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For Teachers in Grades K-3 Voyager U's Reading Academy combines group interaction and online content delivery. The foundational reading course consists of five modules of online content in early reading instruction, K-3. Each module helps educators understand the importance of the big idea in a student's reading development, provides strategies and assessments for monitoring reading skills, and provides classroom practice and application to help students become better readers. The modules of the Reading Academy are: Phonemic Awareness; Phonics and Word Study; Fluency; Vocabulary; and Comprehension. Note: Teams of teachers may register for the course through Worcester and form study groups in their own districts.
Voyager U Reading Academy - Springfield
For Teachers in Grades K-3 Voyager U's Reading Academy combines group interaction and online content delivery. The foundational reading course consists of five modules of online content in early reading instruction, K-3. Each module helps educators understand the importance of the big idea in a student's reading development, provides strategies and assessments for monitoring reading skills, and provides classroom practice and application to help students become better readers. The modules of the Reading Academy are: Phonemic Awareness; Phonics and Word Study; Fluency; Vocabulary; and Comprehension. Note: Teams of teachers may register for the course through Springfield and form study groups in their own districts.
Scholastic RED Reading Course - Everett
For Teachers in Grades K-3 Participants will engage in high-quality research-based professional development in early reading instruction. "Put Reading First in Your Classroom" provides an overview of the essential elements of early reading instruction, K-3. It combines online content with periodic face-to-face study groups. The content focuses on the role of phonemic awareness, phonics, fluency, vocabulary, and text comprehension in early reading instruction. Note: Teams of teachers may register for the course through Everett and form study groups in their own districts.
Scholastic RED Reading Course – Lawrence
Note: Districts may form their own study groups to be held outside of Lawrence For Teachers in Grades K-3 Participants will engage in high-quality research-based professional development in early reading instruction. "Put Reading First in Your Classroom" provides an overview of the essential elements of early reading instruction, K-3. It combines online content with periodic face-to-face study groups. The content focuses on the role of phonemic awareness, phonics, fluency, vocabulary, and text comprehension in early reading instruction. Note: Teams of teachers may register for the course through Lawrence and form study groups in their own districts.
LETRS Foundations of Reading Instruction
For Teachers in Grades K-3 LETRS Foundations is an introduction to deeper, more comprehensive content of the twelve regular LETRS modules. This course covers the components and principles of scientifically based reading instruction. Participants are introduced to information about how children learn to read; the importance of oral language, phoneme awareness, phonics, fluency, vocabulary, and comprehension in reading instruction; and how to put LETRS concepts to work in the classroom. Monthly meeting time will be used to review on-line work and to provide planning time for the implementation and dissemination of the LETRS Foundations in the buildings where participants work. Note: Teams of teachers may register for the course through Pittsfield and form study groups in their own districts.
Reading Informational Text K-5 - Brockton
For K-5 classroom teachers, literacy specialists and coaches, special education and English learner educators, and interventionists In this course, participants will learn how to use language and literacy as tools in acquiring content knowledge of science, and social studies/history. Topics include the theory and research of comprehension and vocabulary development, standards-based curriculum and instructional planning, navigating informational text structures, strategic vocabulary development, reading comprehension skills, writing to demonstrate reading comprehension, new literacies, classroom-based reading assessments, and differentiated instruction techniques.
Reading Informational Text K-5 – Southbridge
For K-5 classroom teachers, literacy specialists and coaches, special education and English learner educators, and interventionists In this course, participants will learn how to use language and literacy as tools in acquiring content knowledge of science, and social studies/history. Topics include the theory and research of comprehension and vocabulary development, standards-based curriculum and instructional planning, navigating informational text structures, strategic vocabulary development, reading comprehension skills, writing to demonstrate reading comprehension, new literacies, classroom-based reading assessments, and differentiated instruction techniques.
Reading in the Content Areas: Middle School
For Middle school teachers, literacy specialists, literacy coaches, special education teachers, and administrators This course will provide participants with the latest research and practices for helping middle school students gain critical reading/writing skills across the content areas. Course participants will learn about content area reading/writing strategies, the latest trends in disciplinary literacy, and how to help students (particularly struggling readers and ELLs) read/write/think like scientists, historians, and mathematicians. Furthermore, the course will focus on the role of technology in content area classrooms and the roles literacy coaches can play in improving content area instruction. Instructors will provide a packet of course readings and a set of relevant websites.
Strong Writing and Reading: Lessons Learned from MCAS - Waltham
For Teachers and Administrators in grades 3-12 This institute provides a broad overview of the writing and reading skills required on the English Language Arts component of MCAS, with an emphasis on high-scoring student work. Participants will learn about the selection of reading passages and the development of related multiple-choice and open-response items for the assessment of reading and the development of writing prompts for the long composition. They will analyze student writing from the spring 2009 administration of MCAS in ELA, discuss a variety of ways to move students to high scores, and receive materials that can be used for professional development with colleagues.
Strong Writing and Reading: Lessons Learned from MCAS - Shrewsbury
For Teachers and Administrators in grades 3-12 This institute provides a broad overview of the writing and reading skills required on the English Language Arts component of MCAS, with an emphasis on high-scoring student work. Participants will learn about the selection of reading passages and the development of related multiple-choice and open-response items for the assessment of reading and the development of writing prompts for the long composition. They will analyze student writing from the spring 2009 administration of MCAS in ELA, discuss a variety of ways to move students to high scores, and receive materials that can be used for professional development with colleagues.
Strong Writing and Reading: Lessons Learned from MCAS - Holyoke
For Teachers and Administrators in grades 3-12 This institute provides a broad overview of the writing and reading skills required on the English Language Arts component of MCAS, with an emphasis on high-scoring student work. Participants will learn about the selection of reading passages and the development of related multiple-choice and open-response items for the assessment of reading and the development of writing prompts for the long composition. They will analyze student writing from the spring 2009 administration of MCAS in ELA, discuss a variety of ways to move students to high scores, and receive materials that can be used for professional development with colleagues.
Strong Writing and Reading: Lessons Learned from MCAS - North Adams
For Teachers and Administrators in grades 3-12 This institute provides a broad overview of the writing and reading skills required on the English Language Arts component of MCAS, with an emphasis on high-scoring student work. Participants will learn about the selection of reading passages and the development of related multiple-choice and open-response items for the assessment of reading and the development of writing prompts for the long composition. They will analyze student writing from the spring 2009 administration of MCAS in ELA, discuss a variety of ways to move students to high scores, and receive materials that can be used for professional development with colleagues.
Strong Writing and Reading: Lessons Learned from MCAS - Fall River
For Teachers and Administrators in grades 3-12 This institute provides a broad overview of the writing and reading skills required on the English Language Arts component of MCAS, with an emphasis on high-scoring student work. Participants will learn about the selection of reading passages and the development of related multiple-choice and open-response items for the assessment of reading and the development of writing prompts for the long composition. They will analyze student writing from the spring 2009 administration of MCAS in ELA, discuss a variety of ways to move students to high scores, and receive materials that can be used for professional development with colleagues.
Teaching Expository and Persuasive Writing
For Teachers in Grades 6-12 This course will examine writing for two purposes:
The Institute will provide teachers with a rhetorical framework and pedagogical strategies for teaching writing for these purposes and in a range of genres. Key concepts will include genre, audience, purpose, voice, elements of argument and elements of the writing process. The course will show how these concepts can guide writing instruction linked to the composition standards of the Massachusetts English Language Arts Curriculum Framework. The course will also develop participants’ understanding of how writing stimulates thinking and understanding of subject matter. Participants will read and critique examples of expository and persuasive writing and media, complete a personal writing project relevant to the content they teach, and create and implement a curriculum project for using expository and persuasive writing in their classrooms.
Differentiated Writing Instruction to Close the Achievement Gap
For Teachers of grades 3-6, special education teachers and administrators, teachers of English language learners, literacy specialists and coaches Local and national studies show that while achievement among primary and secondary students has improved in general, the achievement gap between white students and their Latino and African American classmates remains stark. Participants in this course will use The Writer's Express methods, which draw on every child's personal experiences, a few carefully chosen technical and expressive skills, and targeted, economical teacher comments to help develop motivated, confident, and effective writers and readers. Course participants will develop and practice using teaching and assessment tools, apply them in the classroom, and document the change in writing skills of one student over time.
Reading and Teaching American Literary Nonfiction
For Teachers in Grades 7-12 Literary nonfiction is one of the most important genres in American literature, but it is often neglected in the secondary English language arts curriculum. This institute will focus on two American nonfiction authors listed in Appendix B of the Massachusetts English Language Arts Curriculum Framework: W. E. B. DuBois and Annie Dillard. Institute participants will read and discuss major works by these authors, The Souls of Black Folk and Pilgrim at Tinker Creek, respectively. Examining these challenging works in the context of political, social, and cultural history; analyzing their literary elements; and writing about them in a variety of modes, institute participants will develop and practice strategies that they can use to encourage students’ close reading and appreciation of nonfiction. Participants will create plans and receive classroom materials for literary nonfiction units in which students make connections within and across texts and write critically about what the authors’ works reveal about life and literature in America.
Topics in Teaching Literacy to Students who are Deaf or Hard-of-Hearing
For Teachers of the deaf or hard-or-hearing and other educators working with students who are deaf or hard-of-hearing; all grade levels This topics institute will introduce different perspectives on reading and writing processes in deaf children using a seminar approach. Topics include current practices in how grammar analysis supports learning in children, (Dr. Diane Larsen Freeman, Distinguished Senior Faculty Fellow, School for International Training). The second topic is an examination of fingerspelling and its importance to literacy in the classroom (Dr. MJ Bienvenu, Gallaudet University), and the final topic is an overview on using technology to provide access to the general curriculum as well as to positively impact the print literacy needs of beginning and challenged readers (Ms. Patricia Weismer, currently at Wellesley Public Schools, former teacher at Perkins School for the Blind). The proposed content will provide a variety of strategies, assessment, and opinions that teachers can use to increase instructional understanding to determine their students' strengths and needs and to improve their students' literacy efforts.
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