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Intermediate-Advanced interactive professional learning sessions that are offered on a variety of topics from early literacy through secondary English language arts instruction. Meeting the double demand of being both practical and understood in principled ways, our sessions encourage participants to internalize their learning, try things out, and reflect upon new ways of doing and being.
Introductory-Intermediate Standards Implementation
In these sessions participants will analyze reading using running records. Participants will practice examining running records for evidence of sources of information used and neglected by reading in Spanish and English. Also, participants will apply running records as a part of the formative assessment process to guide their instruction.participants will practice looking fro trends and patterns across language in order to determine next steps for instruction.
Expository Reading and Writing Course Middle School (ERWC)
A three non-consecutive days course for middle school teachers. Through in-depth analysis of expository reading and writing, teachers will acquire knowledge of what it means to read and write rhetorically and the ways in which this promotes career and college readiness at the middle school level. Teachers also gain access to ERWC curriculum. Grades 7-8. Learn more here!
Expository Reading and Writing Course High School (ERWC)
A four non consecutive days course for high school teachers. through in-depth analysis of expository reading and writing, teachers will acquire knowledge of what it means to read and write rhetorically and the ways in which this approach promotes career and college readiness. Teachers from Grossmont Union High School District have priority registration for the cohort that begins in September. Grades 9-12. Learn more here!
TK-2 Literacy Institute, April 17-18, 2018
Through powerful first instruction and strong leadership, you can ensure that each and every student at your site enters third grade reading proficiently and independently. In this institute, you will learn methods to help you give your students the tools they need to become independent learners, and capable TK-2 readers and writers. Real, hands-on experiences help teachers and leaders discover how children learn to read, best practices in reading instruction, and the use of formative assessment to guide instruction.
Transitional Kindergarten Deep Dives, Grade TK
of these offerings are designed specifically for Transitional Kindergarten (TK) teachers and are offered through out San Diego County. These three-hour sessions target the early learning domains:
- Literacy and Language
- English Language Development
Intermediate-Advanced Standards Implementation
Reading Recovery On-going Professional Learning for Trained Reading Recovery Teachers for 1st Grade
In this session, teachers will have the opportunities to:
- Observe lessons
- Network with expert teachers
- Course meets the 4 to 6 sessions required per year by the RRCNA
Network with teachers trained in Reading Recovery for their own on-going professional learning. This session will begin to meet the Reading Recovery Council of North America's (RRCNA) standards and guidelines requiring trained Reading Recovery teachers attend 4 to 6 sessions per year.
Reading Recovery Re-Certification Course for 1st Grade
This course is designed for Reading Recovery trained teachers who need to be re-certified in Reading Recovery. Teachers who were trained in Reading Recovery in 2014-15 and did not teach Reading Recovery students in 2015-16. This course will use the newer editions of Literacy Lessons Designed for Individuals and An Observation Survey of Early Literacy Achievement.
Guided Reading Plus Intervention, Grades K-2
In this course, participants will learn the intervention framework and the specialized procedures for implementing Guided Reading Plus as a component of Comprehensive Intervention Model developed by the Center for Literacy at UALR., During each 8 week cycle of Guided Reading Plus, teachers will work with small-groups at least three times per week using a range of diagnostic student assessments to monitor student's process during the intervention. Certification from St. Mary's College is available for an extra fee.
Dyslexia Intervention, May 2 and 9, 2018
The Comprehensive Intervention Model (CIM) is based on the belief that teachers must be experts in observing the changes that occur over time in children's literacy behaviors and be able to make moment-to- moment decisions based on their strengths and areas of need.
Develop expertise in any or all of these interventions:
During this two-day professional learning, teachers will explore an intervention for targeted students who experience moderate to severe difficulties with literacy development, including dyslexia. The multisensory lesson components include phonological awareness, reading and writing. One Graduate university unit available for an additional $310.
These are one-day intensive professional learning workshops designed for ERWC certified teachers, ELA teachers, coaches, and TOSAs who have already started to use the California Standards for ELA Literacy in their planning. Topics include:
- Students Will! Fostering Rigorous Student Engagement by Design - Feb. 6, 2018
- Short Answer Constructed Response to Teach and Assess Writing and Thinking - Feb. 7, 2018
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