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Course Description:This four-day institute will be led by Professor Lee Indrisano, Boston University School of Education. Nationally recognized literacy experts will present theory and research related to developing students' vocabulary, concept, and content knowledge through reading and writing informational texts. Each of the daily presentations will include question-and answer and discussion sessions with opportunities to explore implications for school and classroom policy and practice. Guest speakers:
Critical Connections through Visual Arts and Literacy
Course Description:This visual arts and literacy institute will be based on the Massachusetts Arts Curriculum Framework and the Common Core State Standards for English Language Arts. It will focus on personalizing lesson and unit plans that inspire students to read, write, and create through the visual arts. Teachers will develop lesson and unit plans for their classrooms, observe teaching techniques in visits to the Worcester Art Museum, and research and develop innovative ways to use the senses as a springboard for expression in writing and art. In addition to five days during the summer, there will be online follow-up sessions in the fall. This split time period will provide the opportunity for educators to reflect on and assess their acquired knowledge and implement the lesson plans that they created during the summer portion. Participants will share practical applications of their learning through student artwork and writing during the fall sessions.
Study of Language Essentials for Teachers K-12
Course Description:This course is a study of the theory behind current scientifically-based methods of teaching reading as identified by the National Reading Panel (NRP) and subsequent national and international research efforts. It includes the study of phonology, morphology, and orthography, crucial, but not sufficient language systems upon which proficient reading depends. Focus is placed on English language structure as it is processed during decoding and encoding. Insight into these foundational skills of the English language will support knowledge for the instruction of a diverse group of students, including those with disabilities, students from culturally and linguistically diverse populations, and high-achieving students.
Literacy Coaching Institute - Cambridge
Course Description:This institute will focus on the roles and responsibilities of the literacy coach as defined by the International Reading Association. Topics will include the context for literacy coaching, principles of supervision, curriculum and instruction, data collection and analysis, and teacher teaming. Hands on activities will provide participants with the opportunity to develop expertise in planning and delivering demonstration lessons, co-planning, cooperative teaching, focused classroom visits, study groups and peer coaching.
Literacy Coaching Institute - Lowell
Course Description:This institute will focus on the roles and responsibilities of the literacy coach as defined by the International Reading Association. Topics will include the context for literacy coaching, principles of supervision, curriculum and instruction, data collection and analysis, and teacher teaming. Hands on activities will provide participants with the opportunity to develop expertise in planning and delivering demonstration lessons, co-planning, cooperative teaching, focused classroom visits, study groups and peer coaching.
Strong Writing and Reading: Lessons Learned from MCAS 2010 - Amherst
Course Description:This free institute will provide teachers, coaches, and administrators an opportunity to examine and analyze sample student work from both the composition and the open response portions of the 2010 ELA MCAS test, with a focus on high-scoring student work. Ways to support students in everyday instruction will be embedded in the analysis of the authentic student work, emphasizing different approaches for students with varying strengths and weaknesses. Participants will also learn how teachers can be involved in the process of developing MCAS tests and how teachers can support all students in their understanding of the different purposes for writing. A comparison will be drawn between the composition and open response portions of the test, highlighting some common misconceptions about each one. Participants will receive materials from the 2010 ELA MCAS test that can be taken back to the classroom to use with students as well as with colleagues for further professional development. Participants register for one of the following grade-span groups for the duration of the two-day workshop: grades 3-4, grades 5-7, or grades 8-12. The institute runs from 9:00 AM - 3:00 PM. Due to lack of statewide funds, we cannot serve food or drinks. However participants can purchase lunch in the cafeteria at each venue.
Strong Writing and Reading: Lessons Learned from MCAS 2010 - Bridgewater
Course Description:This free institute will provide teachers, coaches, and administrators an opportunity to examine and analyze sample student work from both the composition and the open response portions of the 2010 ELA MCAS test, with a focus on high-scoring student work. Ways to support students in everyday instruction will be embedded in the analysis of the authentic student work, emphasizing different approaches for students with varying strengths and weaknesses. Participants will also learn how teachers can be involved in the process of developing MCAS tests and how teachers can support all students in their understanding of the different purposes for writing. A comparison will be drawn between the composition and open response portions of the test, highlighting some common misconceptions about each one. Participants will receive materials from the 2010 ELA MCAS test that can be taken back to the classroom to use with students as well as with colleagues for further professional development. Participants register for one of the following grade-span groups for the duration of the two-day workshop: grades 3-4, grades 5-7, or grades 8-12. The institute runs from 9:00 AM - 3:00 PM. Due to lack of statewide funds, we cannot serve food or drinks. However participants can purchase lunch in the cafeteria at each venue.
Strong Writing and Reading: Lessons Learned from MCAS 2010 - Haverhill
Course Description:This free institute will provide teachers, coaches, and administrators an opportunity to examine and analyze sample student work from both the composition and the open response portions of the 2010 ELA MCAS test, with a focus on high-scoring student work. Ways to support students in everyday instruction will be embedded in the analysis of the authentic student work, emphasizing different approaches for students with varying strengths and weaknesses. Participants will also learn how teachers can be involved in the process of developing MCAS tests and how teachers can support all students in their understanding of the different purposes for writing. A comparison will be drawn between the composition and open response portions of the test, highlighting some common misconceptions about each one. Participants will receive materials from the 2010 ELA MCAS test that can be taken back to the classroom to use with students as well as with colleagues for further professional development. Participants register for one of the following grade-span groups for the duration of the two-day workshop: grades 3-4, grades 5-7, or grades 8-12. The institute runs from 9:00 AM - 3:00 PM. Due to lack of statewide funds, we cannot serve food or drinks. However participants can purchase lunch in the cafeteria at each venue.
Strong Writing and Reading: Lessons Learned from MCAS 2010 - Worcester
Course Description:This free institute will provide teachers, coaches, and administrators an opportunity to examine and analyze sample student work from both the composition and the open response portions of the 2010 ELA MCAS test, with a focus on high-scoring student work. Ways to support students in everyday instruction will be embedded in the analysis of the authentic student work, emphasizing different approaches for students with varying strengths and weaknesses. Participants will also learn how teachers can be involved in the process of developing MCAS tests and how teachers can support all students in their understanding of the different purposes for writing. A comparison will be drawn between the composition and open response portions of the test, highlighting some common misconceptions about each one. Participants will receive materials from the 2010 ELA MCAS test that can be taken back to the classroom to use with students as well as with colleagues for further professional development. Participants register for one of the following grade-span groups for the duration of the two-day workshop: grades 3-4, grades 5-7, or grades 8-12. The institute runs from 9:00 AM - 3:00 PM. Due to lack of statewide funds, we cannot serve food or drinks. However participants can purchase lunch in the cafeteria at each venue.
The Massachusetts New Literacies Institute
Course Description:The Massachusetts New Literacies Institute is a collaborative project with the Massachusetts Department of Elementary and Secondary Education, the New Literacies Research Lab at the University of Connecticut, and the New Literacies Collaborative at the Friday Institute of North Carolina State University. This Institute will focus on helping Massachusetts educators prepare students for the online literacy skills required in the 21st century. To compete in a global information age, students must develop the ability to effectively read and comprehend information on the Internet and to use other information and communication technologies well. Reading comprehension skills such as understanding search results or critically evaluating information laden with social, commercial, and political motives are essential for any student wishing to skillfully comprehend information online for content area learning. So, too, are effective communication skills including e-mail, video, and other digital tools, as well as inquiry models for learning. This Institute will help participants enhance their own skills in these areas and develop effective instructional strategies, using online tools, to promote skill development and academic knowledge acquisition in their students.
Word Generation: Building Students' Academic Language and Schools' Internal Coherence
Course Description:Word Generation is a research-based, cross-content vocabulary program designed to develop all-purpose, high-leverage vocabulary and academic language for struggling middle school students. In particular, the overarching goal of Word Generation is to employ systematic vocabulary instruction and academic discussion to improve student achievement in schools serving large concentrations of low-income children and English language learners. To design and implement an effective language intervention that crosses grade levels is a challenging enterprise in underperforming schools with low levels of academic achievement and organizational capacity for whole-school change. Interventions work best if they initially receive wide support by leadership and practitioners and they clearly address a district or school-identified concern. They work even better in schools where there are shared commitments and responsibilities for teaching and learning.
Writing and the Teaching of Writing
Course Description:This course is designed for teachers of writing and all other teachers who use writing as a teaching tool. It will focus on theoretical and practical questions related to the nature of the writing process and the challenges of teaching writing. Its aim will be to provide participants the opportunity to reflect on their own literacy learning and teaching experiences, to explore composition theory and research, and to examine current issues in the teaching of writing to diverse populations. Readings and research projects will focus on the writing process and its linguistic, psychological, socio-cultural, and rhetorical underpinnings. Concepts such as audience, voice, identity, and dialect-as well as practical matters such as working with special needs students and English Language Learners, incorporating grammar instruction, and teaching with technology-will be considered. A key assumption of this course is that the best way to learn about writing is to write-in varied of modes and for varied of purposes-and to reflect on the complex processes involved in that act. Participants can expect to write regularly: low-stakes experiments in varied genres, informal reading responses, reflections, a literacy self-study, and an inquiry project will all be in the mix. Class meetings will include discussions, workshops, response groups, and presentations, and fall follow-up sessions will focus on curriculum projects.
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