Open Court Reading 2002 is a complete elementary basal reading program for Grades K-6. It maintains strong instruction in the areas of decoding (learning how to read), comprehension (understanding what you read), inquiry and investigation (learning how to apply what you have read), and writing (how to communicate with others in print). There are also applications for teaching spelling, vocabulary, grammar, usage, and mechanics, penmanship, and listening, speaking, and viewing.
In Open Court Reading, all students are given equal opportunities to master these standards and perform well on state assessments. Open Court Reading utilizes instructional materials that are designed to foster universal access, or access for all students. The basic philosophy of the program is based on the same research that has stood for Open Court programs for nearly 40 years. The “Open Court Philosophy” is recognized and respected by educators, researchers, and State Boards of Education.
We guarantee a high level of satisfaction because of the instructional plan provided by Open Court Reading. Starting at Kindergarten, teachers using Open Court Reading model a repertoire of strategies so students can learn how to apply these independently. We provide multiple opportunities throughout every lesson to model the process that good readers use. The students then practice and apply all strategies that are modeled. We provide the right amount of practice so that all children can master these strategies. Furthermore, we have the results that prove our instruction works.
Open Court Reading is designed such that no assumptions are made about students’ prior knowledge, each skill is systematically and explicitly taught in a logical progression, to enable understanding and mastery. Part 1 of each unit, Preparing to Read, focuses on the foundations, including: phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Reading and Responding makes up Part 2, which emphasizes reading for understanding with: literature, comprehension, inquiry and investigation, and practical reading applications. Part 3, Language Arts, focuses on communication skills such as: spelling, vocabulary; writing process strategies; writer’s craft; and English language conventions such as: grammar, speaking, and mechanics; listening, speaking, and viewing; penmanship; and basic computer skills.
Each strand of Open Court Reading represents a piece in the intricate puzzle we call learning. When you present your students with this well-constructed plan, they are able to grasp complex concepts easier. The scaffolding of strategies and skills found in Open Court Reading makes this possible. The instruction found in the different parts of a lesson connects to each other and to real world applications. Students, therefore, find it much easier to reach the ultimate goal of reading instruction--independent learning.Features:
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Marilyn Jager Adams received the American Educational Research Association's Sylvia Scribner Award for Outstanding Contribution to Education through Research for her work, including Beginning to Read: Thinking and Learning About Print (MIT Press), the landmark review of research regarding reading development. Committed to translating research to practice, Dr. Adams chaired the Planning Committee and was on the Study Committee for the National Academy of Science's report, Preventing Reading Difficulties in Young Children. Dr. Adams is principal author of Fox in a Box, an award-winning literacy assessment kit; Phonemic Awareness in Young Children, for teachers of emergent and special needs students, and Odyssey: A Curriculum for Thinking, for middle school students. She was literacy advisor for Sesame Street, and is Senior Literacy Advisor for Instructional Content for Between the Lions, a PBS program on literacy for children. Dr. Adams is cited in the 2000 Politics of Education Yearbook as one of the five most influential people in the national reading policy arena. Joe Campione is Professor in the School of Education at the University of California at Berkeley. He has an extensive record of research on cognitive development, learning and transfer of learning, individual differences, assessment, and the design of innovative learning environments. His work with his wife, Ann Brown, centered on methods to restructure elementary schools to incorporate the benefits of students' different talents and experiences. The centerpiece of the restructured classrooms is a focus on introducing students as early as Grade 1 to the research process, which involves a variety of learning strategies. Carl Bereiter is Professor at the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education in Toronto. He is a member of the National Academy of Education. He has co-written many curriculum projects including SRA/Open Court's reading and mathematics programs. He is the co-author with Marlene Scardamalia of The Psychology of Written Composition (1987) and Surpassing Ourselves: The Nature and Implications of Expertise (1993) and has published extensively on the nature of teaching and learning. Iva Carruthers is former Chairperson and Professor of the Sociology Department at Northeastern Illinois University, as well as founder and President of Nexus Unlimited, Inc., an information management, training, and consulting firm. She has an extensive background in educational planning, policy analysis, and program design and evaluation. Her years of work and study in the areas of race and ethnicity and educational policy, along with expertise in computer and emergent technologies, led to her groundbreaking work in multimedia technology and diversity. Dr. Carruthers' other professional experiences include elementary teaching, high school counseling and faculty positions at six other universities. As co-producer of "Know Your Heritage" television show, Dr. Carruthers has produced 13 study guides on African Americans and African History for student preparation for the academic quiz show. The educational software developed by Dr. Carruthers was nominated by IBM for a ComputerWorld Smithsonian Award. She is also on the Board of Trustees for the Center for Applied Linguistics. Jan Hirshberg holds an Ed.D. in reading, language, and learning disabilities from Harvard University. She has taught in elementary school classrooms and has also served as a school district reading consultant. At Harvard she was a teaching fellow, research assistant, instructor, and lecturer at the Graduate School of Education. Her reading specialties are in linguistics and early literacy. Her work has focused on how children learn to read and write and the logistics of teaching reading and writing in the early elementary grades. She is an author of the Kindergarten and Grade 1 levels of Open Court's 1989 reading and writing program as well as Collections for Young Scholars, Open Court's 1995 reading, writing, and learning program. Dr. Hirshberg is currently working as a language arts resource teacher and consultant in Alexandria, Virginia. Anne McKeough is a Professor in the Division of Applied Psychology and chair of the Human Learning and Development program at the University of Calgary. She holds a Ph.D. in cognitive science from the Ontario Institute for Studies in Education, University of Toronto, and has received a number of research awards and grants. She is co-editor of seven volumes, including Toward the Practice and Theory Based Instruction: Current Cognitive Theories and Their Educational Promise (1991), Teaching for Transfer: Fostering Generalization in Learning (1995), and Schools in Transition (1996), and has authored numerous book chapters and articles advocating the benefits of a continued and reflective partnership between teaching practices and child development research. Her current research focuses on cognitive development and developmentally based instruction. Dr. Pressley is a University Distinguished Professor of Teacher Education, Counseling, Educational Psychology, and Special Education at Michigan State University. His research includes a mixture of experimental psychology and ethnographic projects. He has carried out basic laboratory research on cognition and learning as well as applied work in educational settings, with special attention in recent years to the study of effective teachers and schools. Dr. Pressley serves as the editor of Scientific Study of Reading, the journal for the Society for the Scientific Study of Reading. He previously served as the editor of three other journals, most recently the Journal of Educational Psychology. He has authored or co-authored more than 300 articles, chapters, and books, including the best seller, Reading Instruction That Works: The Case for Balanced Teaching, which will appear in its third edition in fall 2005. The National Reading Conference selected Dr. Pressley as the 2000 recipient of the Oscar Causey Award for his outstanding career contributions to reading research. Marsha Roit, Director of Professional Development for SRA/McGraw-Hill, holds a doctorate from Harvard University where her studies focused on reading and language development. She spends considerable time in classrooms working with children to develop reading and writing curricula and has developed materials for implementing writing in the classroom. In addition, she works directly with school districts creating staff development models that support research-based instruction and its effectiveness. Her research interests have concentrated on strategy instruction with English Language Learners. She has published in a variety of professional journals including Exceptional Children, Journal of Learning Disabilities, and The Elementary School Journal. Marlene Scardamalia is Professor and Head of the Centre for Applied Cognitive Science at the Ontario Institute for Studies in Education, Toronto. She is a member of editorial and review boards for scholarly journals in areas encompassing research, theory, and application of written communication; learning and instructional sciences; and educational computing. Her published work has focused on developmental and instructional psychology. Dr. Scardamalia is presently engaged in studies of text-based and knowledge-based questioning by children, computer technology for collaborative processes, and collaborative knowledge-building environments for tomorrow's schools. Marcy Stein, Ph.D. An Associate Professor and founding faculty member of the education program at the University of Washington, Dr. Stein currently coordinates At-Risk and Special Education graduate programs, and teaches in the teacher certification program. She has served as consultant to departments of education on the translation of reading research to instructional practice. * She has published extensively on topics including: - Beginning and remedial reading instruction - Vocabulary acquisition - Curriculum and textbook analysis * She has served on many national and local committees and in consultant positions, including: - Los Angeles Unified School District, Consultant - Washington State Special Education Improvement Grant Steering Committee, Invited Member - Effective School Practices, Reviewer Gerald H. Treadway, Jr. taught in the elementary schools before becoming a professor at San Diego State University where he continues to teach classes on reading methods, balanced reading programs, and reading comprehension. During the past six years, Dr. Treadway has been a member and chair of the California Curriculum Commission, member of California's Reading Task Force, member of California's Academic Standards Commission, member of the Reading Credentials Task Force, Acting Language Arts coordinator for the Los Angeles County Office of Education, and currently is the Associate Director of the California Reading and Literature Project. Dr. Treadway is a contributing author of CTB's diagnostic reading assessment for students at Grades K-2, Fox in a Box. Ann Brown was Professor in math, science, and technology in the Graduate School of Education at the University of California at Berkeley. She was Past President of the American Educational Research Association (AERA) and served on the congressional panel to monitor National Assessment of Educational Progress (NAEP) state-by-state assessments. She received many honors and awards in both the United States and England for her contributions to educational research. Dr. Brown and her husband, Joe Campione, had focused their classroom research on students as researchers and teachers, a significant aspect of their study of distributed expertise in the classroom. Robbie Case was a Professor of Education at Stanford University and Director of the Laidlaw-Centre at the Institute of Child Study, University of Toronto. He received his Ph.D. from the Ontario Institute for Studies in Education. For twenty-five years he had conducted research on the relationship between children's learning and their cognitive development during the elementary school years. His books and scholarly articles on that topic have been translated into many languages.
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