Ffhmg61 Correlation to Houghton Mifflin, Grade 6 strong supplement to enhance the Houghton Mifflin reading program.
The Fluency Formula Kits provide: es informal Fluency Assessment only.
For formal assessments, teachers are referred to Houghton Mifflin Reading: A Legacy of Literacyentified, teachers will need additional guidance in helping them reach these goals and understanding how students compare to national norms.
Use the normed and validated Fluency Formula assessments three times per year for WCPM scores you can trust and guidance in interpreting student WCPMaccordingly.
For students who are identified as below-level in fluency, use the Fluency Formulas progress monitoring passages at the end of each week.
Integrate Fluency Formulas 15 minutes per day of focused and systematic direct fluency instruction inweekly plan during Universal Access Time.
This Fluency Formula instruction is a great complement to the daily Prersal Access Time as well as at-home III.use the unique Fluency Formula rsal Access Time to supplement the InterventionFormulas 15 minutes per day of direct essential word-level foundational skills using the Fluency Formula FlipChart.
The Universal Access Time.
Then, send students home with additional reading of Houghton Mifflin Research Shows:
The number of words read correctly per minute is an important indicator of a fluency, and comprehension.
Twenty years of research by Germann (of EdFormation, 2001) has shown strong ized achievement test scores and the number of words read correctly per minute.(Blevins, 2001) indicators of general reading competence (Fuchs, et al., 2001) How Scholastics Fluency Formula ASSEA.
Formal Fluency Assessment Three times per year, give a formal oral fluency assessment to all students using the Fluency Formula grade-level benchmark passages: In the middle of the year (afterThe Fluency Formula Assessment results in an easy-to-calculate Words Correct Per Minute (WCPM) score that can be reported to meet district and state requirements.
Because the passages are normed and validated, you can trust the results.
These formal fluency assessments help you: y, use the informal diagnostic tests included with the Fluency Formula Assessment System toFor those students who need more frequent monitoring, use the Fluency Formula Assessment Systems grade-level progress monitoring passages at the end of each week
(included with Fluency Formula Kits).
Houghton Mifflin Research Shows:
teaching a child to decode a word accurately (Maryanne Wolf, Tufts University) How Scholastics Fluency Formula INSTRUCTION Can Fit
Into Your Weekly Planincluded with Scholastics Flreading instruction included in each week of Houghton Mifflins reading textbook.
Teachers focus on specific fluency strategies that benefit ALL students, and reinforce this nt student work using the Fluency Formula Workbooks.SEE SAMPLE ON NEXT TWO PAGES Houghton Mifflin ents while they themselves read focusing instruction on proper and meaningful phrasing providing readers with materials at reading level Fluency develops as a result of many oppordegree of success.Elementary & Secondary Education Act Fits Into Your Weekly PlanEach grade-level of the Fluency Formula Librar copies each) that Formula professional guide.
Specific teaching recommendations are included to help teachers reemphasize the specific fluency strategy modeled for all studeFormula Library books can be used on Days ey make for engaging and effective listening it from listening to a model of fluent reading (the audio CDs expert speed).
And, those students who are below-level in fluency will benefit from using the audio CDs practice speed, audio CD at a pace that matches the students evolving fluency abilities.Houghton Mifflin V.Fluency Intervention Research Shows:
ly large percentage of intermediate grade students, upwards of 50%, may not have acquired sufficient fluency skills to maximize their comprehension of the texts they read Timothy Rasinski, Kent State University A.
Identify students in need of intervention Use the Fluency Formula Assessment System to identify students who are below-level in fluency.
Progress Monitoring Assessment the root causes of the students fluency challenges.
Address word-level foundational skills During Universal Access Timthe Fluency Formula Activity Cards to focus on word-level skills essential to fluency.
This systematic approach means less possibiand slipping behind.
Note that the back of each activity card contains the Stuck on a Word feature that allows teachers to focus students attention on specific word patterns automaticity with this pattern.
In small groups, students continue to worepresented on the front of each Fluency Formula Activity Card.
These activities include:
Reading With a Partner, ChorDuring Universal Access TimFormula Flip Chart
to reinforce the word-lreading.
In 15 minutes of time with a small-group, teachers help students build toward As a take-home fluency builder, teachers can send home a passage from the book of
passages at levels 1.0 to 7.0 to meet the needs of all students in a classroom.At the end of each week of Houghton Mifflin, use a Fluency Formula Assessment Systems progress monitoring passage to trhow teachers can monitor progress informally using readings from the week.Houghton Mifflin When you are here in Houghton Mifflin: Do this in Fluency Formula: Specific phonics skills targeted
in Fluency Formula: Theme 1/Week 1,
Day 1 Instruction
FF Page 32:
[read aloud Search for the Mummys Tomb, p.R5-7] Independent Practice[Fluency Workbook pp.
4-6] Theme 1/Week 1, Day 2 Leveled Practice
FF Page 33:
[fluency reader and audio CD A Just RewardTheme 1/Week 1, Day 3 Instruction
Hmh journeys grade 1Houghton Mifflin Harcourt / Journeys / Grade 1 Section Indicator Number Publisher Comments Evidence Instructional Design (ID) 27 Enrichment is a key part of every Journeys lesson.Unit Projects at the beginning of each TE guide children to think holistically about the themes and big ideas of the unit.Deepen Comprehension lessons extend comprehension instruction for children who are ready for a more challenging application of the leTarget Skill.
Making Connections activities include a Text to World activity, which requires higher-level thinking.
Connect and Extend activities on Day 5 guide children to integrate and advance knowledge they have acquired during the lesson through research and presentations.
Advanced Leveled Practice sheets and the Challenge Yourself! (Blue) activities on the Ready-Made Work Stations are not just busy work; they have been carefully crafted to challenge students with interactive and collaborative performance-based tasks.
In addition to the Advanced Leveled Reader for each lesson, the Comprehensive Language and Literacy Guide includes suggested trade book titles and information for conducting Literature Discussionsproviding challenging texts and for advanced readers.
See Unit Project on Grade 1 Unit 6 TE pp.xviiixix; Deepen Comprehension on Grade 1 Unit 6 TE pp.
T52T53; Making Connections on Grade 1 Unit 6 TE p.T61; Connect and Extend on Grade 1 Unit 6 TE pp.T68T69; BUnit 6 TE pp.T10T11; Advanced Leveled Practice in any Grade 1 Grab-and-Go and Grade 1 Comprehensive Language and Literacy Guide pp.
5 and 124128.
31 A comprehensive reading program such as Journeys is typically implemented in a general education classroom.The consistent lesson design and tabbed sections of the TE give schools flexibility in delivering specific instruction in other settings.For example, the Journeys Digital activities may be used in a computer lab and Intervention or ELL instruction may be delivered in a resource room.Professional Development training will provide guidance on implementing Journeys in specific instructional settings.See Grade 1 Unit 1 TE p.11 and Whole Group, Small Group, Intervention, and English Language Learners tabs.
Phonological/ Phonemic Awareness (PA) 11 Over the course of Kindergarten and Grade 1, Phonemic Awareness instruction does start with larger units, such as words, and progress to phonemes.In Journeys, because children are able to decode simple CVC words at the beginning of Grade 1 and because the PA strand is carefully sequenced to support the Phonics/Structural Analysis strand in the most powerful way possible, Grade 1 PA begins with beginning sound identification and phoneme (CVC) blending.In this way, children practice a related skill orally (PA introduction) before proceeding to the written representation of that element (Phonics)
Before Structural Analysis lessons, students identify related portions of multisyllabic words.For example, a Phonemic Awareness introduction on counting syllables precedes a decoding lesson on syllable patterns or prefixes/suffixes.See Grade 1 Unit 1 TE pp.T13 and T18 for how PA activities support CVC Phonics instruction.
See Grade 1 Unit 6 TE pp.T143 and T144 for how PA warm-up activities lay the foundation for decoding words with syllable le.
20 The Journeys TE phases out Phonemic Awareness instruction and activities gradually across grades K2.In Kindergarten, full PA instruction with accompanying Interactive Instructional Flip Chart pages are featured in each lesson; in Grades 1 and 2, PA activities are integrated into Opening Routines and used briefly before phonics instruction.Professional Development training will provide further guidance on phasing out PA progress.
See Grade 1 Unit 1 TE pp.T13, T18, T25, T26, T43, T44, T53, T54, and T63 for an example of the consistent daily PA instructional design in each lesson.
22 A Sounds of Letters CD will be provided, enabling teachers and students to hear the various features of sound production.A Sounds of Letters CD will be provided.
11 On Day 4 (Thursdays), students read a Decodable Reader selection.Each Decodable Reader lesson in the TE includes a Fluency and Accuracy section, in which the teacher models reading fluently and prompts children to read accurately.See Grade 1 Unit 1 TE p.T55.
Journeys features a wide range of Leveled Readers.Teachers can search the Online Leveled Readers Database on Think Central by grade, genre, title, or level or the Leveled Readers Database at the end of the Comprehensive Language and Literacy Guide to find a precise fit for a small group of students, or even a single student.
Easier and more difficult Leveled Readers from other grades can be accessed online.See the Grade 1 Comprehensive Language and Literacy Guide pp.112123 for additional Leveled Readers that may be used for fluency Two of the Diagnostic Assessment provides reading passages that are sequenced from beginning first grade through beginning sixth grade reading levels.decoding accuracy, comprehension, and fluency, including not just Words Correct Per Minute but also expression, meaningful phrasing, and comprehension through retelling and responses to questionsall teachers on how to analyze miscues, compare scores to given benchmarks, and determine reading levels for individual students, based on test scores.
See Section Two of the Diagnostic Assessment.
Each Fluency Test Record Form includes an easy-to-follow guide for calculating fluency rate (words correct per minute).
An expanded guide is also provided in Section Two of the Diagnostic Assessment.See the Fluency Tests in the Grade 1 Grab-and-Also see Section Two of the Diagnostic may time their readings and record their reading rate results during Apply activities in lessons in which the Fluency focus is Rate.
Hmh journeys grade 4Houghton Mifflin Harcourt / Journeys / Grade 4 Section Indicator Number Publisher Comments Evidence Instructional Design (ID) 30 The explicit instruction and consistent lesson design of Journeys enables a wide range of instructional staff to implement the program with fidelity.The tabbed sections of the TE help districts and schools plan who provides general and specialized instruction.See Grade 4 Unit 1 TE Whole Group, Small Group, Intervention, and English Language Learners tabs.
31 A comprehensive reading program such as Journeys is typically implemented in a general education classroom.The consistent lesson design and tabbed sections of the TE give schools flexibility in delivering specific instruction in other settings.For example, the Journeys Digital activities may be used in a computer delivered in a resource room.Professional Development training will provide guidance on implementing Journeys in specific instructional settings.See Grade 4 Unit 1 TE p.11 and Whole Group, Small Group, Intervention, and English Language Learners tabs.
In lessons in which the Fluency skill is Accuracy/Self-Correction, teachers model and students practice stopping when they make an error and rereading from the beginning of the sentence.
Instructional Routine 7: Repeated Reading guides teachers to have students repeat a word correctly before continuing.Additionally, Corrective Feedback boxes on Decoding pages provide -by-step teacher scripting for precise correction of an error.Teachers correct the error instantly, guide understanding, and then reinforce learning by returning after a brief period of time to the difficult word to confirm that students can read it automatically.
See Grade 4 Unit 5 TE pp.T23, T35, T40, and T41 and Instructional Routine 7 in the -and-Additional Resources booklet.
In every lesson, students have multiple texts to practice fluent reading: Student Book Main and Paired Selections, Leveled Readers, Vocabulary Readers, and Write-texts at specific reading levels, teachers can search the See Grade 4 Unit 1 TE pp.T2T4 for an example of texts that students practice reading fluently each week and Grade 4 Comprehensive Language and Literacy Guide pp.112121 for additional Leveled
Online Leveled Readers Database on Think Central by grade, genre, title, or level or the Leveled Readers Database at the end of the Comprehensive Language and Literacy Guide to find a precise fit for a student to practice fluent reading.Easier or more difficult Leveled Readers from other grades can be accessed online.Readers that may be used for fluency Two of the Diagnostic Assessment provides reading passages that are sequenced from beginning first grade through beginning sixth grade reading levels.
decoding accuracy, comprehension, and fluency, including not just Words Correct Per Minute but also expression, meaningful phrasing, and comprehension through retelling and responses to questionsall teachers on how to analyze miscues, compare scores to given benchmarks, and determine reading levels for individual students, based on test scores.See Section Two of the Diagnostic Assessment.
Each Fluency Test Record Form includes an easy-to-follow guide for calculating fluency rate (words correct per minute).
An expanded guide is also provided in Section Two of the Diagnostic Assessment.
See the Fluency Tests in the Grade 4 Grab-and-Also see Section Two of the Diagnostic time their readings and record their reading rate results during Comprehension and Fluency Ready-Made Work Station activities.See the Green Activity on the Comprehension and Fluency Ready-Made Work Station on Grade 4 Unit 1 TE p.T298.
Using the Observation Checklists, teachers collect data reading fluency.
This information informs partnering decisions.
See the Observation Checklists in the Grade 4 Grab-and-Assessment booklet.
The Partner Reading Instructional Routine guides students to listen for specific aspects of fluent, accurate reading and provide feedback to their partner.Fluency lessons on Accuracy prompt students to use self-stick notes or logs to record errors during their own or their See the Partner Reading Instructional Routine in the Grade 4 Grab-and-Go and the Practice/Apply section on Grade 4 Unit 6 TE p. Records in the Grab-and- Lesson booklets and Fluency Tests in the Grab-and-Go Assessment booklet provide progress-monitoring throughout the year.The Fluency Tests measure expression, comprehension through retelling, and Words Correct Per Minute.In addition, Section Two of the Diagnostic Assessment provides reading passages that are sequenced from beginning Grade 1 reading performance yields scores for decoding accuracy, comprehension, and fluency, including not just Words Correct Per Minute but also expression, meaningful phrasing, and comprehension through retelling and responses to questionsall important teachers on how to analyze miscues, compare scores to given benchmarks, and adjust instruction for each student, based on test scores.
The Diagnostic Assessment may be administered at various points during the year to gauge student progress.See the Grade 4 Grab-and-Lesson booklets and Assessment booklet and the Diagnostic fluency benchmarks for on-level readers, expressed as Words Correct Per Minute, are provided in the Introduction of the Grab-and- Assessment booklet.See the Grade 4 Grab-and-Assessment booklet.Vocabulary (V) 25
Journeys online resources at thinkcentral.com help students acquire and apply Target Vocabulary across a range of contexts.Online resources include Vocabulary in Context Cards, Vocabulary Readers, eStudent Books with audio glossaries, and interactive whiteboard lessons that support the use of vocabulary strategies.These resources, which are included with the purchase of the program, can be used by individual students