This professional learning series focuses on using research to inform literacy instruction. Specifically, this series focuses on addressing the question: “What Do We Know About Best Practices for Early Literacy Instruction?” Within this series, we respond to questions educators frequently ask when planning for and providing effective literacy instruction. The focus of these modules is research – what research tells us about literacy knowledge and skills, and what it tells us about implementing effective reading instruction for All students.
This course takes a deep dive into the components of a School-Wide Reading Model. During the learning, participants will build the knowledge and capacity to create systemic literacy programs so that ALL students become successful readers. Participants will work to identify components and evaluate areas of strengths and/or needs to the building/district school-wide literacy plan.
Series 2, Why Using Research to Inform Literacy Instruction Makes a Difference, moves forward by exploring how instructional adjustments and explicit instruction can meet the academic needs of ALL learners. The series consists of three modules focusing on teaching all students in a tiered service delivery model and by scaffolding support of evidence-based practices.
Series 3, How Can Educators Implement Research Based Strategies In The Classroom, takes a closer look at the positive impact of explicit instruction and the use of benchmark data to identify needs at Tier 1. In this professional learning series, we further develop an understanding of how explicit instruction grounds the implementation of instructional components of a SWRM at Tier 1. The series consists of three modules focusing on lesson adjustments made through differentiating instruction and informed by the use of data collection and analysis.