Introduction to Harcourt Trophies
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The document discusses planning instruction using the Harcourt PreK Trophies early literacy curriculum. It provides an overview of the curriculum's components and instructional resources. It also describes how teachers can use the curriculum's daily planner template and unit/theme structure to organize literacy lessons and activities around a selected weekly theme. The document concludes with teachers dividing into groups to collaboratively plan instruction for an assigned day using the template.
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Introduction to Harcourt Trophies
- 1. Hands on Harcourt by Beth Diedrick Sandra Drabiak Gloria A. Hobor Dianne Ross Early Reading First
- 5. Harcourt Core Curriculum Harc o urt Toolbox
- 11. Theme 14: Going Places The Daily Plan Theme 14: Going Places
Editor's Notes
- 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