English Language Arts (ELA)

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38067 ELA_ Improving Reading for Older Students- Module 1: Laying the Foundation

Course Description: This course supports older students with reading in grades 4-12. We will work on how to improve literacy outcomes for older students who are reading below grade level. It will focus on the literacy accelerators that accelerate reading growth, considerations on how to support our students in rebuilding their confidence in reading, and ways to implement this in classroom settings. This session is Module 1: Laying the Foundation. It focuses on understanding the elements of the reading accelerators, how it feels to be a dysfluent reader, the sources of reading difficulties, and their impact on older students. This is part of a 4 Module Series of self-standing courses that support improving reading for older students. Participants will be engaged in discourse in breakout rooms and use virtual note catchers. The other Modules are, Module 2: Word Recognition and Reading Fluency: Building Blocks of Confident Literacy, Module 3: Growing Vocabulary and Growing Knowledge: Helping Students Grow as Readers, & Module 4: The Rest of Reading Comprehension: Habits and Practices of Confident Successful Readers. These courses are based on the async course offered by Achieve the Core. Each Module is 2 hours of professional learning credit.

Target Audience: 4-12 Teachers

PLI/CTLE Hours: 2

Date: 6/30/23 8:30 am-10:30 pm or

7/11/23 4 pm-6 pm

38137 ELA_ Improving Reading for Older Students- Module 2: Word Recognition and Reading Fluency

Course Description: This course supports older students with reading in grades 4-12. We will work on how to improve literacy outcomes for older students who are reading below grade level. This is Module 2: Word Recognition and Reading Fluency: The Building Blocks of Confident Literacy. It focuses on how to strengthen Foundational Reading (Phonemic Awareness, phonics & enough exposure to lead to automatic word recognition), and how to develop fluency with grade-level text. This is part 2 of a 4 Module Series of self-standing courses that support improving reading for older students. Participants will be engaged in discourse and application to the classroom. The other Modules are Module 3: Growing Vocabulary and Growing Knowledge: Helping Students Grow as Readers, & Module 4: The Rest of Reading Comprehension: Habits and Practices of Confident Successful Readers. These courses are based on the async course offered by Achieve the Core. Each Module is 2 hours of professional learning or CTLE credit.

Target Audience: 4-12 Teachers

PLI/CTLE Hours: 2

Date: 7/13/23 4 pm- 6 pm or

8/24/23 8:30 am-10:30

37546 ELA_LETRS Science of Reading ONLINE Course Work Volume 1 Unit 1

Course Description: This LETRS ONLINE learning Platform gives additional in-depth training for Volume 1, Unit 1 for teachers who have completed the Zoom training with an instructor. It has online coursework, readings, and embedded video modeling of Instruction that demonstrates how to deliver effective instruction that teachers understand and how to apply concepts to classroom practice. The 8 Sessions that make up Unit 1 are: *Session 1: Why is Reading Difficult? *Session 2: Language Processing and Literacy *Session 3: What Does the Brain Do When It Reads? *Session 4: What Skills Support Proficient Reading? *Session 5: How do Children Learn to Read and Spell? *Session 6: What are the Major Types of Reading Difficulties? *Session 7: How can Assessment Be Used for Prevention and Early Intervention? *Session 8: How can Assessment Be Used to Differentiate Instruction?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 8

Date: 6/26/23-8/31/23

Time: self-paced

38133 ELA_LETRS Science of Reading ONLINE Course Work Volume 1 Unit 2

Course Description: This LETRS ONLINE learning Platform gives additional in-depth training for Volume 1, Unit 2 for teachers who have completed the Zoom training with an instructor for Unit 2. It has online coursework, readings, and embedded video modeling of Instruction that demonstrates how to deliver effective instruction that teachers understand and how to apply concepts to classroom practice. The 8 Sessions that comprise Unit 2 are: *Session 1: How is Phonology Related to Reading and Spelling? *Session 2 How Does Phonological Skill Develop? *Session 3: Why is Phonemic Awareness Important? *Session 4: What are the Consonant Phonemes of English? *Session 5: What are the Vowel Phonemes of English? *Session 6: What about Dialects, Language Differences, and Allophonic Variation? *Session 7: How Should Phonological Skills Be Taught? *Session 8: What Phonological Skills Should Be Assessed?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 9

Date: 6/26/23-8/31/23

Time: self-paced

38134 ELA_LETRS Science of Reading ONLINE Course Work Volume 1 Unit 3

Course Description: This LETRS ONLINE learning Platform gives additional in-depth training for Volume 1, Unit 3 for teachers who have completed the Zoom training with an instructor for Unit 3. It has online coursework, readings, and embedded video modeling of Instruction that demonstrates how to deliver effective instruction that teachers understand and how to apply concepts to classroom practice. The 8 Sessions that make up Unit 3 are: *Session 1: Why is Code-Emphasis Instruction Important? *Session 2: How Should Phonological Skills Be Taught? *Session 3: How Can Ehri’s Phases Guide Instruction? *Session 4: How Should Instruction Begin? *Session 5: What Kind of Practice is Necessary? *Session 6: How Can Spelling Be Taught Using Dictation? *Session 7: When Is It Important to Use Decodable Text? *Session 8: What is the Best Way to Further Student Success?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 9

Date: 6/26/23-8/31/23

Time: self-paced

38135 ELA_LETRS Science of Reading ONLINE Course Work Volume 1 Unit 4

Course Description: This LETRS ONLINE learning Platform gives additional in-depth training for Volume 1, Unit 4 for teachers who have completed the Zoom training with an instructor for Unit 4. It has online coursework, readings, and embedded video modeling of Instruction that demonstrates how to deliver effective instruction that teachers understand and how to apply concepts to classroom practice. The 8 Sessions that make up Unit 4 are: *Session 1: What Is Advanced Word Study? *Session 2: Is There More to Learn about Phoneme-Grapheme Correspondence? *Session 3: Why and How Should Syllable Types Be Taught? *Session 4: When and How Should Morphology Be Taught? *Session 5: How Can Spelling Be Taught and Assessed? *Session 6: How Can Reading Fluency Be Built? *Session 7: Why Is Working with Data Important? *Session 8: How Can Foundational Skills Be Put into Perspective?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 10

Date: 6/26/23-8/31/23

Time: self-paced

48268 ELA_LETRS Science of Reading Volume 1 Unit 3

Course Description: LETRS training for Volume 1, Unit 3 focuses on teaching phonics, word recognition, and spelling. Learning to read is complex, and teaching reading requires a deep understanding of the cognitive processes (the Science of Reading). LETRS is not a program or curriculum. Rather, LETRS coursework equips educators with the knowledge and tools to support quality instruction using any publisher’s program or intervention. Unit 3 – Teaching Beginning Phonics, Word Recognition, and Spelling focuses on: Why is Code-Emphasis Instruction Important?

• How Should Phonological Skills Be Taught?

• How Can Ehri’s Phases Guide Instruction?

• How Should Instruction Begin?

• What Kind of Practice is Necessary?

• How Can Spelling Be Taught Using Dictation?

• When Is It Important to Use Decodable Text?

• What is the Best Way to Further Student Success?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 6

Date: 6/26/23 7:30 am-2:30 pm

6/27/23 8:30 am-3:30 pm

7/11/23 8:30 am-3:30 pm

7/19/23 7:30 am-2:30 pm

7/25/23 8:30 am-3:30 pm

8/2/23 7:30 am-2:30 pm

8/9/23 8:30 am-3:30 pm

48271 ELA_LETRS Science of Reading Volume 1 Unit 4

Course Description: LETRS training for Volume 1, Unit 4 focuses on Advanced Decoding, Spelling, and Word Recognition. Learning to read is complex, and teaching reading requires a deep understanding of the cognitive processes (the Science of Reading). LETRS is not a program or curriculum. Rather, LETRS coursework equips educators with the knowledge and tools to support quality instruction using any publisher’s program or intervention. Unit 4 – Advanced Decoding, Spelling, and Word Recognition focuses on: • What Is Advanced Word Study? • Is There More to Learn about Phoneme-Grapheme Correspondence? • Why and How Should Syllable Types Be Taught? • When and How Should Morphology Be Taught? * How Can Reading Fluency Be Built? • How Can Spelling Be Taught and Assessed? • Why Is Working with Data Important? • How Can Foundational Skills Be Put into Perspective?• How Can Reading Fluency Be Built?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 6

Date: 6/28/23 8:30 am-3:30 pm

6/29/23 7:30 am-2:30 pm

7/12/23 7:30 am-2:30 pm

7/12/23 8:30 am-3:30 pm

7/20/23 7:30 am-2:30 pm

7/20/23 8:30 am-3:30 pm

7/26/23 7:30 am-2:30 pm

7/26/23 8:30 am-3:30 pm

8/3/23 7:30 am-2:30 pm

8/3/23 8:30 am-3:30 pm

8/10/23 7:30 am-2:30 pm

8/10/23 8:30 am-3:30 pm

48272 ELA_LETRS Science of Reading Volume 2 Unit 5

Course Description: LETRS training for Volume 2, Unit 5 focuses on The Mighty Word: Oral Language and Vocabulary. Learning to read is complex, and teaching reading requires a deep understanding of the cognitive processes (the Science of Reading). LETRS is not a program or curriculum. Rather, LETRS coursework equips educators with the knowledge and tools to support quality instruction using any publisher’s program or intervention. Unit 5 – The Mighty Word: Oral Language and Vocabulary focuses on: • Why is Vocabulary So Important? • What Does Knowing a Word Involve? • What Words Should Be Taught Directly? • How Should New Words Be Introduced? * What Kinds of Practice Are Effective? • How Is a Language-Rich Classroom Created?

Target Audience: K-3 (including bilingual) teachers, Elementary SPED (ICOT, Self-contained & Consultant Teacher/Resource) and ENL Teachers, Elementary TOAs, Reading and Interventionists

PLI/CTLE Hours: 6

Date:

8/14/23 8:30 am-3:30 pm

8/14/23 7:30-2:30

8/15/23 7:30 am-2:30 pm

8/15/23 8:30 am-3:30 pm

8/17/23 7:30 am-2:30 pm

8/17/23 8:30 am-3:30 pm

8/24/23 7:30 am-2:30 pm

8/24/23 8:30 am-3:30 pm

8/25/23 7:30 am-2:30 pm

8/25/23 8:30 am-3:30 pm

8/28/23 7:30 am-2:30 pm

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