Calendar

Jun
24
Mon
Differentiation through Math Menu: Meeting the Needs of All K-6 Students/2 spots left! @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students/2 spots left! @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 24-27, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/3 and 11/5; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?

Texts:

  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
Math Menuflyer.19
Math Menuflyer.19
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Math Menu 2019 Syllabus
Math Menu 2019 Syllabus
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Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

Math for Struggling Learners-2019 @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Math for Struggling Learners-2019 @ CVEDC Classroom | Colchester | Vermont | United States

Instructors: Megan Grube and  Erin Oliver

Target Audience: Math Instructors and Interventionists Grades K-8


 June 24 – 27, 2019    8:30 – 4:00 pm    plus 2 half day follow up meetings in the fall Oct. 10 and Nov. 7

MSL is a 3 credit course that answers the question: What can I do for the students in my class who have difficulty with mathematics? The techniques in this course have been used by hundreds of regular and special education teachers to understand – and then teach – the students in their classes who need support. The emphasis in MSL is to first gain a deep understanding of how a struggling student understands key concepts, and then to build an intervention to address her thinking. The course includes mathematical explorations, techniques for investigating student thinking, ways to build learner independence, and approaches for making instructional teams to implement interventions.

Course Objectives

  • Identify common barriers to learning mathematics and strategies to help learners overcome these barriers
  • Use whole class and individual assessment tools to identify particular learning struggles
  • Make sound instructional recommendations based on assessment gathered from a variety of sources.
  • Learn new instructional strategies for areas of mathematics that are particularly likely to cause struggles
  • Understand the underlying reasoning – additive, multiplicative, and proportional – that supports mathematical thinking in the elementary school
  • Be familiar and comfortable with a variety of alternative and/or student conceived algorithms for common problems involving number, especially related to fractions, decimals and percents

Text: Solving for Why: Understanding, Assessing, and Teaching Students Who Struggle with Mathematics, K-8 by Dr. John Tapper

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MSLsummer19flyer
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Instructors: Megan Grube and Erin Oliver

Vermont Core Teaching Standards

Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Standard 4: Content Knowledge: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Standard 5: Application of Content: The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Standard 6: Assessment: The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

 

Jul
1
Mon
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2019 @ CVEDC Classroom
Jul 1 all-day
Transforming Teaching & Learning Through Mindfulness and Restorative Practices /Summer 2019 @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Annie O’Shaughnessy    Hybrid/Online course

Start Date:  July 1    Face to Face Dates: July 8 – 12    9:00 am – 3:30 pm

Online Work:  Intro/Prep 7/1 – 7/5 and 7/15 – 7/19

Target Audience: Educators, therapists & helping professionals

In this course we will explore Mindfulness and Restorative Practices as foundational and interdependent practices central to developing a vital learning community. While class meetings will be primarily experiential in order to develop an embodied understanding of mindful awareness and restorative work, online material and assignments will challenge participants to become fluent in the principles, science and research that support them.

Emphasis is placed on each participant’s unique goals and teaching styles, providing structure, resources and support for the tricky, often challenging work of teaching content while building community and attending to the social and emotional needs of students. Finally, participants will experience the power of Mindfulness and Restorative Practices as tools within a collaborative reflective practice, looking closely at our teaching lives.

Participants will:
· Review research on the effect of mindful awareness activities and restorative practices (RP) on classroom learning, executive functioning & behavior and teacher/counselor wellness.
· Use mindful investigation and analysis to improve teaching practice
· Design & implement mindfulness activities that are developmentally appropriate and feel authentic to the teacher.
· Learn how RP works to improve classroom culture, decrease behavioral incidents and increase positive academic risk-taking.
· Explore how RP can be woven into content instruction

Includes book: Rechtschaffen, D. (2014). ​The Way of Mindful Education: ​Cultivating Well-Being in Teachers and Students and Riestenberg, N. (2012). Students & Circle in the Square: Building Community and Repairing Harm in School.

MindfulnessRPcourseflyersummer19
MindfulnessRPcourseflyersummer19
MindfulnessRPcourseflyersummer19.pdf
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Mindfulness & Restorative Syllabus Summer 2019
Mindfulness & Restorative Syllabus Summer 2019
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Standards are for Teaching
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 8 : Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep
understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually
evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

For Leading:
Standard 2: An education leader promotes the success of every learner by advocating, nurturing, and sustaining a school culture and instructional program conducive to learning and staff professional growth.
Standard 5: An education leader promotes the success of every learner by acting with integrity, fairness, and in an ethical

About the Presenter: Annie O’Shaughnessy

Using the Units of Study for Teaching Narrative, Informational, Opinion & Argument Writing (K-5)a Summer Online Overview to Writing Workshop @ Online-EDU 2.0
Jul 1 – Sep 30 all-day
Using the Units of Study for Teaching Narrative, Informational, Opinion & Argument Writing (K-5)a Summer Online Overview to Writing Workshop @ Online-EDU 2.0 | Colchester | Vermont | United States

Instructor: Beth Moore

Dates: July 1 – September 30, 2019  Location: Online at EDU 2.0

Target Audience: Grades K-5 Teachers, teachers who are newer to writing/reading workshop and will be using Writing Workshop and who have access to one complete grade level boxed set from the series Units of Study in Opinion, Information, and Narrative Writing: A Common Core Workshop Curriculum by Lucy Calkins et al (2013, Heinemann)

This course is designed to help teachers in grades K-5 establish writing workshop. This course will include the study of methods of teaching writing including writing workshop, minilessons, conferring, small group work, shared writing and interactive writing.

This course will use a combination of video clips, readings, samples of student work, creating practical lesson plans, and other engaging online resources to provide a very practical overview for teachers, especially those new to teaching writing workshop, or new to their grade level. Participants will also practice their own writing, drafting three main types of writing highlighted in the Common Core Standards: narrative, informational, and opinion/argument.

The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Reading Workshop with Beth Moore is running concurrently and should be registered for separately.

Note: Books not included, but access needed to take course.

MooreOnlineWritingWkshop19
MooreOnlineWritingWkshop19
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Writers Workshop Syllabus
Writers Workshop Syllabus
Writers-Workshop.Syllabus.pdf
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Beth Moore coauthored two of the books within the series Units of Study for Teaching Reading, and the Units of Study for Teaching Opinion, Information, and Narrative Writing with Lucy Calkins and Colleagues. She worked for over a decade as a national literacy consultant for the Teachers College Reading and Writing Project (TCRWP) based at Columbia University. This work has taken her into K-8 classrooms all over the country to support teachers and administrators with reading workshop, writing workshop, and all aspects of effective literacy instruction.
Using the Units of Study for Teaching Reading (K-5)a Summer Online Overview to Reading Workshop @ Online-EDU 2.0
Jul 1 – Sep 30 all-day
Using the Units of Study for Teaching Reading (K-5)a Summer Online Overview to Reading Workshop @ Online-EDU 2.0 | Colchester | Vermont | United States

Instructor: Beth Moore

Dates: July 1 – September 30, 2019  Location: Online at EDU 2.0

Target Audience: Grades K-5 Teachers,teachers who are newer to writing/reading workshop and will be using Reading Workshop and who have access to one complete grade level boxed set from the series Units of Study for Teaching Reading by Lucy Calkins et al (2015, Heinemann), including the accompanying trade book pack.

This course will be devoted to studying, planning for, and practicing various methods of reading instruction. Methods covered in this course will include:
· interactive read-aloud,
· explicit strategy instruction,
· independent reading,
· guided reading,
· shared reading, and
· phonics/word study.

These will be learned through a combination of related readings, video clips, analyzing samples of student work, and a range of other engaging online resources.

The course is designed to be self-paced, allowing participants to work on sessions as schedules allow across the summer. Informal, formative assessments are embedded into each session. A companion summer online course, Writing Workshop with Beth Moore is running concurrently and should be registered for separately.

Note: Books not included, but access needed to take course.

MooreOnlineReadingWkshop19
MooreOnlineReadingWkshop19
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Reading Workshop Syllabus
Reading Workshop Syllabus
Reading-Workshop.Syllabus.pdf
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Beth Moore coauthored two of the books within the series Units of Study for Teaching Reading, and the Units of Study for Teaching Opinion, Information, and Narrative Writing with Lucy Calkins and Colleagues. She worked for over a decade as a national literacy consultant for the Teachers College Reading and Writing Project (TCRWP) based at Columbia University. This work has taken her into K-8 classrooms all over the country to support teachers and administrators with reading workshop, writing workshop, and all aspects of effective literacy instruction.
Aug
5
Mon
Proficiency-Based Learning: A Framework for Clarity & Equity @ South Burlington School District
Aug 5 – Aug 9 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 5 – 9, 2019   Time: 8:00 am – 3:00 pm

Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)

 

Target Audience: K- 12 Educators

Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.

Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers

PBL Framework Summer19
PBL Framework Summer19
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Aug
12
Mon
Reading Aloud to Discover Author’s Craft @ CVEDC Offices
Aug 12 – Aug 16 all-day

Instructor: Hilary Kissel, M.Ed. and M.A.

Dates: August 12 – 16, 2019 Time: 8:30 am – 4:00 pm

Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers by Cyndi Giorgis and Frank Serafini and         

Learning Under the Influence of Language and Literature: Making the Most of Read-Alouds Across the Day by Lester Laminack and Reba M. Wadsworth

Target Audience: Grades 3-5 educators

Reading aloud to students often stops in the primary grades; but reading aloud is a powerful instructional tool for students in the upper elementary grades as well.  Through the lens of the read-aloud, participants will learn about the specific elements of author’s craft, ways to help students think and talk about them, how these elements build from grade 3 to grade 5, and various resources, both print and digital, for finding text to investigate author’s craft.   Both fiction and nonfiction will be discussed, and although the focus will be on the skills listed below, others may be included. Planning time for implementation of ideas in the classroom will be included in class time. Time will also be spent exploring the use of the read-aloud in grades 3-5, the importance of reading aloud to students in the intermediate grades, and how the read-aloud fits into the structure of the reading workshop and the school day.

Learning Outcomes:
1. Participants will become familiar with the reasons for, and research that supports, reading aloud to students.
2. Participants will become familiar with various types of read-alouds, including interactive read-alouds.
3. Participants will learn how to use picture books and novels to study author’s craft with students.
4. Participants will understand, and learn to facilitate, discussion and response to text about the following elements of author’s craft: form and organization, perspective, use of techniques to build suspense, and figurative language.
5. Participants will keep a reader’s notebook in which they will practice ways of responding to text.
6. Participants will build a 4 week plan for using read-alouds to explore author’s craft in their own classrooms which will include: specific read aloud lessons that facilitate discussion and response to text and help students build an understanding of author’s craft, a bibliography of read-aloud texts, a daily plan for using read-alouds, and a long-term plan for using read-alouds.

ReadAloudAuthorsCraft
ReadAloudAuthorsCraft
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Syllabus-Reading Aloud To Discover Author's Craft
Syllabus-Reading Aloud To Discover Author's Craft
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Hilary Kissel is a reading specialist, educator, and enthusiastic connoisseur of children’s literature who enjoys helping teachers to see the essential role that well-written children’s books play in reading and writing development read more
Universal Design for Learning: A Framework for Inclusion @ South Burlington School District
Aug 12 – Aug 16 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 12 – 16, 2019   Time: 8:00 am – 3:00 pm

Includes the book: UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms (Novak, K. (2016)

 

Target Audience: K- 12 Educators

Many schools are now turning to Universal Design for Learning (UDL) as a powerful framework for inclusion that also unifies important initiatives including but not limited to proficiency-based learning (PBL), social emotional learning (SEL), and a multi-tiered system of support (MTSS). Universal Design for Learning has been nationally recognized as best first instruction for all learners with its basic precept being to first remove barriers in learning environments before resorting to curriculum modifications and accommodations. UDL is a framework to advance equity because its research-based, learner-centered approach emphasizes engagement, access, and expression for all learners. But as a classroom teacher, where to begin? This course will provide teachers with a foundational understanding of UDL and actionable strategies for making their classrooms more inclusive. Course participants will deepen their understanding of UDL through course readings, professional dialogue, peer observations, and classroom practice.

Course participants will learn how to:

  • make meaningful connections between various school initiatives and the UDL brain-based guidelines
  • exhibit an understanding of how UDL strategies can improve outcomes for all learners
  • reexamine classroom norms & routines through an equity lens with an eye to engaging all learners
  • develop specific UDL classroom strategies for inclusion
  • improve learner agency through intentional strategies to foster expert learners
UDLflyer Summer19
UDLflyer Summer19
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Reading Recovery and Literacy Lessons Teacher Training/2019-2020 @ Allen Brook School
Aug 12 @ 9:00 am – Aug 16 @ 4:00 pm
Reading Recovery and Literacy Lessons Teacher Training/2019-2020 @ Allen Brook School | Williston | Vermont | United States

Instructor: Deb Boerner, RRTL

Dates and Time
Observation Survey      9:00 am – 4:00 pm
August 12-16, 2019

Weekly Classes   4:00-7:00 pm                                                                                                                                                                                                   

August 27, September 3, 10, 24, October 1, 8, 15, 22, 29, November 5, 12, 19, December 3, 10, 17, 2019

January 7, 14, 21, 28, February 4, 11, March 3, 10, 17, 24, 31, April 7, 28, May 5, 12, 19, 2020

Cost: 

$7000 w/out books  $10,000 w/books

For questions contact: dboerner@cvsdvt.org

Reading Recovery for Aspiring Reading Recovery Teachers

Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.

Reading Recovery includes a strong professional development component, implementation standards and guidelines, and data collection.

https://readingrecovery.org/reading-recovery/implementation/standards-guidelines/

Literacy Lessons for Aspiring Literacy Lessons Teachers:

Literacy Lessons™ is an intervention designed to reach young children (generally Grades 1-4) in special education or ESL settings who are struggling with beginning reading and writing but are not eligible for Reading Recovery. Specialist teachers in these two settings are trained to use Reading Recovery instructional procedures to design individual lessons for their students with the goal of accelerating their literacy learning.  Literacy Lessons intervention specialists are educators who enter the Literacy Lessons professional development course as teachers certified/licensed in special education or ESL or bilingual education with experience and expertise in working with the population of their specialty. These specialists are seeking additional skill in helping students overcome literacy difficulties and develop effective early reading and writing systems.

Like Reading Recovery, Literacy Lessons includes a strong professional development component, implementation standards and guidelines, and data

collection. https://readingrecovery.org/reading-recovery/teaching-children/literacy-lessons-overview/literacy-lessons-standards-and-guidelines

 *Literacy Lessons may only be implemented in schools that include Reading Recovery as an early literacy intervention.

Includes:
· 8 grad credits from St. Michael’s College
· Instructional materials
· Professional texts
· IDEC teacher data entry fees
· RRCNA membership

RRTTflyer Fy20
RRTTflyer Fy20
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Deb Boerner is a Vermont Reading Recovery teacher leader—trained as a Reading Recover teacher in 1997-98 and as a teacher leader in 2007-08.  I have worked as a Reading Recovery teacher leader in South Dakota, New Zealand, Arkansas and Vermont.  As a Reading Recovery teacher, I continue to work with children on a daily basis.  Worked as a reading specialist for the Arkansas Department of Education providing professional development (Early Literacy Learning) to classroom teachers.

Aug
14
Wed
Intensive Small Group Intervention for Struggling Readers in Grades K-2/BMUS @ Blue Mountain Union School
Aug 14 @ 9:00 am – Aug 16 @ 4:00 pm
Intensive Small Group Intervention for Struggling Readers in  Grades K-2/BMUS @ Blue Mountain Union School | Newbury | Vermont | United States

Instructor: Allyson Coburn, RR Teacher/Literacy Interventionist 

Dates: August 14 – 16, 2019 Time: 9:00 am – 4:00 pm

Plus 9 monthly sessions  Thursdays: Thursdays: 9/5, 10/3, 11/7, 12/5, 1/2, 2/6, 3/5, 4/9, and 5/7  Time: 4:00-7:00 pm

Location:  Blue Mountain Union School

 Cost:     $1000 w/out credit $1390 w/grad credit from St. Michael’s College

Limit- 20 participants

For questions contact: Allyson Coburn ally.coburn@bmuschool.org

Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
(All teachers are required to teach a small intervention group of 3 students for at least ½ year.)

This course is designed to help teachers provide powerful, daily small-group instruction for struggling readers in schools that have implemented Reading Recovery. Combined with Reading Recovery, it provides a systematic approach for improving the reading and writing achievement of the lowest achieving children in the early grades. Students participate in daily 30 minute small group lessons that combine:

*Reading ,Writing, Phonics / word study
*A specially created and sequenced set of original children’s books
*Highly effective teacher lesson plans

Emphasis will be put on professional teacher development in deepening the understanding of many research-based techniques to help struggling readers make accelerated progress. The following materials and resources will be used:

*When Readers Struggle: Teaching That Works
*The Continuum of Literacy Learning
*The Fountas & Pinnell Prompting Guide 1: Teaching for Strategies in Reading and Writing
*The Leveled Literacy Intervention System*(Orange, Green or Blue depending on Grade level) Schools will need to purchase the System.
*See https://www.heinemann.com/collection/lli?utm_source=fountasandpinnell for pricing and ordering
*The Benchmark Assessment System is also strongly recommended.
Topics

*Assessing and Grouping Students
*Understanding the Lesson Framework
*Coding, Scoring and Analyzing Reading Behaviors
*Analyzing Reading Behaviors to Inform Teaching
*The Role of Oral Language in Literacy Learning
*Systematic Phonics Teaching
*Supporting Writing Development
*Teaching for Phrased, Fluent Reading
*Teaching for, Prompting and Reinforcing Effective Reading and Writing Strategies

LLIcourse ACoburn
LLIcourse ACoburn
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