English Language Arts2017-10-18T14:54:18+00:00

English Language Arts

In-person, On-site Professional Development Workshops

  • Early literacy is what students know about reading and writing before they can actually read and write. Young children must develop early literacy skills in order to be successful with formal reading and writing in school. This workshop will explore constructive activities that teachers can conduct in their classroom addressing the following early literacy skills: vocabulary, print motivation, print awareness, narrative skills, phonological awareness, and letter knowledge. Providing young children with opportunities to develop early literacy skills is important to their success in school, their success in learning to read, and their success in life.
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  • The ELA Standards pose many new requirements for teaching concepts of print, the alphabetic principle, and other basic conventions of the English writing system. Instructors will receive many resources that they can use when applying the CCSS Reading Foundation Skills concepts in the classroom.
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  • While meeting with a guided reading group, teachers are often challenged to keep other students engaged in independent and shared activities. This workshop explores literacy centers, or workstations, a key component of balanced literacy programs. Participants will practice constructing activities that are meaningful and aligned with the Standards, avoiding mere busy work. They will explore constructive independent reading and writing activities that require metacognition. Additionally, participants will explore task cards and tiered activities as a means of differentiating instruction.
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  • While meeting with a guided reading group, teachers are often challenged to keep other students engaged in independent and shared activities. This workshop explores literacy centers, or workstations, a key component of balanced literacy programs. Participants will practice constructing activities that are meaningful and aligned with the Standards, avoiding mere busy work.
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  • With many components contributing to a balanced literacy approach, it is important for educators to have a shared understanding of each component. During this workshop, teachers will probe the different components: guided reading, independent reading, modeling, shared reading, and systematic word study. With this new common understanding, teachers can implement a more effective, consistent reading program.
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  • In the complex modern world, the ability to think critically and independently is essential. This workshop explores collaborative techniques such as questioning strategies, literature circles, logic games, and puzzles as techniques for building analytical thinking skills in young learners.
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  • This workshop will provide an overview of the developmental stages of spelling and show how to use activities within a student’s developmental level to reinforce spelling patterns and exceptions. This workshop is appropriate for grades K-5, and is a key element to any Language Arts program because of the revived emphasis on spelling in the Standards.
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  • Early readers and non-readers alike require effective, research-based instruction to acquire a solid reading foundation. In this workshop, participants investigate the five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. Then they apply these components to essential instructional strategies, including guided reading. Using with these strategies, instructors will be equipped to significantly improve their students’ fluency and prepare them for more challenging reading in subsequent grade levels.
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  • The adoption of Standards will provide a challenge for middle and high school science, social studies, and technical teachers, as they work to align existing practice with new requirements in English Language Arts. During this workshop, instructors will gain insight into the content and expectations and explore specific activities and strategies for a common-sense approach to aligning curriculum with the Standards in meaningful ways.
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  • All teachers are teachers of reading within their content areas, and the Standards for English Language Arts feature specific requirements for teachers of other disciplines to address reading with their students. This workshop provides specific reading strategies that can fit seamlessly into the content areas, supporting students and helping them extract more from text. Participants will explore before, during, and after reading strategies to assist students as they learn content through reading.
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  • With the Standards, students are required to analyze and critique text to evaluate the author’s stylistic choices. The items associated with this cluster require students to think beyond the text. This workshop shows educators how they can use collaborative methods and the Socratic Approach to elicit higher-order thinking skills from their students.
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  • The Standards for English Language Arts require that students develop the ability to read a text critically, focusing on specific elements of the text such as author’s purpose word choice, use of figurative language, and tone. In this workshop, participants will examine the connection between CCSS, PARCC, and close reading, develop an understanding of how to ask the kind of text-dependent questions that lead students to closely examine texts, and learn steps to incorporate more close reading into their instruction. The workshop will conclude with teachers developing a lesson on close reading, based on a shared text. This workshop can be presented to K-2, 3-5, 6-8, or HS, with materials and activities that are customized for each grade level span’s Standards and expectations.
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  • The Standards for English Language Arts has dramatically raised expectations for the complexity of texts students should be able to read at grade level. In this workshop, participants will learn how to evaluate any piece of literature’s quantitative score and qualitative measures (levels of meaning, structure, language, and knowledge demands), and how to match reader to task. Additionally, participants will expand their application of literature to new CCSS experiences and performance tasks.
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  • According to the CCSS, by fourth grade, 50% of students’ reading should be informational text. Are your schools ready for that shift? During this workshop, participants will explore this renewed emphasis on informational text as well as unpack the Standards expectation for informational text and consider how best to integrate this into daily practice. Using sample performance tasks, participants will identify instructional implications for reading informational text in order to construct effective experiences for their own students. Participants will consider methods for infusing informational writing into their existing curricula.
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  • The Standards demand renewed focus on grammar and usage, but they are not a return to worksheets and diagramming sentences! Merely learning parts of speech and grammar rules will not improve students’ writing, speaking, or comprehension. For this reason, the Standards focus on grammar and mechanics in application. This workshop will cover and explain the specific terminology and application requirements at each grade and the understanding of how these skills progress through the Standards. In addition, educators will come away with ideas, activities, and strategies for classroom implementation.
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  • Research confirms the importance of vocabulary acquisition in reading comprehension. But research also shows that direct instruction can only provide a tiny fraction of the words necessary for adequate vocabulary expansion. For this reason, the Standards provide a 3-tiered approach for selecting the words that merit focused instruction. They also place emphasis on the skills and strategies needed to discern meaning independently when new words are encountered: knowledge of affixes, Greek and Latin roots, context, reference use, word relationships, and non-literal language. Educators will come away from this workshop with an understanding of what it takes to develop the lexical dexterity demanded by the Standards as well as practical lessons and activities to help achieve that goal.
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  • Literature circles are an effective student-centered approach to reading in the classroom. In this workshop, participants will explore literature circles and how they fit into a balanced literacy program. They will consider all aspects of implementing literature circles, including how to choose books and groups, how to get started, and how to assess students. Finally, participants will learn how to bring literature circles into the 21st century by effectively integrating technology.
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  • The Reading Standards incorporate many new concepts and expectations. Each of these workshops provides an examination of the Standards and unpacking information for each grade-specific standard. During this workshop participants will explore the Literature, Informational Text, and Reading Foundations Standards (grades K-5 only). After examining each cluster of Standards, participants will experience activities that highlight the differences between each grade. The workshop will conclude with the exploration of a nonfiction exemplar text (specific to each grade band), and the associated unit description, pacing chart, and twenty-five aligned activities.
  • Powerpoint Sample K-2
  • Powerpoint Sample 3-6
  • Powerpoint Sample 6-8
  • Powerpoint Sample 9-12
  • The Writing Standards require the mastery of many new and underrepresented concepts and genres: opinion, argument, informational text, and the use of technology resources (to produce, publish, interact, and collaborate). All instructors will be challenged to find the means to integrate these concepts. After examining each cluster of Standards participants will experience activities covering the expectations for each grade’s Standards. Participants will receive numerous resources to assist them to prepare students for the writing Standards.
  • Powerpoint Sample K-2
  • Powerpoint Sample 3-5
  • Powerpoint Sample 6-8
  • Powerpoint Sample 9-12
  • The Speaking/Listening Standards are challenging and require new applications of speaking and listening for all students. Additionally, the Language Standards are very specific and high reaching for all learners. This workshop unpacks each standard while providing participants with hands-on activities and resources to assist participants to align curricula and practice with the Standards.
  • Powerpoint Sample K-2
  • Powerpoint Sample 3-5
  • Powerpoint Sample 6-8
  • Powerpoint Sample 9-12

Demonstration Lessons

Demo lesson options by grade level and content