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Lifting Literacy™ for Academic Achievement Seminars, Grades K-5

Lifting Literacy for Academic Achievement is a series of seminars designed to deliver long-term, job-embedded professional development for K-5 literacy teachers. Authored by Linda Hoyt, each seminar is designed to delve deeply into one literacy topic, exploring the most up-to-date methods of comprehensive literacy instruction. The seminars can be used individually in a one- or two-day format, or combined as a half-year or year-long course.

During each seminar, participants review research, see lessons modeled, analyze video clips, practice new strategies, and plan for successful classroom integration. Teachers leave with new strategies and clear implementation plans. Each seminar is followed by in-classroom demonstration lessons so teachers get to see new strategies in action, and receive the support and coaching needed for successful classroom application. Additional seminar materials support teachers' ongoing growth with partner learning extensions, and review activities that can be incorporated into professional learning communities.

Lifting Literacy Seminar Topics:

• Research and Best Practices
• Literacy Assessment
• Small-Group Instruction
• Comprehension Instruction Across the School Day
• Phonemic Awareness, Phonics, and Word Study
• Vocabulary Instruction
• Fluency and Oral Interpretation of Text
• Writing Instruction Across the School Day

Objectives

Participants will:

• Learn key research related to the seminar topics
• Discover effective teaching techniques suggested by the research with practical application strategies
• Explore how to assess student ability in each area of literacy
• Learn how to use assessment information to plan instruction
• Learn how to continue exploration of course topics through coaching, professional learning communities, and use of online resources provided

College Credit Available

Research and Best Practices Seminar, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This one-day interactive seminar gives a broad overview of new educational research and the instructional techniques it suggests. Topics include effective teaching, brain-based learning, maximizing time with fiction and nonfiction text, supporting struggling readers, and parent involvement. Participants have an opportunity to apply new learning by planning lessons and practicing with support to ensure confident transfer to classroom practice. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn essential research related to the seminar topics
• Discover instructional techniques supported by the research
• Explore how to incorporate brain-based learning strategies when planning instruction
• Learn ways to balance time spent with fiction and nonfiction text
• Discover how to support struggling readers with appropriate differentiated instruction
• Learn tips to maximize parent involvement

One Day - Additional Coaching Day Also Available.
College Credit Available

Small-Group Instruction, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This interactive one-day seminar investigates how to get the most out of small-group literacy instruction. A variety of techniques for forming groups are shared, and small-group lessons are observed and analyzed for key features of effective instruction. Participants practice planning small-group lessons with a clear instructional focus to meet individual needs. Management plans help teachers rotate groups and keep the rest of the class meaningfully engaged. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn how to establish routines for classroom management and build student independence
• Discover various flexible grouping techniques
• Explore how to intentionally link whole-group learning to small-group coaching
• Learn lesson planning with clear strategy focus for specific learning targets
• Discover small-group assessments and record keeping techniques

One Day - Additional Coaching Day Also Available.
College Credit Available

Phonemic Awareness, Phonics and Word Study Seminar, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This one-day interactive seminar reviews research-based best practices for word-level instruction. Topics include teaching sounds and symbols for emergent readers, explicit phonics instruction for early readers, and sophisticated word study for proficient readers. Strategies balance explicit skill instruction with authentic application in reading and writing. Participants have an opportunity to apply new learning and practice with support to ensure confident transfer to the classroom. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn key research in the areas of phonemic awareness, phonics, and word study
• Discover a variety of instructional strategies for daily word level instruction
• Explore how to merge explicit skill instruction with authentic contexts for application and practice
• Learn observation and assessment techniques to inform word-level instruction
• Learn the importance of linking instruction to students' prior language development

One Day - Additional Coaching Day Also Available
College Credit Available

Vocabulary Instruction Seminar, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This interactive one-day seminar reviews research on vocabulary development and the instructional practices it suggests. A variety of vocabulary lessons and instructional strategies are shared, and are appropriate for whole-group and small-group lessons. Participants have an opportunity to apply new learning and practice with support to ensure confident transfer to the classroom. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn key vocabulary research and teaching methods
• Discover how to implement Marzano's Six Steps to Effective Vocabulary Instruction
• Explore various instructional strategies to support long term vocabulary learning
• Learn how to utilize whole class and small-group vocabulary building opportunities
• Learn assessments of vocabulary growth

One Day - Additional Coaching Day Also Available
College Credit Available

Comprehension Instruction Across the School Day Seminar, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This interactive one-day seminar reviews research on best practices for comprehension development. Participants practice teaching comprehension strategies through clear, explicit modeling. The instructional strategies explored gradually release responsibility for the new comprehension strategy to students through shared reading, small-group instruction, and independent practice. Tools are developed to intentionally link the comprehension strategy use to content area instruction. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn essential research on comprehension instruction
• Explore methods to teach comprehension strategies with explicit instruction and think-alouds
• Connect each strategy from whole-class lessons, to small-group coaching, and to content area instruction
• Discover various techniques to support students' independent use of each strategy
• Learn assessments of comprehension strategy use

One Day - Additional Coaching Day Also Available
College Credit Available

Fluency and Oral Interpretation of Text Seminar, Grades K-5

From the Lifting Literacy for Academic Achievement Seminar Series

This one-day interactive seminar reviews the characteristics of fluent reading, its relationship to comprehension, and research on the best practices to build fluency. Teachers will leave with a bank of instructional strategies to develop fluency in readers through explicit modeling, shared reading experiences, small-group coaching, partner and individual reading practice, as well as assessment techniques. Participants have an opportunity to apply new learning and practice with support to ensure confident transfer to the classroom. An optional second day of classroom demonstrations provided by the professional development trainer is also suggested.

Objectives

Participants will:

• Learn key research in fluency development and the characteristics of fluent reading
• Discover instructional strategies to explicitly model specific aspects of fluency
• Explore how to provide multiple opportunities for repeated reading practice with coaching
• Learn a variety of methods to assess fluency, provide feedback to readers, and plan appropriate instruction

One Day - Additional Coaching Day Also Available
College Credit Available

Essentials of Literacy Instruction Seminar, Grades K-5

Support new classroom teachers in grades K-5 with meaningful instruction designed to increase effectiveness in teaching literacy. Developed by literacy expert Linda Hoyt, this two-day seminar provides strategies for building and managing a successful classroom learning environment. Research-based teaching techniques are explicitly modeled and practiced by participants during the seminar. Additional seminar materials support teachers' ongoing growth with partner learning extensions, and review activities that can be incorporated into professional learning communities.

Objectives

Participants will:

• Discover literacy best practices and the supporting research
• Learn how to create a classroom community that fosters learning
• Use assessments to plan appropriate instruction
• Explore strategies for classroom and time management
• Learn communication techniques for parent involvement

Two Days
College Credit Available

Leveled Reading Seminar, K-6

The Leveled Reading Seminar is designed for grades K-6 teachers who are using leveled books in their classroom. This highly interactive workshop guides participants through each step in preparing for instruction from how to assess students and form flexible groups, to strategies for managing multiple groups in the classroom.

Objectives

Participants will:

• Utilize leveled books as part of a balanced literacy or core reading program
• Build fluency, vocabulary, and comprehension for every reader
• Understand the components of a leveled book lesson
• Assess students to drive instruction and monitor progress
• Apply effective techniques to organize and manage leveled reading in the classroom

One Day
College Credit Pending

Reading for Understanding in the Content Areas Workshop, Grades 3-12

The Reading for Understanding in the Content Areas Workshop combines research with proven and innovative strategies to deliver powerful instruction designed to improve the reading comprehension skills of all students–both struggling and proficient readers. The workshop models, teaches, and practices the reading tools and strategies students need to become confident, independent readers across all content areas.

Objectives

Participants will:

• Learn step-by-step guidelines to help break down the process of reading and learning for students
• Discover ready-to-use classroom strategies and activities
• Explore how to help students apply reading strategies in the content areas

One or Two Days
College Credit Available

Online Technologies to Support Literacy Instruction, Grades K-8

This workshop introduces participants to online tools and resources that serve to bridge the connection between technology and reading. Information gathering, pooling and sharing of data, collaboration, and interpersonal exchanges are some of the online projects that will be presented. This project-based learning approach allows the student to do collaborative problem-solving, learn and work in teams, exercise high-level thinking skills, and increases information literacy. Through the use of multimedia, electronic books, and online resources that expand learning opportunities, participants will learn to improve student reading with the goal of fluency, accuracy, understanding and enjoyment.

Objectives

Participants will:

• Identify and evaluate Internet sites for use in literacy education
• Locate and use online tools used in assessment and record keeping
• Locate and use online tools used in assessment and record keeping
• Construct an integrated reading classroom
• Design appropriate curriculum/technology integration projects for literacy learners at all grades
• Understand the components of web-based literature projects and know how to design one for their individual classroom
• Locate and utilize online classroom projects and publishing sites that support writing and reading
• Create a hotlist to support student activities and projects

One Day
Participants must have access to a computer and the Internet.

Infusing Web 2.0 Tools into the Language Arts Classroom, Grades 5-12

This workshop will provide participants with an in-depth look at Web-based resources for classroom collaboration, sharing, and communication. Participants will create an online community for classroom use as well as learn ways to integrate other Web 2.0 tools into daily instruction such as wikis, blogs, chats, and podcasts. Participants will leave with skills and tools that can be implemented immediately into daily instruction.

Objectives

Participants will:

• Examine the features and components of a wiki, blog, podcast, and social networking site
• Subscribe to desired wikis, blogs, and/or podcast services
• Examine the use of Web 2.0 tools as a means of communication and as an authentic audience for students' writing
• Identify writing strategies, reading strategies, or independent reading that could be taught using an Internet resource
• Learn instructional strategies in using Web 2.0
• Create a writing, reading, or literature lesson that uses a Web 2.0 tool to enhance, inspire, or teach

One Day
Participants must have access to a computer and the Internet.

Reading and Language Arts Online, Grades K-8

In this workshop, participants will discover ways to build important language arts skills in students through technology. Effective strategies will be introduced to enhance the reading skills of students. Participants will learn how to use the Internet to supplement balanced literacy, and build strong reading and writing skills for all students.

Objectives

Participants will:

• Examine e-mail as a means of communication and as an authentic audience for students' writing
• Become familiar with state standards, lesson plans, projects, and interactive language arts sites
• Identify basic elements of a well-designed lesson that integrates reading/writing standards with resources on the Internet
• Identify sites to use as resources
• Create a writing, reading, or literature lesson that uses an Internet site to enhance, inspire, or teach
• Identify the value of students' publishing on the Internet

One Day
Participants must have access to a computer and the Internet.

Camp Connect Reading, Grades 5-8

This three-day workshop promotes the integration of technology into the reading curriculum, the improvement of teaching practice, and improved student achievement in the reading curriculum. Participants will acquire skills and strategies in the areas of understanding Internet tools, understanding No Child Left Behind (NCLB), accessing reading resources, and integrating technology into student assignments.

Objectives

Participants will:

• Understand how NCLB legislation impacts student learning in reading
• Locate, evaluate and organize Web sites according to the five essential reading components
• Locate Web sites that illustrate the use of higher-level problem-solving skills
• Understand how to locate and/or develop Internet lesson plans
• Locate, evaluate and organize Internet content and resources that support the reading curriculum
• Locate and integrate reading activities and projects
• Understand how to manage project-based learning in the classroom
• Understand how to create online projects such as hotlists, WebQuests, and hunts
• Create or locate one online assignment in reading

Three Days
Participants must have access to a computer and the Internet.

Differentiating Instruction, Grades K-6

This course explores ways in which differentiated instruction enhances learning for all students. Participants will be introduced to engaging activities that respond to individual student learning needs, strengths, and preferences. There are many goals for differentiated instruction, all of which focus on providing multiple opportunities for student learning. This course also provides a wide variety of strategies for differentiating instruction that can easily be streamlined to your current Houghton Mifflin Harcourt curriculum.

Objectives

Participants will:

• Understand the various tiers of instructional support
• Utilize a variety of assessments to drive decision making
• Understand and be able to effectively use a variety of resources to meet students' needs

One Day
College Credit Pending

Lessons in Literacy Workshop, Grades 1-6

The Lessons in Literacy Workshop is targeted for Grades 1-6 teachers using the Lessons in Literacy program in their classroom. During this one-day, hands-on workshop, teachers learn the research base supporting the program combined with proven best practices to deliver literacy instruction designed to meet the needs of all students.

Objectives

Participants will:

• Learn the current research on best practices in literacy instruction
• Utilize the Lessons in Literacy materials to target instruction
• Understand the instructional elements, strategies, and connections to best practices
• Deliver differentiated literacy instruction to all students

One Day
Participants must have Lessons in Literacy.
College Credit Available

Critical Reading and Writing Using Daybooks and Sourcebooks Workshop, Grades 2-12

The Critical Reading and Writing Using Daybooks and Sourcebooks Workshop is targeted for teachers using the Daybooks of Critical Reading and Writing series and/or the Reading and Writing Sourcebook series. Teachers learn the research base supporting the materials; how to use these materials in the classroom to support active, analytical reading; and how to help students make connections between literature and written responses.

Objectives

Participants will:

• Learn current research on best practices in literacy instruction
• Utilize Daybook and/or Sourcebook material to support critical reading and writing instruction
• Understand the design of the lesson plans in the Teacher's Guide
• Deliver effective instruction using the materials in the classroom

One Day
Participants must have Days of Critical Reading and Writing and Reading and Writing Sourcebooks.
College Credit Available

Effective Vocabulary Instruction Workshop, Grades K-6

During this one-day training, teachers will explore the current research from such education leaders as Shane Templeton on effective vocabulary instruction and how it is reflected in the Journeys program. In this interactive, hands-on workshop, teachers will explore the practical, research-based instructional strategies found in Journeys by participating in simulations, lesson examination, and more.

Objectives

Participants will:

• Understand the vocabulary development in Journeys
• Utilize best instructional practices for vocabulary instruction based on the latest research
• Integrate this vocabulary training into classroom lesson plans
• Identify and plan for students needing extra support

One Day
Participants must have the Journeys program.
College Credit Pending

Comprehensive Literacy Workshop, K-6

Based on the research of Irene Fountas, this one-day training on Journeys Comprehensive Language and Literacy Guide gives teachers the tools to meet the needs of various learners through the use of leveled books. Teachers will begin by exploring the lessons designed to complement the instruction in the Journeys core program and extend to the formation and management of various groups.

Objectives

Participants will:

• Understand and effectively use the instructional plans found within the Journeys Comprehensive Language and Literacy Guide materials
• Integrate leveled book instruction with Journeys core program instruction
• Utilize a variety of assessments to drive decision making
• Understand and be able to effectively organize and manage multiple groups based on student needs

One Day
Participants must have the Journeys Comprehensive Language and Literacy program.
College Credit Pending

LETRS: Challenge of Learning to Read, Grades K-6

Developed by Dr. Louisa Moats in collaboration with Sopris West Educational Service, the Language Essentials for Teachers of Reading and Spelling (LETRS) Seminars support educators in the full implementation of Houghton Mifflin Reading.

Objectives

Participants will:

• Understand why learning to read can be difficult
• Understand how effective readers read
• Examine how children learn to read
• Identify the components of instruction that must be taught to ensure student success

One Day
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

LETRS: Phonemic Awareness, Grades K-3

The LETRS Seminar: Phonemic Awareness is designed to support teachers in learning the relationship among phonemic awareness, phonological processing, and phonics, and to use that understanding to provide effective instruction in Houghton Mifflin Reading. During this two-day seminar, participants will be actively engaged in role-playing, simulations, data analysis, and lesson planning. Further, participants will work to achieve accuracy in matching, producing, counting, blending, segmenting, and manipulating phonemes in order to assist students in moving through the progression of various phonological tasks.

Objectives

Participants will:

• Define, identify, and segment important linguistic units including vowels, consonants, syllables, and onsets and rimes.
• Accurately pronounce the vowel and consonant phonemes.
• Match, produce, count, blend, segment, and manipulate phonemes in one-syllable words.

Two Days
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

LETRS: Phonics, Grades K-6

During the LETRS Seminar: Phonics, teachers will learn how to deliver systematic, research-based phonics instruction using Houghton Mifflin Reading. Throughout this two-day seminar, participants will be actively engaged in role-playing, simulations, data analysis, and lesson planning as they gain strategies for building readers' accuracy and speed in word recognition. As they explore the daily phonics instruction, participants will become familiar with the steps in teaching a new language concept.

Objectives

Participants will:

• Gain an understanding of the importance of phonics skill development
• Become comfortable with the steps in teaching a new language concept
• Identify the progression and routines of phonics instruction in Houghton Mifflin Reading.
• Rehearse strategies for building language comprehension during beginning reading.
• Incorporate data-driven instruction

Two Days
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

LETRS: Vocabulary Development, Grades K-6

This seminar combines theory and practice, using Houghton Mifflin Reading, to build a greater awareness of the role vocabulary plays in successful reading development and comprehension. During the two-day LETRS Seminar: Vocabulary Development, teachers will be actively engaged in role-playing, simulations, data analysis, and lesson planning. As participants explore more than 20 ways to learn a word, they will develop a rationale for selecting specific words for direct instruction, generate multiple meanings for words, understand why the teaching of multiple meaning words is important, and much more.

Objectives

Participants will:

• Identify the ways in which word meanings are learned in both oral and written language
• Understand the role of context in word learning
• Develop a rationale for choosing specific words for direct instruction
• Learn how words are related in meaning through semantic feature analysis
• Incorporate data-driven instruction

Two Days
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

LETRS: Fluency, Grades K-6

During the two-day LETRS Seminar: Fluency, teachers will learn why fluency is absolutely critical for developing strong reading comprehension. Using the fluency instruction in Houghton Mifflin Reading as a model, participants will examine ways to support children in building fluency, identify and discuss several common causes and the consequences of dysfluency, explore strategies to use with students who are struggling, and plan for ongoing assessments to support students' growth.

Objectives

Participants will:

• Understand the concepts of automaticity and fluency
• Effectively match fluency-building instruction to students who will benefit
• Calculate, record, and chart fluency results
• Practice effective fluency-building strategies
• Incorporate intervention strategies for students with persistent fluency problems into daily instruction
• Incorporate data-driven instruction

Two Days
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

LETRS: Comprehension, Grades K-6

During the two-day LETRS Seminar: Comprehension, teachers will learn how the instructional strategies that support comprehension are developed in Houghton Mifflin Reading. Participants will closely examine the instructional strategies that are most useful before, during, and after reading. Throughout the training, participants will be actively engaged in role-playing, simulations, data analysis, and practice activities for teaching comprehension lessons.

Objectives

Participants will:

• Provide effective, research-based instruction for students
• Understand how text itself, the context in which reading occurs, the reader's characteristics, and a specific reading task can all determine comprehension success
• Identify the challenges of academic language
• Gain techniques for teaching sentence and text structure directly
• Incorporate data-driven instruction

Two Days
Participants will need to bring a Houghton Mifflin Reading Teacher's Edition to the training.
College Credit Available

Best Practices: Building Vocabulary Seminar, Grades K-6

Best Practices: Building Vocabulary is a one-day professional development seminar that combines theory and practice to build a greater awareness of the role vocabulary plays in successful reading development. Through an interactive approach, participants learn to utilize the best practices for vocabulary instruction found in the StoryTown program. These best practices include Isabel Beck's three tiers of vocabulary.

Objectives

Participants will:

• Understand the vocabulary development in StoryTown
• Utilize best instructional practices for vocabulary instruction based on the latest research
• Determine which words need to be taught, directly and explicitly
• Integrate this vocabulary training into classroom lesson plans
• Identify and plan for students needing extra support

One Day
Participants must have the StoryTown program.
College Credit Pending

Best Practices: Developing Phonemic Awareness Seminar, Grades K-3

Best Practices: Developing Phonemic Awareness is a one-day seminar designed to help educators develop an understanding of the relationship between phonemic awareness, phonological processing, and phonics. In this highly interactive seminar, participants engage in activities that help them understand research-based instructional strategies found in StoryTown.

Objectives

Participants will:

• Define, identify, and segment important linguistic units
• Accurately pronounce vowel and consonant phonemes
• Achieve accuracy with matching, producing, counting, blending, segmenting, and manipulating phonemes
• Identify and plan for students needing extra support
• Understand the development of phonemic awareness in StoryTown

One Day
Participants must have the StoryTown program.
College Credit Pending

Best Practices: Phonics Instruction Seminar, Grades K-6

Best Practices: Phonics Instruction is a one-day professional development seminar focusing on the importance of explicit phonics instruction in a reading curriculum. Participants learn how much phonics instruction is needed at various grade levels, the progression and routines of phonics instruction, how to teach sound blending, the importance of word building activities, and much more. Practical, research-based instructional strategies are modeled and practiced throughout the seminar using StoryTown materials.

Objectives

Participants will:

• Understand the importance of phonics skill development
• Implement the progression and routines of sound phonics instruction
• Utilize phonics best practices in daily instruction
• Identify and plan for students needing extra support
• Understand the phonics instruction in StoryTown

One Day
Participants must have the StoryTown program.
College Credit Pending

Best Practices: Developing Comprehension Seminar, Grades K-6

Best Practices: Developing Comprehension is a one-day professional development seminar focusing on the practical application of current research on reading comprehension. From sentence comprehension to expository and narrative text structures, this interactive seminar offers many opportunities for teachers to practice strategies that can be immediately implemented in their classrooms. Practical, research-based instructional strategies are modeled and practiced throughout the seminar using StoryTown materials.

Objectives

Participants will:

• Understand the importance of phonics skill development
• Implement the progression and routines of sound phonics instruction
• Utilize phonics best practices in daily instruction
• Identify and plan for students needing extra support
• Understand the phonics instruction in StoryTown

One Day
Participants must have the StoryTown program.
College Credit Pending

Best Practices: Building Fluency Seminar, Grades K-6

Best Practices: Building Fluency is a one-day seminar that demonstrates why fluency is critical for developing strong reading comprehension. In this interactive, hands-on workshop, teachers learn the principles of fluency instruction, experience strategies that improve fluency, and practice measuring student reading fluency. Practical, research-based instructional strategies are modeled and practiced throughout the training using StoryTown materials.

Objectives

Participants will:

• Understand what fluency is and why it is necessary for comprehension
• Implement instruction that includes strategies and activities to improve reading fluency for all students
• Identify and plan for students needing extra support
• Understand the fluency development in Storytown

One Day
Participants must have the StoryTown program.
College Credit Pending

Houghton Mifflin Reading SB 472 Course, K-6

This intensive, grade-specific course delivered by experienced teacher-trainers is designed to help educators optimize Houghton Mifflin Reading instruction. The five-day training features modeled lessons, teaching practice, group discussions, technology support, identification of key assessments, a review of current research and assistance in planning. Throughout the course, teachers are encouraged to examine their current instructional practices and are challenged to identify areas where they can improve in order to ensure student success.

Objectives

Participants will:

• Be familiar with the current, confirmed research on best practices in reading instruction
• Understand how the California Reading Standards and the K-12, Reading Language Arts Frameworks inform the program
• Identify the instructional support in the program, with an emphasis on the Universal Access handbooks
• Identify areas of improvement in their own instruction and have a plan for addressing those areas
• Utilize a variety of technology components to enhance and support the instruction all learners

Five Days
Participants must have Houghton Mifflin Reading.
College Credit Available

Bridging Instruction for Adolescent Readers Workshop, Grades 6-8

Bridging Instruction for Adolescent Readers Workshop is designed to support teachers working with struggling readers. Through hands-on, interactive activities using the materials in Bridges to Literature, teachers will learn effective strategies to support these students in building fluency and comprehension before, during, and after reading.

Objectives

Participants will:

• Know the needs of struggling adolescent readers
• Apply research-based instructional strategies to daily lessons
• Understand the instruction in Bridges to Literature

One Day
Participants must have Bridges to Literature.
College Credit Pending