Early Literacy Series

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.

EARLY LITERACY SERIES 1: WHAT DO WE KNOW ABOUT DEVELOPING SYSTEMS THAT SUPPORT LITERACY

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 need to the building/districts school-wide literacy plan.

INTRODUCTORY MODULE

“What Do We Know About Developing Systems That Support Literacy” provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post- assessment you will be required to participate in to receive continuing education credits.

MODULE 1: BIG IDEAS OF MTSS, CCSS, AND SWRM

This course takes a deep dive into the components of a School-Wide Reading Model. During this professional learning series, participants will build the knowledge and capacity to create systemic literacy programs that intertwine MTSS, CCSS, and SWRM so that ALL students become successful readers. Participants will work to identify components and evaluate areas of strengths and/or need to the building/districts school-wide literacy plan.

MODULE 2: TRAJECTORY OF COLLEGE AND CAREER READINESS

Literacy plays an important role in wellness, civic, economic and social success as youth move through secondary and post-secondary education, and into adulthood. This learning module will help you explain the connections between early literacy and post-secondary success knowing it is not enough to give students a good start— we have to build on that start if it is going to have long term benefits!

MODULE 3: ESSENTIAL COMPONENTS OF READING INSTRUCTION

Contrary to a popular theory that learning to read is easy and comes naturally, learning to read is actually a very complex linguistic achievement. For many children, it requires effort and incremental skill development. Moreover, teaching reading requires considerable knowledge and skill, as well as a repertoire of strategies. The good news is that we know more now than ever before about how to teach students to read. In this module, we will explore how learning to read involves five essential elements, often referred to as the “Big 5”.

EARLY LITERACY SERIES 2: WHY USING RESEARCH TO INFORM LITERACY MAKES A DIFFERENCE

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.

INTRODUCTORY MODULE

Why Using Research to Inform Literacy Instruction Makes a Difference provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post- assessment you will be required to participate in to receive continuing education credits.

MODULE 1: TEACHING ALL STUDENTS IN A TIERED SUPPORT MODEL

MTSS is a not an intervention in itself, but a “way of doing business”. MTSS starts with prevention, a solid core curriculum that meets the needs of most learners. Providing quality, research-validated reading instruction in the core curriculum can make a big difference for developing readers. This learning module targets explicit instruction and the use of benchmark data to identify needs at Tier 1. In this session, we further develop an understanding of how explicit instruction grounds the implementation of instructional components of a SWRM at Tier 1.

MODULE 2: INSTRUCTIONAL COMPONENTS OF A SCHOOLWIDE READING MODEL

Students come to school from different backgrounds, with different skills, and they also learn at different rates. Therefore, teachers need to scaffold instruction according to the students’ needs at the universal level. Often, all it takes for some students to “get it” is to provide more practice opportunities, more modeling, and more time. This type of support can be delivered in Tier 1 through these three instructional components. In this module, we will look deeply at how in a SWRM instructional adjustments to programs, time and grouping provide the means to effectively reach all students.

MODULE 3: SELECTING EFFECTIVE TEACHING STRATEGIES

People do learn differently, and it is very important to say exactly how they learn differently so that we can focus our attention on those differences that really matter. In this module of learning, participants will look at how to ensure the evidence-based practices we use are powerful, and dig into the following: -Using scientifically-based instruction that results in increased student achievement, -Target standards, and -Target students’ most pressing needs. This learning module also investigates three best practices that can lead to the most effective deployment of critical thinking instruction

EARLY LITERACY SERIES 3: HOW CAN EDUCATORS IMPLEMENT RESEARCH BASED STRATEGIES IN THE CLASSROOM

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.

INTRODUCTORY MODULE

Series 3 provides a brief overview of the series' modules; the most effective way to use/view the modules; how to access and use handouts; and, details about the pre- and post-assessment you will be required to participate in to receive continuing education credits.

MODULE 1: LESSON ADJUSTMENTS

When designing instruction, we meet students where they are; we go from the known to the unknown. Adjustments are made for those students needing minor to moderate support, and specialized strategies are utilized for those with more involved needs. Adjustments in this regard are both formal (accommodations and modifications) and informal (differentiation). In this module we will explore how instructional adjustments are created by and explain how efficient and effective teaching takes into account types of knowledge and phases of learning.

MODULE 2: HOW WE TEACH THROUGH DIFFERENTIATION

A key component of providing differentiated and individualized reading instruction that meets the needs of each student is to make ongoing instructional adjustments based on assessment data. There are many types of instructional adjustments that can be made along a number of dimensions. In this learning, our intent is to support your skills and ability to discriminate between approaches to lesson differentiation with more/less evidence of effectiveness.

MODULE 3: HOW STUDENTS DEMONSTRATE WHAT THEY KNOW

Teachers looking for new ways to improve their differentiated instruction practices should start with formative assessments. When teachers use formative assessment to drive differentiation, student engagement inevitably increases. In this learning module, we will explore strategies for formative assessments that allow teachers to know their students better and, therefore, to make the best decisions to challenge them appropriately and engage them in the learning.