phonemic awareness, phonics, story and content vocabulary, fluency, and writing skills.

• A list of trade books related to the shared reading selections is provided in the teacher’s manual. In addition, supplemental titles by the main selection author are offered. There are 2 fiction and non-fiction leveled titles per unit.

• Additional practice books can be purchased for students that address particular phonics/English language arts skills connected to shared reading lessons. These practice pages often focus on the skills in isolation.

• In K & 1, big books with student size copies are used for some of the shared reading experiences. Student anthologies are also used for shared and guided reading in K-3.

• Texts used for shared reading are designed for intensive use over 3-5 day periods.

• Selections included in anthologies represent many genres in both fiction and nonfiction. Many of the stories are pieces of literature written by well known authors that can also be found in trade book form.

• Shared reading lessons are designed to promote print awareness, comprehension, phonemic awareness, phonics, vocabulary, fluency, and writing skills.

• A list of trade books related to the shared reading selections is provided in the teacher’s manual and also at www.eduplace.com.  

• Additional practice books can be purchased for students that address particular phonics/English language arts skills connected to shared reading lessons. These practice pages often focus on the skills in isolation.

Guided Reading

• Designed to happen as often as 5 days a week in conjunction with the shared reading experiences, with fully developed lesson plans for Strategic Intervention, On-Level, and Advanced. On-Level ELL readers employ The Three Pillars (Cummins) of ELL instruction.

• Leveled readers reinforce the themes/topics presented in the shared reading selections and provide leveled, targeted practice in the comprehension and vocabulary taught in the shared reading experiences, as well as build background (below-level), and extend language and concepts (advanced).

• Leveled readers are written to Fountas & Pinnell levels and carry a Lexile, DRA, and Reading Recovery code. The leveled readers come with multiple choice and open response questions for comprehension.

• Designed to occur 5 days a week with students that require extra support or for students with limited English language proficiency. Guided reading is not specifically described for on level and above level readers, but can be integrated with use of the anthologies or leveled readers that can be purchased separately.

• Leveled readers follow the Fountas and Pinnell leveling system and directly apply the comprehension skills and strategies in text at students’ instructional reading levels
• Irene Fountas is the consulting author of the HM Leveled Readers.

•  The leveled readers can be purchased in multiple ways and come with audio CD recordings, project cards and blackline masters including assessment in the teachers’ guides.

Components that address phonemic awareness

Shared reading and phonemic awareness posters & songs teach phonemic awareness skills, such as:

• identifying and working with individual phonemes
• identifying and producing rhymes
• identifying and working with onsets and rimes in oral language
• identifying and working with syllables in spoken words
• Manipulatives  support the explicit, direct instruction in Segmenting and Blending

Instruction in phonemic awareness is targeted at grades K-2.

At Kindergarten, Phonemic awareness is developed with the use of Alphafriends, a mnemonic collection of “letter friends” and music plus the Higgelty Piggelty Book of Rhymes and explicit phonemic awareness lessons, such as:

• identifying and working with individual phonemes
• identifying and producing rhymes
• identifying and working with onsets and rimes in oral language
• identifying and working with syllables in spoken words

Instruction in phonemic awareness is targeted at grades K-1.

Grade 1 reviews at the beginning of the year and includes phonemic awareness activities each day.

Components that address phonics

Includes a clearly identified, logically coordinated and sequenced set of letter-sound relationships taught through shared reading, phonics songs & posters, and small group guided reading and decodable reader skills lessons.

Includes a clearly identified, logically coordinated and sequenced set of letter-sound relationships taught through Phonics Center activities in K and the use of Sound Spelling Cards, 1-2 and explicit lessons from the TEs. Student practice books include punch out letter and word cards at 1-2 for word building activities.

Components that address fluency

Includes explicit instruction through shared and guided reading in the following components of fluency:

• expression/tone/ volume

• phrasing
• rate/pace
• punctuation

Teacher modeling, choral reading, tape assisted reading, partner reading and repeated readings of text are encouraged through shared and guided reading lessons. Regulated, systematized progress monitoring of WCPM (Words Correct Per Minute) is managed through the Teacher Edition.

Includes explicit instruction through shared and guided reading lessons in the following components of fluency:

• expression/tone/ volume

• phrasing
• rate/pace
• punctuation

Phonics Library stories and Leveled Readers can be used to develop fluency.  Words per minute suggestions are provided at the end of each theme, beginning with Theme 7 in Gr. 1.

Teacher modeling, choral reading, tape assisted reading, partner reading and repeated readings of text are encouraged through shared and guided reading lessons.

Components that address vocabulary

Explicit instruction is included in read aloud, shared and guided reading and word work in the following components of vocabulary:

• listening, singing, speaking, and reading activities to build vocabulary
• high frequency words
• Oral Vocabulary through selection-related ‘Amazing Words’ K-1
• explicit weekly strategy lessons (2.2-3) in:  
• use of context clues
• use of reference aids
• multiple meaning words
• use of word structures
• picture clues
• pre-teaching word meanings
• multiple exposure to new vocabulary
• development of Concept Vocabulary through use of weekly selection-related word webs (2.2-3)

Explicit instruction is included in shared reading, guided reading, and word work lessons in the following components of vocabulary:

• listening, speaking, and reading activities to build vocabulary
• high frequency words
• use of context clues
• use of reference aids
• multiple meaning words
• use of word structures
• picture clues
• pre-teaching word meanings
• multiple exposure to new vocabulary

The Get Set feature in the student anthology supports the introduction of key concept vocabulary for each selection.

Components that address comprehension

Explicit instruction through the use of read aloud, shared reading, guided reading and explicit, direct weekly comprehension skill and strategy  lessons, is included directly in the student books for the following components of comprehension:

• monitoring comprehension
• using graphic and semantic organizers
• answering questions
• generating questions
• recognizing story structure and text features
• summarizing
• using prior knowledge
• making connections
• using mental imagery
• making inferences
• making and confirming predictions
• recognizing cause and effect
• drawing conclusions
• identifying main ideas
• sequencing story events

Explicit instruction through the use of shared reading, and guided reading lessons, is included for the following components of comprehension:

• monitoring comprehension
• using graphic and semantic organizers
• answering questions
• generating questions
• recognizing story structure and text features
• summarizing
• using prior knowledge
• making connections
• using mental imagery
• making inferences
• making and confirming predictions
• recognizing cause and effect
• drawing conclusions
• identifying main ideas
• sequencing story events

Strategies are taught with a scaffolded approach of Teacher Modeling, Teacher Student Modeling, and Student Modeling in each lesson plan starting in Kindergarten.

Assessment

Systematic progress monitoring in the scientifically identified success predictors for each of the 5 Essential Elements  (Priority Skills) are central to the core program, and supported in the leveled reader system.

K-3 DIBELS assessment allows for screening and progress monitoring to identify children at- risk and need intervention.

Teachers’ observations and records of observations are stressed as an important form of ongoing assessment and supported by a variety of documentation tools in the Teacher Edition and the Assessment Handbook.

Assessments can be selected by teachers as appropriate, and tailored through tech-based options.

Fresh Reads for Differentiated Instruction provide additional data and transfer opportunities.

Many forms of ongoing, progress monitoring, classroom based assessment are included in the core program, as well as in the leveled readers.

DIBELS alignment is available from HM.

Teachers’ observations and records of observations are stressed as an important form of ongoing assessment.

Assessments can be selected by teachers as appropriate.

Pedagogical Supports

• Provides coherent units that build conceptual understanding
• Offers guidance in use of a variety of pedagogical strategies, like questioning, guided practice, discussion, grouping practices, etc.
• Includes a variety of reference resource materials and guidance for utilizing materials and instruction, including meeting the needs of students with differing levels of achievement
• Includes guidance for involving parents and community
• Includes technological supports such as audio tapes, computer cds, and internet connections.
• Includes direct instruction in the New Literacies (Leu), to teach critical thinking and heighten facility with regard to technology.

• Provides coherent units that build conceptual understanding
• Offers guidance in use of a variety of pedagogical strategies, like questioning, guided practice, discussion, grouping practices, etc.
• Includes a variety of reference resource materials and guidance for utilizing materials and instruction, including meeting the needs of students with differing levels of achievement
• Includes guidance for involving parents and community
• Includes technological supports such as audio tapes, computer cds, and internet connections.

Teacher Support Materials

• Provides extensive manuals.

• Provides a schematic for data-driven decisions for every day of instruction.

• Provides extensive manuals.

• Provides guidance for making decisions based on needs of students and curriculum.

Cost

 Please consult Scott Foresman

Approximately $2,500-$3,000 per classroom