• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Introduction to Harcourt Trophies

Introduction to Harcourt Trophies






Total Views
Views on SlideShare
Embed Views



1 Embed 12

http://www.slideshare.net 12



Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
Post Comment
Edit your comment
  • Who--We are: 4 th year participants in ERF with Lorain City Schools; Beth Dianne Gloria and Sandy who’s not here, but planned with us for today Why: to share our experience with the core curriculum, Harcourt Trophies; it’s not perfect, but as you work through the grant process, you will learn to fill in the gaps. You’ll have people to support you.
  • Reach for your goals---trophies will provide you with most of the tools you’ll need to reach you goals
  • Harcourt is a tool to aide the teacher to achieve maximum instructional effectiveness. There is no perfect core curriculum. The best that can be done is to select a core program that best aligns with the five essentials. It is the teacher who has the most impact and influence on student achievement.
  • Circle time: Whole group engagement with the 5 essential elements of early literacy— oral language Vocabulary Phonological awareness Shared writing Letters and sounds Story time: Whole group exploration of concepts print in literature It’s all about the book— Big books collection Lap books collection Big book of rhymes and songs Nursery rhymes anthology Take-home books (in stories and more) Activity time: Small group instruction directed by the teacher Reinforce the themes Differentiating to meet the individual needs of the students Objectives: The objectives are mainly global for each of the essential elements They remain the same throughout the entire unit. Meeting individual needs or differentiating: (pp. 124-129) Extra support is written on the bottom of the essential elements and activity time pages They are organized by color: red= extra support; ELL learners/language delay; advanced
  • Planning sheet for each group 5 groups Color coordinated Day 1—red Day 2—orange Day 3—green Day 4—blue Day 5--purple

Introduction to Harcourt Trophies Introduction to Harcourt Trophies Presentation Transcript

  • Hands on Harcourt by Beth Diedrick Sandra Drabiak Gloria A. Hobor Dianne Ross Early Reading First
  • Introductions
    • We are …
    • Why we are here…
  • Goals
    • Examine and analyze the components of Harcourt PreK Trophies.
    • Apply the knowledge of Harcourt Trophies to plan for a one-week selected theme.
    • Reflect on the possibilities of what Harcourt Trophies has to offer to meet diverse teacher and student needs.
  • Child Instructional Outcomes
    • The purpose of an adopted comprehensive early literacy core curriculum is to correlate instruction with the five essentials of early literacy:
      • Oral language
      • Vocabulary
      • Phonological awareness
      • Alphabet knowledge
      • Print knowledge
  • Harcourt Core Curriculum Harc o urt Toolbox
  • Instructional Resources
    • Tools from Trophies to achieve the outcomes
    • Unpack the Harcourt Kit (anatomy of Harcourt)
      • Teacher edition—start at the beginning (p. XI, XII)
      • Stories and more
      • Teacher’s resource book, including assessment
      • Big Book of Rhymes and Songs
      • Nursery Rhymes Anthology
      • Oral language development cards
      • Center activity cards
      • Picture word cards
      • Big alphabet cards
      • Alphabet masters
      • Magnetic letters
      • Lap book collection (6)
      • Big book collection (7)
      • Music CD
      • School friend puppets (2—duck, frog)
  • Teacher’s Edition Overview
    • Start at the beginning
      • xi and xii—using this teacher’s edition
    • At a glance planner
    • Suggested theme planner
    • Centers
    • Assessment
  • Theme routines
    • Circle time
    • Story time
    • Activity time
    • Objectives & materials
    • Meeting individual needs or differentiating
  • Unit Day Planner
    • Page 94
    • Five themes for each unit
      • One week
      • Quickly see across what is included for the given theme
    • Theme 14: Going Places
      • Literature
      • Letters and sounds
      • Phonological awareness
      • Oral language/vocabulary
      • writing
  • Unit Center Ideas
    • Page 96
    • Art center
    • Dramatic play center
    • Manipulative center
    • Blocks center
    • Reading center
  • Theme 14: Going Places The Daily Plan Theme 14: Going Places
  • Theme 14: Going Places
    • Suggested Theme Planner
      • Page 122, 123
    • Day by Day
      • Circle time
      • Story time
      • Activity time
      • Centers, pp. 96-97 [center planner]
    • Family connection
      • Teacher’s Resource Book
      • p. 42
  • Harcourt Daily Planner
    • Template developed to organize Harcourt daily literacy lessons. Includes:
      • Unit and theme titles
      • Day—1 st , 2 nd , 3 rd , etc.
      • Letter and sound
      • Vocabulary
    • Columns for:
      • Objectives
      • Activities
      • Materials
    • Notes
  • How to use
    • Organize and get an overall picture of what you will be doing for the week
    • Day 1
      • Theme Introduction, general
      • Make connections
    • Days 2-5
      • The details _
      • Vocabulary
      • Letter sounds
      • Phonological awareness
  • The Specifics
    • Instructional strategies and materials for the five elements (pp. 124-125)
      • Oral language
      • Vocabulary
      • Phonological awareness
      • Shared writing
      • Letters and sounds
    • Objectives
    • Materials
    • Strategies
    • Group Planning
  • Group Work - Daily Plan
    • Divide into 5 groups
      • Select a colored marker (color represents day of the week)
      • Go to area assigned for color/day
      • Worksheet
    • Plan the assigned day with group
    • Record plans on template provided
    • Share with the group – 2:30
  • Session Wrap Up
    • Contact Information:
    • Beth Diedrick: [email_address]
    • Sandra Drabiak: [email_address]
    • Gloria A. Hobor: [email_address]
    • Dianne Ross: [email_address]
  • Parting Thought
    • I never did anything alone.
    • Whatever I accomplished was accomplished collectively.
    • Golda Meier (1898-1978)
    • Israeli Prime Minister