Onsite Professional Development Offerings

Detailed descriptions of all of our onsite Professional Development offerings are grouped by level and duration.

Primary Level: One-Day Offerings

Organizing and Managing the Primary Literacy Classroom
You will learn how to organize the physical environment of your classroom to promote literacy acquisition during whole group, small group, and individual learning. The system of "managed independent learning" will help teachers learn how to structure independent activities that promote meaningful and purposeful literacy learning. We will discuss teaching routines for getting started, initiating new literacy tasks, and helping students make transitions. Effectively managing the classroom for students to work independently, allows the teacher to work productively with guided reading groups.

Using a Reading Workshop model in 2nd Grade
We will look carefully at the changes that are occurring in our second graders and how, with purposeful teaching, we move them forward as readers and writers. We'll explain how students move from a modified work board in the fall of the year into a reading workshop to begin the second semester. We'll explore how the changes in student movement during guided reading will begin to diminish the noise in the classroom. Building stamina in readers will be important in allowing them to work successfully in a reader's workshop and we'll talk about how that might be facilitated. Finally, we'll look at the ways in which we begin capturing student's thinking while writing about reading. What's appropriate, what's not will shape this discussion. Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy as well as The Continuum of Literacy Learning will be required for this session.

Using Interactive Read Aloud and Shared Reading to Build a Community of Readers
This training will support PreK–2 teachers. Through hands-on experiences and video footage, you will explore the benefits of interactive read aloud and shared reading. Topics include: the development and role of oral language, the development of early literacy concepts, and the role of intentional conversation in scaffolding students as they think and talk about books.

Using Interactive Writing and Shared Writing to Develop Early Writing Strategies
Interactive writing and shared writing are two contexts in which students can develop their understandings of the purposes, craft, and conventions of writing. This hands-on training is designed to support teachers in understanding the differences and benefits of interactive and shared writing, the framework of a lesson, and how to make intentional decisions that will provide the most powerful learning opportunities for writers.

Primary Level: Two-Day Offerings

Ongoing Leveled Literacy Intervention (for previously trained teachers)
This training is designed as a follow up to the initial 6 days of training offered through Lesley University. Topics include: Helping students transfer learning from LLI lessons to the classroom; Supporting LLI students' independent literacy learning in the classroom; Building reading and writing stamina in students; Fostering independence and problem solving behaviors through effective LLI teacher language; Strategies for communicating with classroom teachers to support the success of LLI students; Collaborating with LLI colleagues to problem solve instructional issues.

Coding, Scoring, Analyzing Running Records: Linking Assessment to Instruction
We'll talk about the role of Running Records in daily teaching as well as a tool to use to form initial guided reading groups in the fall of the year. Revisiting coding and scoring will sharpen our understandings and an in-depth focus on analysis will guide the thinking we do with students. We'll dig deeply into what the information is telling us and how we use language to teach for, prompt, and reinforce strategic actions taken on by the students. What we notice will help up teach for and prompt appropriately for students. An Observation Survey of Early Literacy Achievement, The Continuum of Literacy Learning, and Prompting Guide 1 are required for this session.

Introduction to Teaching in a Writing Workshop Model (PreK–2)
This training is designed for teachers working in grades PreK–2. We will explore the complexities of the writing process as well as the design of the writing workshop. You will take part in hands-on activities to investigate the power of whole class minilessons, individual conferring, and whole class sharing of writing in supporting young writers in building a writing process.

Benchmark Assessment Profession Development - System 1
This two-day training will provide participants with the opportunity to explore the Fountas & Pinnell Benchmark Assessment System 1.

Day 1:

• Conduct effective assessment conferences
• Code, score, and analyze reading records
• Determine students' independent and instructional reading levels

Day 2:

• Group students for reading instruction
• Use The Continuum of Literacy Learning to plan instruction
• Utilize the Data Management system for on-line record keeping

Primary Level: Three-Day Offerings

Literacy Beginnings: A Pre-Kindergarten Continuum to Guide Teaching
This session will support teachers working in pre-kindergarten in deepening their understandings around developing a child-centered language rich classroom. Topics can include: developmentally appropriate practice, the role of dramatic play, the role of oral language, language and word play, learning about letters and sounds, shared reading, interactive read-aloud, and nurturing young writers.

Guided Reading: Differentiated Small Group Instruction that Works
You will be introduced to the foundations of guided reading and the teaching decisions that will be made along the way to include the role of the introduction, teaching during the reading, the discussion after the reading and the teaching that follows to move the group forward. We'll talk about the roles of teachers and students during guided reading. We'll also look more closely at assessments that will further guide our work and what we need to consider when selecting texts for students in the group. Additionally, we'll discuss how our discussion after reading helps students think within, beyond and about the text to support the kind of thinking that will be required on high stakes tests. The Continuum of Literacy Learning as well as Guided Reading: Good First Teaching for All Students are required for this training.

When Readers Struggle: Teaching that Works (Grades K–3):
This training is designed for all teachers who work with grade K–3 students (Students reading Text Levels A–N) who find literacy learning difficult. Topics include: why readers go off track; the 12 systems of strategic actions that lead readers to comprehending and fluency; observing, analyzing and teaching proficient and struggling readers; the language teachers use to support readers; how writing can extend the power of reading; the role of effective and efficient phonics; the role of emotion, motivation, attention and memory in literacy acquisition; and key features in designing effective interventions. The text, When Readers Struggle: Teaching That Works by Fountas & Pinnell is required for this training.

Intermediate Level: One-Day Offerings

Analyzing Student Writing to Differentiate and Plan Writing Instruction (Grades 3–8)
Using The Continuum of Literacy Learning,  you will analyze a set of student writing papers. Based on your analysis, you will then make plans for instruction:

• Whole group (minilessons)
• Small group (guided writing
• Individual (writing conferences)

Each of these elements of writing instruction will be demonstrated and discussed as ways to teach to students' writing needs and interests.

Intermediate Level: Two-Day Offerings

Introduction to Teaching in a Reading Workshop Model
This two-day professional development opportunity will give you an introduction to teaching in a workshop model. The focus will be on teaching with minilessons focused on literary content, strategic actions for processing texts, and classroom management. We will discuss the process of initiating independent reading and responding to reading through talk and writing.

Introduction to Teaching in a Writing Workshop Model
This two-day professional development opportunity will introduce you to teaching in a writing workshop framework using minilessons to focus instruction around procedures, the writing process, and the study of craft and conventions. We will discuss the importance of student-initiated independent writing, conferring, and the use of the writer's notebook as a central tool for the workshop.

Benchmark Assessment Professional Development
This two-day training will provide you with the opportunity to explore the Fountas & Pinnell Benchmark Assessment System 2.

Day 1:

• Conduct effective assessment conferences
• Code, score, and analyze reading records
• Determine students' independent and instructional reading levels

Day 2:

• Group students for reading instruction.
• Use The Continuum of Literacy Learning to plan instruction.
• Utilize the Data Management system for on-line record keeping

Intermediate Level: Three-Day Offerings

When Readers Struggle: Teaching that Works (Grades 3–5)
Participants will gain knowledge about the reading process, use knowledge of the reading process to determine what students know and what they need to know and make decisions on what to teach, prompt, and reinforce: level of teacher support. Participants will examine responses through viewing videos, how to determine appropriate texts and levels that support the reader and explore how Guided Reading supports students who find reading difficult.

Middle School Level: One-Day Offerings

Responding to Text through Talk (Grades 6–8)
You will learn the importance of talking about text to deepen comprehension and scaffold students in their writing about reading. We will discuss text talk in minilessons, conferring, IRA, guided reading, and literature study. We will examine sections of The Continuum of Literacy Learning to learn how teachers can instruct middle school students and facilitate discussions about text.

Writing about Reading (Grades 6–8)
You will discuss the importance of writing about reading to deepen comprehension and learn about genre and literary elements. We will discuss oral response to reading as a way to scaffold powerful written response. Through The Continuum of Literacy Learning, we will look at different forms of written response to literature, how to teach students effectively as they are responding to literature and to assess their response.

Understanding the Power of Interactive Read Aloud in the Middle School Classroom (Grades 6–8)
You will be introduced to Interactive Read-Aloud (IRA) to learn how IRAs can serve as the foundation of a literacy framework that includes reading and writing minilessons, genre studies, and units of study on craft. We will also explore how IRA's can link to content area teaching, how IRAs can nourish the intellect of all students, and what to consider in reading an IRA: opening moves and embedded teaching. During day 2, we will look at how IRAs can serve as the foundation of a literacy framework that includes reading and writing. We will look at minilessons on genre studies and units of study on craft, how IRA's can link to content area teaching, and how IRA can support middle school students in literature study discussion.

Middle School Level: Two-Day Offerings

Genre Study in a Reading and Writing Workshop Mode (Grades 6–8)
You will explore how to teach genre study in the reading and writing workshop to include the role of Interactive Read-Aloud, minilessons to support genre knowledge for readers and writers, and how to use a writer's notebook effectively in writing within a genre. We will also explore the stage of immersion within the reading workshop, how to use mentor text effectively within a genre study, and assessment during and at the conclusion of a genre study.

Introduction to Teaching in a Reading Workshop Model (Grades 6–8)
This two-day professional development opportunity will give you an introduction to teaching middle school students through a workshop model. The focus will be on teaching with minilessons to include literary content, reading in the content areas, strategic actions for processing texts, and units of study around craft and genre. We will discuss the process of initiating independent reading and responding to reading through talk and writing.

Introduction to Teaching in a Writing Workshop Model (Grades 6–8)
This two-day professional development opportunity will introduce you to teaching in a writing workshop framework using minilessons to focus instruction around writing in a variety of genres, the writing process, and the study of craft and conventions. We will discuss the importance of student initiated independent writing, conferring, and the use of the writer's notebook as a central tool for the workshop.

Using a Benchmark assessment System to Inform Teaching (6-8)
This two-day training will provide you with the opportunity to explore the Fountas & Pinnell Benchmark Assessment System 2.

Day 1:

• Conduct effective assessment conferences
• Code, score, and analyze reading records
• Determine students' independent and instructional reading levels

Day 2:

• Group students for reading instruction.
• Use The Continuum of Literacy Learning to plan instruction
• Utilize the Data Management system for on-line record keeping

Middle School Level: Three-Day Offerings

When Readers Struggle: Teaching that Works (6-8)
Participants in this workshop will gain knowledge about the reading process, use knowledge of the reading process to determine what students know and what they need to know and make decisions on what to teach, prompt, and reinforce: level of teacher support. Participants will examine written responses to reading as well as viewing videos, to determine appropriate texts, levels and instruction that support the reader. We will also explore how Guided Reading supports students who find reading difficult.

Four-Day Institutes

Meeting the Challenges of Coaching (K-6)
This institute will focus on an examination of the multiple roles of the coach in the professional learning community, effective coaching models, and the link between teaching, coaching, and professional development sessions.

Topics include:

• Building a professional learning community
• Clarifying the role of the coach: Differentiating between coaching and supervision
• Organizing and preparing for effective coaching sessions
• Helping teachers understand the reading and writing process
• Using language that facilitates teacher inquiry
• Communicating effectively with principals and teachers
• Observing change over time in teacher development
• Analyzing student data and behaviors to inform instruction
• Using The Continuum of Literacy Learning and Prompting Guide to deepen and support teaching understanding

The Continuum of Literacy Learning: A Foundation for Effective Instruction in Reading and Writing (Grades K–6)
The institute is broken into two days on writing and two days on reading in Grades K–6. Topics for the two days on reading will include observing readers, exploring the development of reading across the grades, analyzing children's reading behaviors, working with readers through whole group, small group, and individualized teaching. Over the two days, the faculty will focus on reading contexts, including Interactive Read-Aloud, shared and modeled reading, reading minilessons, guided reading, and literature circles. During the writing portion, the faculty will cover analyzing students' work and supporting students' writing development from emergent to self-extending. They will focus on writing for different purposes and audiences across the year. Activities will include children's writing samples, concrete strategies, models, and skills for organizing ideas, writing, revising, and editing for fiction and nonfiction pieces.

Courses (5 days) with Graduate Credit and Non-Credit Options

Introduction to Guided Reading in an Effective Literacy Program (Grades K–2)
This course will take an in-depth look at how to use guided reading in the K–2 classroom. The course covers how to assess children, select leveled books, dynamically group students and teach guided reading lessons in the primary classroom. It also shows how to design and organize the learning environment to engage students in managed independent learning.

Systematic Teaching of Phonics and Spelling in the Primary Classroom (Grades K–3)
This course offers educators the opportunity to develop an in-depth understanding of the role of phonics in learning to read and write. The course features a review of the nine critical areas of phonics and spelling learning; an overview of effective mini-lessons for use in the K, 1, 2, or 3 classroom; the role of phonological awareness in learning to read and write; the role of letter-sound relationships in the reading process and in the writing process; techniques for teaching how letters and words work; designing and planning for effective word study center activities; using students' reading and writing to assess phonics and spelling knowledge; a comprehensive spelling system for grades 1–3 and a self-assessment of teacher knowledge about phonics.

Introduction to Guided Reading in an Effective Literacy Program (Grades 3–8)
This course will build your understanding of the reading process, changes in students' reading development over time, and effective small group instructional practice. It will focus on understanding how to guide students in thinking within, about, and beyond the text in the context of small, guided reading groups within the reading workshop. We will do work around understanding a gradient of texts and matching books to readers for powerful instruction. Elements of guided reading will be explored to help teachers understand how they can be used in teaching students to become more effective readers. The course will help teachers understand how to assess students, form flexible guided reading groups, select appropriate texts, and plan guided reading lessons for effective instruction.

Fees*

Primary, Intermediate, and Middle School Levels

Institutes (4 days; Graduate Credit Available)

• Participant Minimum: 50
• Participant Maximum: 100
• Cost/Person: $675 (non-credit, additional fees and course assignments are required for graduate credit)

Graduate Courses (5 days; Graduate Credit Available)

• Participant Minimum: 25
• Participant Maximum: 50
• Cost/Person: $675 (non-credit; additional fees and course assignments are required for graduate credit)

*Please note travel expenses (air, hotel, meals, and rental car) for each trainer are an additional cost to be paid by district.

** Fees do not include an books or materials

Contact Information:

• Center for Reading Recovery & Literacy Collaborative
• Alison Buraczenski
• aburacze@lesley.edu or 617.349.8693

Download the brochure [pdf].