Elementary Solutions | Literacy



Elementary Solutions | Literacy

Pearson2013

SCHOOL ACHIEVEMENT SERVICES

Professional Development & Specialized Support Services





Build Reading and Writing Skills for Future College and Career Readiness

With research-based strategies that address the needs of all learners

• Ensure a smooth transition to the Common Core.

• Develop independent readers and writers.

• Plan instruction to meet the needs of every student.

Contents

Meet Our Experts 6

Implementation Path 8

Success Story 9

Scott Foresman Reading Street™ 10

My Sidewalks on Scott Foresman Reading Street™ 17

Good Habits, Great Readers™ 18

Ramp-Up Literacy 22

Language Central 23

Words Their Way™ 24

Words Their Way™: Word Study in Action 27

Developmental Reading Assessment®, 2nd Edition (DRA™2) 28

Qualitative Reading Inventory 31

QuickReads® 32

6-Trait Writing 33

Literacy Navigator® 34

RtI in Literacy 35

Additional Literacy Professional Development 36

Developing the Foundation for Independent Learning

Our focus always supports the Common Core expectation that students build the background knowledge they need to achieve authentic literacy as individuals. Our research-based literacy professional development workshops are designed to help teachers develop independent learners who are prepared for future success in college and careers.

Meet the Common Core State Standards

Educators learn how to:

• Successfully transition to the Common Core State Standards for English Language Arts.

• Help students read closely and communicate clearly to improve content knowledge.

• Build the foundation for future college and career readiness.

Build Independent Readers and Writers

Educators learn how to:

• Build a repertoire of strategies that foster independent learning.

• Strengthen literacy best practices that engage young learners.

• Develop students’ vocabulary and fluency.

Differentiate Instruction for All Learners

Educators learn how to:

• Access and interpret student data.

• Use data to make individual instructional decisions.

• Implement data-based interventions.

We support administrators in building capacity across the organization, with professional development tightly tied to mission-focused curriculum, assessment, and school reform. Skilled consultants model strategies and actionable steps and demonstrate the connections between programs, research, and standards.

LEGEND

[pic] English Language Learners

[pic] Response to Intervention

[pic] Common Core State Standards

[pic] Online Services

Meet Our Literacy Experts

Pearson works with more than 1,000 authors and researchers to bring you practical, evidence-based professional development programs and resources. Our close association with key authors and architects of the Common Core State Standards ensures that the spirit and pedagogical approach of the initiative is embodied in our educational materials, assessments, and professional development.

A few of the experts we work with include:

Pam Allyn

Expert in Literacy Instruction

• Director and Founder of LitWorld, a groundbreaking global literacy initiative

• World-renowned expert in home and school literacy connections

• Motivational speaker, teacher, children’s advocate, and author of many books, including Be Core Ready

Shane Templeton

Words Their Way™ Author

• Foundation Professor Emeritus of Literacy at the University of Nevada–Reno

• Research focuses on developmental word knowledge in elementary, middle, and high school students

Peter Afflerbach

Reading Street™ Author

• Professor of Reading in the Department of Curriculum and Instruction at the University of Maryland

• Served as Chair of the Reading Assessment Committee of the International Reading Association

• Research interests focus on reading assessment and reading comprehension strategies

P. David Pearson

Reading Street™ Author

• Professor of Language, Literacy, and Culture at the University of California–Berkeley

• Served as the John A. Hannah Distinguished Professor of Education at Michigan State University

• Served as Dean of the College of Education at the University of Illinois

Sharon Vaughn

Reading Street™ Author

• H.E.Hartfelder/The Southland Corporation Regents Professor at the University of Texas

• Executive Director of the Meadows Center for Preventing Educational Risk at the University of Texas

Karen Wixon

Reading Street™ Author

• Dean of the School of Education at the University of North Carolina–Greensboro

• Cochair of the International Reading Association (IRA) Commission on RtI

Jeanne Paratore

Reading Street™ Author

• Professor of Literacy Education and Director of the Reading and Writing Clinic at Boston University

• Founder/advisor to the Intergenerational Literacy Project

Adria Klein

Good Habits, Great Readers; Reading Street™ Author

• Professor Emeritus at California State University–San Bernardino

• Coordinator and Trainer for the Foundation for Comprehensive Literacy Learning

• Served as President of the California Reading Association

Elfrieda Hiebert

Reading Street™ Author

• President and CEO of TextProject, Inc.

• Served on the Common Core State Standards development team focused on text complexity

“Preparation for success in college and in life demands that our students can go beyond the literal, using higher order thinking, to analyze, critique, synthesize and apply what they learn from reading.”

—Peter Afflerbach

Reading Street author

Drive teacher effectiveness while measuring the fidelity of your Reading Street™ implementation

Get the Results You Want

Pearson’s wide array of Reading Street™ professional development services coupled with additional literacy, Common Core, classroom technology, and assessment professional development support will help you design an ongoing educator professional development plan.

These recommended road maps show how you can implement Reading Street™ with fidelity—just pick your focus area.

STEP 1:

• Reading Street™: Product Implementation Essentials (Online and On-site)

STEP 2:

• Digging into the Reading Standards

• Digging into the Writing Standards

STEP 3

• Coaching and Modeling

• Lesson Study

• Consultative Services

STEP 4

• Reading Street™: Differentiating Instruction

• Teach Digitally with Reading Street™

Success Story

Elementary Students Make Steady Improvement in Literacy Scores with Reading Street™ Professional Development

Mobile County Public School System

Mobile, Alabama

CHALLENGE

The Mobile County Public School System wanted to help more students in Grades 3–5 meet or exceed the literacy content standards of the Alabama Reading and Math Test (ARMT).

SOLUTION

Teachers received job-embedded Reading Street™ professional development to build their knowledge base and drive improvements in literacy. Pearson literacy consultants worked with participating educators and provided on-site coaching. The goal was to ensure that teachers could select program components matched to students’ instructional needs, based on data, and help each student master the literacy skills necessary to become a successful reader and writer.

RESULTS

Reading Street™ professional development helped teachers develop the content knowledge, skills, and instructional strategies to ensure student mastery of the Alabama Content Standards. The district saw steady improvement each year in each grade, with five percent more fifth graders meeting or exceeding the ARMT literacy content standards after three years.

“Improving the literacy of our youngest students was a top priority for us, which is why we focused our efforts on this program.”

— Marilyn Howell

Mobile County Elementary Reading Supervisor

Scott Foresman Reading Street™

Reading Street™: Product Implementation Essentials

NUMBER OF DAYS: 1

Activate the resources and built-in teaching strategies that help students become proficient readers and writers. Participants become familiar with the program components for planning instruction, delivering instruction, and reflecting on instruction. Upon completion of the workshop, teachers will be on their way to implementing Reading Street™ with fidelity.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Describe the classroom components and resources in the Reading Street™ program.

• Summarize the philosophy, pedagogy, and basic organization of the Reading Street™ program.

• Examine resources and strategies to meet students’ diverse needs.

TARGET AUDIENCE:

Elementary Educators (can be grouped by grade level or grade band), Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 117056 [pic]

ISBN: Reading Street ©2011: 115568

ISBN: Reading Street ©2008: 112189

This workshop is also available for online learning. Visit for details on our online learning options.

Reading Street™ Product Implementation Essentials: Fused Online Course [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Reading Street ©2013: Up to 15: 032873750X [pic]

ISBN: Reading Street ©2013: Up to 30: 0328737518 [pic]

ISBN: Reading Street ©2013: Up to 50: 0328737526 [pic]

ISBN: Reading Street ©2011: Up to 15: 032873747X

ISBN: Reading Street ©2011: Up to 30: 0328737488

ISBN: Reading Street ©2011: Up to 50: 0328737496

Reading Street™ Product Implementation Essentials: Self-Paced Course [pic]

Equivalent Seat Time: 6 hours

per seat pricing

ISBN: Reading Street ©2013: 119407 [pic]

ISBN: Reading Street ©2011: 119640

Reading Street: Product Implementation Essentials: Live Online Course [pic]

Equivalent Seat Time: 6 hours

Number of Participants: Up to 50

Cohort pricing

ISBN: Reading Street ©2013 Up to 15: 119427 [pic]

ISBN: Reading Street ©2013 Up to 30: 119437 [pic]

ISBN: Reading Street ©2013 Up to 50: 119418 [pic]

ISBN: Reading Street ©2011 Up to 15: 119408

ISBN: Reading Street ©2011 Up to 30: 119428

ISBN: Reading Street ©2011 Up to 50: 119438

ISBN: Reading Street ©2008 Up to 15: 119419

ISBN: Reading Street ©2008 Up to 30: 119409

ISBN: Reading Street ©2008 Up to 50: 119429

Foundational Overview of the Common Core State Standards for English Language Arts [pic]

NUMBER OF DAYS: 2

Explore all components of the Common Core State Standards (CCSS) for English Language Arts (ELA). The first day emphasizes the implications of standards on ELA content, curriculum, and assessment. College and career readiness anchor standards for the four strands, and the progression and integration of the performance expectations within each strand are addressed. The second day focuses exclusively on reading and writing standards. Comprehension, text complexity, and informational texts are the highlights of the reading portion. The writing portion highlights the three genres emphasized by the CCSS, particularly Argument.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the four strands included in the CCSS for ELA as well as key features of their progression and integration.

• Illustrate how the anchor standards progress for each strand.

• Reference Appendix B to model performance-based assessments.

• Explain the central importance of text complexity to the reading standards.

• Define the three writing genres specified by CCSS.

• Trace the development of Argument through the grade spans.

• Plan for the impact of the CCSS on content, instruction, and assessment.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 117034

ISBN: Reading Street ©2011: 115355

ISBN: Reading Street ©2008: 115333

Digging into the Reading Standards [pic]

NUMBER OF DAYS: 1

Dig into the Common Core State Standards (CCSS) for Reading. Participants explore the topics of reading comprehension, text complexity, and informational texts. They learn ways to select appropriate texts, materials, and strategies so students are supported in meeting the high standards embedded within the CCSS. Strategies for teaching English learners (ELs) are also referenced during the workshop.

Outcomes:

By the end of the workshop, participants will be able to:

• Select appropriate reading materials to scaffold students to higher standards.

• Apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency.

• Incorporate reading comprehension strategies specific to informational texts.

• Support students in achieving the CCSS reading standards.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 117064

ISBN: Reading Street ©2011: 115232

ISBN: Reading Street ©2008: 115234

Digging into the Writing Standards [pic]

NUMBER OF DAYS: 1

Dig into the Common Core State Standards (CCSS) for Writing. Participants explore the writing genres, particularly Argument and Explanatory. They plan appropriately leveled writing prompts and assignments. Strategies for teaching English learners (ELs) are also referenced during the workshop.

Outcomes:

By the end of the workshop, participants will be able to:

• Plan appropriate writing prompts and assignments to scaffold students to higher standards.

• Apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces.

• Support students in achieving the CCSS writing standards.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 117065

ISBN: Reading Street ©2011: 117035

ISBN: Reading Street ©2008: 117054

Habits of Close Reading [pic]

Number of days: 1

Enhance students’ close reading skills. Participants learn what close reading is and how to develop habits of close reading at the elementary level. They also learn strategies that support students in reading complex text, finding evidence in order to form an opinion or argument, and expressing it through writing and other performance tasks.

Outcomes:

By the end of the workshop, participants will be able to:

• Define close reading.

• Develop habits of close reading.

• Implement strategies that encourage students to access complex text, find evidence, ask questions, form opinions or arguments, and demonstrate understanding.

Target audience:

Educators, Literacy Coaches, Specialists, Administrators

Number of participants: 30

ISBN: Reading Street ©2013: 119434

This workshop is also available for online learning. Visit for details on our online learning options.

Reading Street™ Habits of Close Reading: Live Online Course [pic] [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Reading Street ©2013: Up to 15: 119470

ISBN: Reading Street ©2013: Up to 30: 119460

ISBN: Reading Street ©2013: Up to 50: 119451

Writing to Sources [pic]

Number of days: 1

The Common Core State Standards require students to synthesize ideas across multiple texts. During this workshop, participants learn instructional strategies for teaching students to respond to multiple sources, draw on textual evidence to support their ideas, and craft narrative, informative, and opinion pieces with accuracy and cohesion. They plan lessons and tasks that will provide students with guided practice writing to sources and discover ways to scaffold instruction to support all students as they work towards becoming inquisitive, thoughtful, and precise writers.

Outcomes:

By the end of the workshop, participants will be able to:

• Scaffold instruction to help students respond to multiple texts.

• Cultivate a spirit of valuing evidence among students.

• Implement performance tasks that require students to synthesize ideas across multiple texts.

Target audience:

Educators, Literacy Coaches, Specialists, Administrators

Number of participants: 30

ISBN: Reading Street ©2013: 119405

This workshop is also available for online learning. Visit for details on our online learning options.

Reading Street™ Writing to Sources: Live Online Course [pic] [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Reading Street ©2013: Up to 15: 119441

ISBN: Reading Street ©2013: Up to 30: 119471

ISBN: Reading Street ©2013: Up to 50: 119461

Reading Street™: Zoom In on the Common Core in Reading Street™ [pic]

Number of days: 1

Support your students’ development of college- and career-readiness skills with Reading Street. Participants review the Common Core features built into the Reading Street program. Learn the reason behind why these areas are important, understand how using these features can increase students’ knowledge, and develop strategies that support students in becoming successful learners.

Outcomes:

By the end of the workshop, participants will be able to:

• Explain the connection between the Common Core and the Zoom in features in Reading Street.

• Use program features appropriately during instruction.

• Develop students’ college- and career-readiness qualities so that they are ready to learn.

Target audience:

Educators, Literacy Coaches, Specialists

Number of participants: 30

ISBN: Reading Street ©2013: 119426

Reading Complex Texts [pic]

NUMBER OF DAYS: 1

Identify how vocabulary, sentence structure, and text organization assist students in reading texts with increasing complexity. During this workshop, participants develop a solid understanding of complex texts as outlined by the Common Core State Standards. Teachers learn strategies, such as close reading, that scaffold students to be more independent as they progress and ways to encourage critical thinking so students learn to read like detectives. Strategies and guiding questions for instruction referenced during this workshop are provided from the Common Core English Language Arts Observation Framework and Coaching Tools Resource Flipbook.

Outcomes:

By the end of the workshop, participants will be able to:

• Explain the importance of reading complex texts with students.

• Identify how vocabulary, sentence structure, and text organization assist students in reading complex texts.

• Implement strategies that encourage critical thinking, allow students to read complex texts independently, and enable students to read like a detective.

• Apply the strategies and guiding questions suggested from the Common Core English Language Arts Observation Framework and Coaching Tools Resource Flipbook into lesson planning and instruction

Target Audience:

Educators, Literacy Coaches, Specialists, Curriculum Specialists, Administrators

Number of Participants: 30

ISBN: Reading Street ©2013: 119406

Using Performance Tasks Effectively in the Literacy Classroom [pic]

NUMBER OF DAYS: 1

Explore performance-based assessments in relation to the Common Core State Standards (CCSS). Participants review sample performance tasks, determine criteria for effective performance tasks, evaluate the use of performance tasks as formative assessment tools, and begin to explore instructional shifts and the need for scaffolded instruction as a result of implementation of performance-based assessments.

Outcomes:

By the end of the workshop, participants will be able to:

• Articulate the assessment shift that will come as a result of adopting CCSS.

• Distinguish characteristics of effective performance tasks and performance-based assessments.

• Utilize performance tasks as a formative assessment tool to build college and career competencies.

TARGET AUDIENCE:

K–12 Educators

PREREQUISITE:

Foundational Overview of the Common Core State Standards for English Language Arts

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 117036 [pic]

ISBN: Reading Street ©2011: 117055

Reading Street™: Differentiating Instruction

NUMBER OF DAYS: 1

Learn ways to differentiate instruction and meet the needs of all students. Participants explore embedded instructional strategies, consider student data, and combine them to create appropriate whole- and small-group lessons. This workshop helps teachers make decisions for tiered instruction and maximize their literacy block.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine appropriate activities to support student progress.

• Develop instruction and intervention plans based on student data and instructional strategies.

• Implement the use of appropriate Reading Street materials for varied intentions.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 118790

ISBN: Reading Street ©2011: 112916

ISBN: Reading Street ©2008: 112134

This workshop is also available for online learning. Visit for details on our online learning options.

Reading Street™ Differentiating Instruction: Live Online Course [pic] [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Reading Street ©2013: Up to 15: 119439

ISBN: Reading Street ©2013: Up to 30: 119450

ISBN: Reading Street ©2013: Up to 50: 119440

Reading Street™: Balanced Literacy in the Classroom

NUMBER OF DAYS: 1

Plan for how to incorporate Reading Street™ into a balanced literacy model. Participants determine when to use the Teacher’s Edition versus when to implement workshops and guided reading. Participants develop an instructional plan that meets their district needs but still allows for program fidelity.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine the best course of action for when to follow the Teacher’s Edition and when to use a balanced literacy approach.

• Integrate novels, literature circles, and so forth into Reading Street™ instruction.

• Develop instruction that meets their district needs but still allows for program fidelity.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2011: 115741

Reading Street™: Meeting the Needs of English Language Learners within Reading Street™ [pic] [pic]

NUMBER OF DAYS: 1

Reading Street™ provides teachers with multiple instructional supports to enhance the learning of English learners (ELs). During this workshop, participants examine EL philosophy and research as well as the various instructional strategies available to enhance the learning of EL students in the program.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe how to provide adequate support for EL students using an applicable RtI model.

• Examine EL philosophy, research, and various instructional strategies available to enhance the learning of EL students in the program, and then list ways to apply the strategies in the classroom.

• Implement lesson modifications for EL students into personalized learning plans, instruction, and practice.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 119416 [pic]

ISBN: Reading Street ©2011: 112854

ISBN: Reading Street ©2008: 112136

Reading Street™: Using Assessment Results to Inform Instruction [pic]

NUMBER OF DAYS: 1

Take an in-depth look at the Reading Street™ assessment story as well as the purpose and benefits of individual assessments. This workshop helps participants interpret assessment results in order to inform the instructional decision-making process.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine the appropriate assessment for desired data.

• Interpret Reading Street™ assessment data to inform the instructional decision-making process.

• Determine appropriate activities to support student progress.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 119435 [pic]

ISBN: Reading Street ©2011: 112919

ISBN: Reading Street ©2008: 112135

Reading Street™: Teach Digitally with Reading Street

NUMBER OF DAYS: 1

Successfully implement the digital path into the classroom. Participants gain information on how to make instructional decisions about independent activities for individuals and groups of students and maximize instruction with a digital path. At the end of the workshop, participants will understand the features of the Reading Street™ digital path as well as how to make the features work for their students.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Implement use of the Online Lesson Planner.

• Implement the Reading Street™ digital path activities based on accessibility.

• Determine appropriate online activities to meet the needs of students in the classroom.

• Use the Reading Street™ digital path as a means to enhance instruction, not just as an additional option.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 119594 [pic]

ISBN: Reading Street ©2011: 112917

This workshop is also available for online learning. Visit for details on our online learning options.

Reading Street™ Teach Digitally with Reading Street™: Live Online Course [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Reading Street ©2013: Up to 15: 119452 [pic]

ISBN: Reading Street ©2013: Up to 30: 119442 [pic]

ISBN: Reading Street ©2013: Up to 50: 119472 [pic]

Reading Street™ Teach Digitally with Reading Street™: Self-Paced Course [pic]

Equivalent Seat Time: 6 hours

per seat pricing

ISBN: Reading Street 2013: 119462 [pic]

Reading Street™: Using Online Resources

NUMBER OF DAYS: 1

Examine the online resources available through Reading Street™. Participants plan lessons using the Online Lesson Planner and Teacher’s Edition.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Demonstrate how to register, assign tests, assess students, and diagnose test results on Success Tracker™.

• Explore the Online Teacher’s Edition to review professional development materials, align lesson planner resources to state and national standards, and identify independent work activities.

• Demonstrate how to use the Online Leveled Reader Database to conduct a search for leveled readers aligned with priority skills, add leveled readers to the lesson planner, and allow student access.

• Explore new literacies through interactive exercises.

• Use ExamView® to generate customized tests and study guides as well as manage test data.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2008: 112137

Reading Street™: Writing

NUMBER OF DAYS: 1

Learn how language arts components in Reading Street™ integrate to build a foundation for writing success. Participants review the spiraling of key skills, including 6-traits of writing, over weeks and units of instruction. They explore ways to differentiate writing instruction through Writer’s Workshop. Resources for teaching grammar, spelling, Internet inquiry, and research/study skills are integrated throughout the language arts program. Participants identify opportunities for daily writing, including journaling, writing to read, strategy response log, and writing across texts.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Define the integration of language arts components in Reading Street™.

• Identify the spiral of language arts skills, including 6-traits of writing.

• Use Writer’s Workshop as a strategy to differentiate instruction.

• Examine resources for teaching grammar, spelling, Internet inquiry, and research/study skills.

• Identify opportunities for daily writing.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2008: 112653

Reading Street™: Building Spanish Literacy Skills Using Calle de la Lectura [pic]

NUMBER OF DAYS: 1

Practice using Calle de la Lectura resources to plan lessons that reflect their school support model, such as Transitional Bilingual, Dual Immersion, and so forth. Participants learn how Calle de la Lectura builds the bridge between learning to read in Spanish and connecting those skills to English. Participants select appropriate lessons to support literacy and transfer skills.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine which Calle de la Lectura resources best support their school support model, such as Dual Immersion.

• Explain how literacy instruction in Spanish transfers to skill development in English.

• Plan lessons that support literacy and transfer skills.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2011: 115252

Reading Street™: Oral Language Development on Reading Street™

NUMBER OF DAYS: 1

Oral language development is a key skill that is often overlooked. With Reading Street™, oral language development comes to the forefront through multiple opportunities. This workshop focuses on the oral language integration and how to maximize oral language opportunities for all students.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Identify oral language opportunities in Reading Street™.

• Develop and implement a plan to maximize oral language development for students.

• Connect EL strategies to oral language instruction.

TARGET AUDIENCE: Educators, Literacy Coaches, Reading and Intervention Specialists, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2011: 112861

Reading Street™: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 112914

Lesson Study: ISBN: 112915

Consultative Services: ISBN: 117039

Build capacity! Pair any Reading Street™ workshop with a day of consultative services.

Words Their Way™: Word Study in Action: Developmental Model 2012 in the Reading Street™ 2011 Classroom

NUMBER OF DAYS: 1

Successfully incorporate Words Their Way™ into the Reading Street™ classroom. Participants examine how the program supplements Reading Street™ instruction and examine relevant research. Participants also explore specific strategies for developing students’ phonics, spelling, and vocabulary skills so students can participate in core curriculum instruction.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine strategies for successful implementation of Words Their Way™ in a Reading Street™ classroom.

• Develop instructional practices that develop students’ phonics, spelling, and vocabulary skills so they can successfully participate in Reading Street™ instruction.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2011: 115711

Reading Street™: Enhancing Vocabulary

NUMBER OF DAYS: 1

Reading Street™ provides vocabulary support in multiple formats: oral language, Amazing Words, and story vocabulary. This workshop examines the purpose and function of each type of vocabulary and provides a structure for implementation.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Develop connections between vocabulary supports for student instructional plans.

• Implement effective vocabulary instruction for individual students, small groups, and the whole group.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2008: 112647

Reading Street™: Inter-Rater Reliability

NUMBER OF DAYS: 2

Learn how to use Reading Street™ Observation Tool to gauge the level of implementation. During the training, participants learn about the rubric in the observation tool and apply their understanding to rate existing video-based lessons. After rating each lesson there is a discussion and calibration of ratings as a means to establish acceptable levels of inter-rater reliability. Once established, participants can be confident that classroom observations collected with Reading Street™ Common Core Observation Tool are valid and reliable.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Familiarize yourself with the rubric.

• Apply understanding of the rubric to observe and rate existing videotaped lessons.

• Calibrate observational ratings as a means of establishing acceptable levels of inter-rater reliability.

TARGET AUDIENCE:

District Administrators, School Leaders, Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: Reading Street ©2013: 119436

ISBN: Reading Street ©2011: 119417

Results Snapshot: Reading Street™

An independent study of geographically diverse schools confirmed that Scott Foresman Reading Street™ generates significant student achievement gains when implemented with high fidelity.

Across grades, students demonstrated an average gain of 32 percentile points on the GMRT-4. All students reached, and often surpassed, the end-of-year benchmarks on all fluency measures. Second- and third-grade students gained an equivalent of 47 percentile points on the DIBELS Oral Reading Fluency (ORF) test.

DIBELS Oral Reading Fluency Scores

View free Reading Street™ tutorials on !

My Sidewalks on Scott Foresman Reading Street™

My Sidewalks: Product Implementation Essentials [pic]

NUMBER OF DAYS: 1

My Sidewalks is an intensive, scripted, intervention program intended to close the achievement gap for students who are struggling. The intention of My Sidewalks is, with full fidelity, to bring all struggling students to grade level within a year. This workshop introduces the product to participants to support implementation with fidelity.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe research-based instructional strategies for intervention and reading success.

• List the five essential domains of reading instruction and summarize effective teaching strategies in each of the domains.

• Analyze lessons from the program and discuss ways to adapt instructional intensity and pacing to meet the needs of different learners.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Intervention Specialists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 112140

My Sidewalks: Which assessment when? [pic]

NUMBER OF DAYS: 1

Explore the alignment between assessment and instruction in the My Sidewalks program. After learning a systematic process for data analysis and instructional planning, participants create assessment and learning plans for small groups of students and individual students as a way to track the effectiveness of intervention instruction.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize the different forms of assessment included in the My Sidewalks program.

• Describe how and when to use each assessment for particular situations.

• Integrate and identify critical intervention points for instructional practices.

• Analyze data from assessments to plan instruction for individual needs.

TARGET AUDIENCE:

Elementary Educators (grouped by grade level or grade band), Intervention Specialists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 112141

My Sidewalks: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 112144

Lesson Study: ISBN: 112946

Consultative Services: ISBN: 117047

Build capacity! Pair any My Sidewalks workshop with a day of consultative services.

View free My Sidewalks on Scott Foresman Reading Street™ tutorials on !

Good Habits, Great Readers™

Good Habits, Great Readers™: Product Implementation Essentials

NUMBER OF DAYS: ½ or 1

Get to know Good Habits, Great Readers™. During this workshop, participants learn how the 7 Habits of great readers may be used in reading instruction. Special emphasis is placed on the key components: Shared Reading, Guided Reading, assessment, and professional development. Teachers are introduced to key reading strategies and follow-up instruction targeted to specific developmental levels.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize the program’s organization and components.

• Use a balanced set of instructional strategies to teach whole and small groups.

• List the five essential domains of reading instruction and demonstrate direct teaching strategies in each of the domains.

• Plan and develop lessons in Shared Reading and Guided Reading.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: One Day: Good Habits, Great Readers ©2012: 117067 [pic]

ISBN: Half Day: Good Habits, Great Readers ©2009: 112318

ISBN: One Day: Good Habits, Great Readers ©2009: 112154

This workshop is also available for online learning. Visit for details on our online learning options.

Good Habits, Great Readers™ Product Implementation Essentials: Live Online Course [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Good Habits, Great Readers ©2012: Up to 15: 119606

ISBN: Good Habits, Great Readers ©2012: Up to 30: 119626

ISBN: Good Habits, Great Readers ©2012: Up to 50: 119616

Foundational Overview of the Common Core State Standards for English Language Arts [pic]

NUMBER OF DAYS: 2

Explore all components of the Common Core State Standards (CCSS) for English Language Arts (ELA). The first day emphasizes the implications of standards on ELA content, curriculum, and assessment. College and career readiness anchor standards for the four strands, and the progression and integration of the performance expectations within each strand are addressed. The second day focuses exclusively on reading and writing standards. Comprehension, text complexity, and informational texts are the highlights of the reading portion. The writing portion highlights the three genres emphasized by the CCSS, particularly Argument.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the four strands included in the CCSS for ELA as well as key features of their progression and integration.

• Illustrate how the anchor standards progress for each strand.

• Reference Appendix B to model performance-based assessments.

• Explain the central importance of text complexity to the reading standards.

• Define the three writing genres specified by CCSS.

• Trace the development of Argument through the grade spans.

• Plan for the impact of the CCSS on content, instruction, and assessment.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009, ©2012: 115367

Digging into the Reading Standards [pic]

NUMBER OF DAYS: 1

Dig into the Common Core State Standards (CCSS) for Reading. Participants explore the topics of reading comprehension, text complexity, and informational texts. They learn ways to select appropriate texts, materials, and strategies so students are supported in meeting the high standards embedded within the CCSS. Strategies for teaching English learners (ELs) are also referenced during the workshop.

Outcomes:

By the end of the workshop, participants will be able to:

• Select appropriate reading materials to scaffold students to higher standards.

• Apply grade-appropriate instructional strategies that enrich comprehension of complex text, vocabulary, and fluency.

• Incorporate reading comprehension strategies specific to informational texts.

• Support students in achieving the CCSS reading standards.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009, ©2012: 117044

Digging into the Writing Standards [pic]

NUMBER OF DAYS: 1

Dig into the Common Core State Standards (CCSS) for Writing. Participants explore the writing genres, particularly Argument and Explanatory. They plan appropriately leveled writing prompts and assignments. Strategies for teaching English learners (ELs) are also referenced during the workshop.

Outcomes:

By the end of the workshop, participants will be able to:

• Plan appropriate writing prompts and assignments to scaffold students to higher standards.

• Apply grade-appropriate instructional strategies that support students in writing opinion/argument and informative/explanatory pieces.

• Support students in achieving the CCSS writing standards.

TARGET AUDIENCE:

K–12 Educators

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009, ©2012: 117045

Good Habits, Great Readers™: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 112160

Lesson Study: ISBN: 117048

Consultative Services: ISBN: 117058

Build capacity! Pair any Good Habits, Great Readers™ workshop with a day of consultative services.

Good Habits, Great Readers™: Grouping for Success

NUMBER OF DAYS: 1

Learn how to group students for Guided Reading and reinforce the key strategies from Shared Reading at the same time. Participants also learn how to take the information from ongoing assessment and use it to plan specific instruction for the student groups.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the elements of Guided Reading.

• List strategies for effectively grouping students.

• Use the online database to choose a Guided Reading book.

• Make instructional decisions about content during Guided Reading.

• Create an action plan for implementing Guided Reading in the classroom.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009: 112156

Good Habits, Great Readers™—Words Their Way™: Word Study in Action—QuickReads®: Successful Implementation Strategies

NUMBER OF DAYS: 1

Strategize ways to support the successful implementation of Good Habits, Great Readers™ with Words Their Way™: Word Study in Action and QuickReads®. Participants learn how additional activities from Words Their Way™ support the development of phonemic awareness, phonics, and vocabulary. In addition, fluency and comprehension development are supported through the leveled books offered in QuickReads®.

Outcomes:

By the end of the workshop, participants will be able to:

• Demonstrate how to integrate the components of Good Habits, Great Readers™ with Words Their Way™ and QuickReads®.

• Use a balanced set of instructional strategies to teach whole and small groups.

• Summarize the five essential domains of reading instruction and practice direct teaching strategies in each of the domains.

• Plan and develop lessons to implement in the reading curriculum.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009: 112155

Good Habits, Great Readers™: Strategy Instruction

NUMBER OF DAYS: 1

Explore the Good Habits, Great Readers™ program’s unique approach to shared reading using comprehensive strategy instruction. This highly engaging workshop focuses on the key reading strategies that are taught within each Good Habits, Great Readers™ unit. The key strategies are also taught across different curriculum settings so students can master each strategy and improve comprehension skills. Participants explore and use the five-day lesson plan included in the teacher planning folders. This extensive and productive workshop prepares teachers to implement the instructional strategies into their classroom curriculum.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the instructional strategies of Shared Reading.

• Distinguish between the three elements of strategy instruction and how they are used in the classroom.

• List the 7 Habits of great readers and incorporate the strategy instruction into the Shared Reading program.

• Create an action plan for implementing Shared Reading into the classroom.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009: 112158

Good Habits, Great Readers™: Creating Professional Learning Communities

NUMBER OF DAYS: 1

Focus on the professional development articles that launch each unit of Good Habits, Great Readers™. Practice modeled instruction using research-based best practices and learn how to focus on both generic and discipline-specific teaching skills. Suggestions are provided for creating learning communities and establishing both horizontal and vertical professional dialogues in schools. The techniques incorporated into this interactive session expand the educators’ teaching repertoire and instructional proficiency.

Outcomes:

By the end of the workshop, participants will be able to:

• Examine the embedded professional development opportunities in the program.

• Illustrate strategies for developing a collaborative culture when planning learning for diverse learners.

• List ways to put collective inquiry into teaching and lesson planning.

• Produce an implementation plan for use in schools and classrooms.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009: 112159

Good Habits, Great Readers™: Which assessment when?

NUMBER OF DAYS: 1

From rubrics to skill checklists, there is an assessment to help monitor student progress in every situation. This one-day session focuses on the Good Habits, Great Readers™ assessment tools. Teachers learn the purpose of each tool as well as how to determine which assessment is appropriate for specific instruction. Educators have the opportunity to practice with the assessment cards provided for each grade level for ongoing observational and informal assessment.

NOTE:

For districts that plan to implement the Common Core State Standards, those assessment strategies will be addressed.

Outcomes:

By the end of the workshop, participants will be able to:

• Characterize the different forms of assessment included in Good Habits, Great Readers™.

• Describe how to use Benchmark Expectations.

• Demonstrate how to assess using the assessment rubrics.

• Implement a Running Record assessment in the classroom.

• Explore the assessment checklists in Good Habits, Great Readers™.

• Create a plan for determining how and when to use each assessment for particular situations.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: Good Habits, Great Readers ©2009: 112157

Good Habits, Great Readers™ Writing: Product Implementation Essentials

NUMBER OF DAYS: ½ or 1

Develop an understanding of the writing student materials, lesson plan format, and instructional philosophy, as well as a review of student work. Participants learn how to incorporate best practices in lessons to build a community of writers.

Outcomes:

By the end of the workshop, participants will be able to:

• List the program components and materials in the Good Habits, Great Readers™ Writing program, and describe how they are used in the classroom.

• Develop and plan effective writing lessons.

• Incorporate best practices for building a community of writers in the elementary classroom.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: One Day: Good Habits, Great Readers Writing ©2012: 117183

ISBN: Half Day: Good Habits, Great Readers Writing ©2009: 112320

ISBN: One Day: Good Habits, Great Readers Writing ©2009: 112321

This workshop is also available for online learning. Visit for details on our online learning options.

Good Habits, Great Readers™ Writing Product Implementation Essentials: Live Online Course [pic]

Equivalent Seat Time: 6 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Good Habits, Great Readers Writing ©2012: Up to 15: 119636

ISBN: Good Habits, Great Readers Writing ©2012: Up to 30: 119607

ISBN: Good Habits, Great Readers Writing ©2012: Up to 50: 119627

View free Good Habits, Great Readers™ tutorials on !

Ramp-Up Literacy

Ramp-Up Literacy®: Training for Teachers and Coaches [pic]

NUMBER OF DAYS: 5

Explore how to effectively implement Ramp-Up Literacy, a comprehensive reading-intervention instructional system. This training provides teachers and coaches with a solid understanding of the Ramp-Up Literacy curriculum, as well as the content and skills needed to implement it. The five days of professional development are spread out over the course of the academic year, which provides teachers with measured amounts of job-embedded support for implementing Ramp-Up Literacy.

OUTCOMES:

By the end of the program, participants will be able to:

• Establish the Ramp-Up routines and rituals in their classrooms.

• Implement the Ramp-Up instructional approaches effectively.

• Administer and interpret assessments.

• Organize appropriate individual and small-group instruction based on data analysis to address students’ needs.

TARGET AUDIENCE:

Grade 6 Teachers and Coaches

Number of Participants:

Single school: 5

Multiple schools within a district: 30

ISBN: Ramp-Up to Middle Grades Literacy, single school: 119260

ISBN: Ramp-Up to Middle Grades Literacy, multiple schools

within a district: 119190

Language Central

Language Central: Enhancing English Language Development [pic]

NUMBER OF DAYS: 1

Begin a successful implementation of Language Central by learning instructional strategies, progress monitoring, and connection to core curriculum success. Participants examine the research behind the program’s focus on academic vocabulary, written and oral language, and comprehension skills.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Implement teaching strategies that promote the development of language skills needed for success in the core curriculum.

• Implement lessons that focus on the development of vocabulary, comprehension, and written and oral language skills.

• Determine appropriate instructional plans based on student data.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 115235

View free Language Central tutorials on !

Words Their Way™

Words Their Way™ Training for Teachers

NUMBER OF DAYS: 3

Implement the word study approach from the best-selling resource Words Their Way™: Word Study for Phonics, Vocabulary, and Spelling Instruction. K–10 educators develop practical skills and strategies to use word study to enhance student learning in phonemic awareness, phonics, vocabulary, spelling, fluency, and comprehension. Program modules are designed for specific grade levels to focus on the spelling stages that are most relevant for students in each grade band.

Outcomes:

By the end of the program, participants will be able to:

• Analyze data from the Words Their Way™ Qualitative Spelling Inventory to identify student needs and organize students for instruction.

• Understand the characteristics of students in the Emergent, Letter–Name, Within Word Pattern, Syllables and Affixes, and Derivational Relations stages of spelling development.

• Differentiate word study instruction to meet student needs at each developmental stage.

• Incorporate instructional routines, activities, and management strategies into the classroom context.

• For participants with Word Study in Action classroom materials, this training also includes a summary of the program materials, components, and other resources, as well as expert modeling of the use of materials. Participants have the opportunity to develop appropriate lessons for word study using Word Study in Action materials.

TARGET AUDIENCE:

K–10 Educators, Literacy Coaches, Reading Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: 113017

This workshop is also available for online learning. Visit for details on our online learning options.

Words Their Way™: Training for Teachers: Fused Online Course [pic]

Equivalent Seat Time: 12 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Up to 15: 114163

ISBN: Up to 15 (+ Text): 116992

ISBN: Up to 30: 114161

ISBN: Up to 30 (+ Text): 117001

ISBN: Up to 50: 114159

ISBN: Up to 50 (+ Text): 117000

Words Their Way™ Overview: Self-Paced Course [pic]

Equivalent Seat Time: 6 hours

These self-paced, online courses help educators implement the Words Their Way™ word study approach. Each course takes about six hours to complete.

Online Course: Words Their Way™: Primary

Overview of Word Study Instruction, Spelling Assessments, Word Sorts, Emergent Stage, Letter–Name Alphabetic Stage, and Organizing for Instruction.

Online Course: Words Their Way™: Elementary

Overview of Word Study Instruction, Spelling Assessments, Word Sorts, Within Word Pattern Stage, Syllables and Affixes Stage, and Organizing for Instruction.

Online Course: Words Their Way™: Upper-Level

Overview of Word Study Instruction, Spelling Assessments, Word Sorts, Syllables and Affixes Stage, Derivational Relations Stage, and Organizing for Instruction.

Outcomes:

By the end of the course, participants will be able to:

• Analyze data from the Words Their Way™ Qualitative Spelling Inventory to identify student needs and organize students for instruction.

• Understand the characteristics of students at various stages of spelling development.

• Select appropriate instructional strategies and activities to meet the needs of students in each stage of development.

• Understand instructional routines, activities, and management strategies in the classroom.

TARGET AUDIENCE:

K–10 Educators, Literacy Coaches, Reading Specialists

per seat pricing

ISBN: Primary: 116782

ISBN: Elementary: 116737

Words Their Way™ for Teachers: Self-Paced Course [pic]

Equivalent Seat Time: 6 hours

This course helps K–10 educators master the methodology of the Words Their Way™ word study approach for students. This self-paced, interactive workshop includes authentic classroom video and student spelling and writing samples. It also provides educators with individual instructional paths, tailored by grade level or role; interactive, self-paced practice opportunities; and a custom assessment, based on individual learning patterns and responses.

This online course won the prestigious 2011 Software & Information Industry Association Award (SIIA) for the Best Professional Development Solution.

Outcomes:

By the end of the course, participants will be able to:

• Analyze data from the Words Their Way™ Qualitative Spelling Inventory to identify student needs and organize students for instruction.

• Understand the characteristics of students in the Emergent, Letter–Name, Within Word Pattern, Syllables and Affixes, and Derivational Relations stages of spelling development.

• Differentiate word study instruction to meet student needs at each developmental stage.

• Select appropriate instructional strategies and activities to meet the needs of students in each stage of development.

• Incorporate instructional routines, activities, and management strategies into the classroom context.

TARGET AUDIENCE:

K–10 Educators, Literacy Coaches, Reading Specialists

per seat pricing

ISBN: 114165

ISBN: (+ Text): 117191

Words Their Way™ for English Learners [pic]

Number of days: 2

Implement effective word study instruction using the resource Words Their Way™ with English Learners: Word Study for Phonics, Vocabulary, and Spelling. K–10 educators develop practical skills and strategies to use word study to enhance student learning in phonemic awareness, phonics, vocabulary, spelling, fluency, and comprehension. Educators determine what students bring with them from their home languages, where their instruction in English orthography should begin, and how best to move these students through their development and help them master their new language.

Outcomes:

By the end of this course, participants will be able to:

• Determine what students bring with them from their home languages.

• Analyze data from the Words Their Way™ Qualitative Spelling Inventory to identify student needs and organize students for instruction.

• Determine how best to move students through their development and help them master their new language.

• Select appropriate instructional strategies and activities to meet the needs of students in each stage of development.

Target Audience:

K–10 Educators, School Leaders, Coaches, Specialists

Number of Participants: 30

ISBN: 116865

Words Their Way™: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 116918

Lesson Study: ISBN: 116960

Consultative Services: ISBN: 116950

Build capacity! Pair any Words Their Way™ workshop with a day of consultative services.

Diagnostic & Research Services Words Their Way™

Measure the impact of your professional development implementations.

Classroom Observations: ISBN: 116247

Analysis of Student Outcomes: ISBN: 116294

Research Design Consultation: ISBN: 116296

Interviews and Focus Groups: ISBN: 116249

Analysis of Classroom Practices: ISBN: 116292

Pre–Post Surveys: ISBN: 117119

Common Core Inter-Rater Reliability: ISBN: On-site 114144

Common Core Inter-Rater Reliability: ISBN: Video 114142

To learn more about Pearson’s Diagnostic & Research Services, visit .

Words Their Way™: Word Study in Action

Words Their Way™: Word Study in Action: Product Implementation Essentials

NUMBER OF DAYS: ½ or 1

Learn the research behind Words Their Way™ and why students’ ability to learn, comprehend, and use vocabulary is greatly enhanced by the instructional strategies in the components. Teachers are actively engaged, using the instructional language and interacting with peers in academic conversations. They practice and use word sorts, instructional strategies, and lessons to become familiar with the program’s content. Participants plan and use a variety of word sorts to be implemented into their phonics, spelling, and vocabulary instruction. They leave the session with an assortment of activities, ideas, and instructional practices to incorporate into their daily reading program.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the key aspects of word study.

• Examine student spelling as a beginning point for instruction.

• Recognize and demonstrate word sorting as an instructional and learning tool.

• Summarize the program materials, components, and other resources, as well as how they are used in the classroom.

• Connect students’ reading needs with word study instruction.

• Create an assortment of activities, ideas, and instructional practices to incorporate into a daily reading program.

TARGET AUDIENCE:

Educators, Reading Specialists, EL Educators, Literacy Coaches, Instructional Assistants, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN:

Words Their Way™: Word Study in Action: Developmental

Model ©2012 – Half Day: 115361

ISBN: Words Their Way™: Word Study in Action ©2006 –

Half Day: 112308

ISBN: Words Their Way™: Word Study in Action ©2006 –

One Day: 112010

Words Their Way™: Word Study in Action: Developmental Model 2012 in the Reading Street™ 2011 Classroom

NUMBER OF DAYS: 1

Successfully incorporate Words Their Way™ into the Reading Street™ classroom. Participants examine how the program supplements Reading Street™ instruction and examine relevant research. Participants also explore specific strategies for developing students’ phonics, spelling, and vocabulary skills so students can participate in core curriculum instruction.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine strategies for successful implementation of Words Their Way™ in a Reading Street™ classroom.

• Develop instructional practices that develop students’ phonics, spelling, and vocabulary skills so they can successfully participate in Reading Street™ instruction.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 115711

Words Their Way™: Word Study in Action: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 112127

Lesson Study: ISBN: 117037

Consultative Services: ISBN: 117057

Build capacity! Pair any Words Their Way™: Word Study in Action workshop with a day of consultative services.

View free Words Their Way™: Word Study in Action tutorials on !

Developmental Reading Assessment®, 2nd Edition (DRA™2)

Evaluación del desarrollo de la lectura® 2 (EDL™2)

DRA™2: Product Implementation Essentials

NUMBER OF DAYS: ½ or 1

Implement the DRA2 Formative Assessment to identify information about students’ strengths and weaknesses in the reading process. Educators identify critical intervention points and compare students’ progress with benchmark expectations. They learn how to allocate instructional materials, group students based on need, and plan effective instruction to ensure growth in reading and literacy. DRA2 Progress Monitoring Assessment is also addressed.

Outcomes:

By the end of the workshop, participants will be able to:

• Identify the organization and content of the DRA2 Formative Assessment and supporting resources.

• Use and score assessments with the DRA2 scoring continuum and assessment tools.

• Summarize how to identify a student’s independent reading level and document progress over time.

• Integrate Focus for Instruction into daily lesson planning.

• Identify each student’s progress in reading over time.

• Determine what reading skills to teach next.

TARGET AUDIENCE:

Educators, Literacy Specialists, District Reading Supervisors, Reading and Intervention Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: One Day: 112123

ISBN: Half Day K–3: 112213

ISBN: Half Day 4–8: 112214

DRA™2+/EDL™2 App: Product Implementation Essentials

NUMBER OF DAYS: ½

Learn how to use the DRA2+ app! Participants learn how to navigate the app with ease in order to implement all the components of DRA2+ such as benchmark assessment, word analysis, and progress monitoring assessment. After the workshop, you will be able to generate student/class reports to use for data-driven decision making.

Outcomes:

By the end of the workshop, participants will be able to:

• Navigate the DRA2+ App with ease.

• Implement all components of the DRA2+, with accuracy: Benchmark Assessment, Word Analysis, and Progress Monitoring Assessment.

• Generate student/class reports derived from the data

• Recognize the relationship between the generated reports and direct instruction.

TARGET AUDIENCE:

Educators, Literacy Specialists, District Reading Supervisors, Reading and Intervention Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: 118890

DRA™2: Developing In-Depth Understanding

NUMBER OF DAYS: 1

Go beyond product orientation to understand the strong connection between DRA2 and reading achievement. Participants learn to allocate instructional materials, group students based on need, and plan effective instruction to ensure development in reading and literacy. Participants use the DRA2 resources to enhance instructional requirements and tailor teaching methods based on the needs of all students.

Outcomes:

By the end of the workshop, participants will be able to:

• Identify the organization and content of the DRA2 Formative Assessment and supporting resources.

• Allocate and plan effective instruction based on DRA2 assessment results and student progress.

• Summarize the connection between DRA2 Formative Assessment and reading achievement.

• Integrate and identify critical intervention points for the Focus for Instruction.

TARGET AUDIENCE:

Educators, Literacy Coaches, District Reading Supervisors, Reading and Intervention Specialists

PREREQUISITE:

It is recommended that this workshop take place after participants have experienced a DRA2 product orientation and are ready to dig deeper into the program.

NUMBER OF PARTICIPANTS: 30

ISBN: 112360

DRA™2: District Institute

NUMBER OF DAYS: 3

This three-day interactive workshop combines DRA2’s Digging in the Data and Focus for Instruction workshops for deep understanding of the DRA2 Formative Assessment Program. The workshop is designed to model strategies for instruction, support the creation of a data culture, and offer time for educators to practice and reflect on the assessment and the connection of assessment to instructional practices.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize the organization and components of the DRA2 Formative Assessment program.

• Use and score assessments with the DRA2 scoring continuum and assessment tools.

• Create a DRA2 culture to make decisions and plan effective instructional strategies for reading growth.

• Develop instruction for meeting accountability and state standards requirements.

• Implement benchmarks by grade levels within a school or schools within a district.

TARGET AUDIENCE:

Educators, Literacy Coaches, District Reading Supervisors, Reading and Intervention Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 112124

DRA™2: Digging in the Data [pic]

NUMBER OF DAYS: 1

Learn how to use DRA2 data to make instructional decisions and create instructional groups, as well as how to use data for instructional and resource planning. Participants learn how to allocate instructional materials, group students based on need, and plan effective instruction to ensure growth in reading and literacy. Using the DRA2 resources, educators also learn how to use best practices, making it possible to focus on instruction and integrate teaching methods based on specific student needs.

Outcomes:

By the end of the workshop, participants will be able to:

• Use DRA2 data to make decisions and plan effective instructional strategies for reading growth.

• Integrate and identify critical intervention points for the Focus for Instruction.

• Disaggregate DRA2 data in order to meet accountability requirements.

• Compare student progress with benchmarks by grade level or across school districts.

TARGET AUDIENCE:

Educators, Literacy Coaches, District Reading Supervisors, Reading and Intervention Specialists, Administrators

PREREQUISITE:

It is recommended that this workshop take place after participants have experienced a DRA2 product orientation and are ready to dig deeper into the program.

NUMBER OF PARTICIPANTS: 30

ISBN: 112121

ISBN: iPad App: 119619

DRA™2: Focus on Instruction

NUMBER OF DAYS: 2

Learn to allocate instructional materials, group students based on need, and plan effective instruction to ensure growth in reading. The two-day format allows educators enough time to absorb and reflect on the information they have gathered through assessment. Participants explore and use the DRA2 resources to enhance best practices, making it possible to focus on instruction and provide specific teaching strategies based on their students’ levels and needs.

Outcomes:

By the end of the workshop, participants will be able to:

• Use and score assessments with the DRA2 scoring continuum and assessment tools.

• Summarize how to identify a student’s independent reading level and document progress over time for each of the reading stages.

• Integrate Focus for Instruction into informed lesson planning.

• Use DRA2 data to make decisions and plan effective instructional strategies for reading growth.

TARGET AUDIENCE:

Educators, Literacy Coaches, District Reading Supervisors, Reading and Intervention Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 112122

DRA™2: Online Management System

NUMBER OF DAYS: 1

Learn a quick and efficient way to use DRA2 to maximize instructional planning. Teachers learn how to generate individual student reports, class reports, and reports for special reporting categories, such as ELs, students with disabilities, Title 1, and more. This workshop also provides information on tracking student progress over time and examines the type of data that can be rolled up for a school or district review.

Outcomes:

By the end of the workshop, participants will be able to:

• Generate DRA2 individual student reports, class reports, and reports for special categories.

• Describe how to use the data generated from the DRA2 reports for instructional planning.

TARGET AUDIENCE:

Educators, Literacy Specialists, District Reading Supervisors, Reading and Intervention Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: 112377

EDL™2: In-Depth Training [pic]

NUMBER OF DAYS: 1

Go beyond product orientation to understand the strong connection between EDL2 and reading achievement. Participants learn how to allocate instructional materials, group students based on need, and plan effective instruction to ensure development in reading and literacy. Participants use the EDL2 resources to enhance instructional requirements and tailor teaching methods based on the needs of all students.

Outcomes:

By the end of the workshop, participants will be able to:

• Identify the organization and content of the EDL2 Formative Assessment and supporting resources.

• Allocate and plan effective instruction based on EDL2 assessment results and student progress.

• Summarize the connection of EDL2 Formative Assessment and reading achievement.

Integrate and identify critical intervention points for Focus for Instruction.

TARGET AUDIENCE:

Educators, Literacy Specialists, District Reading Supervisors, Reading and Intervention Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: 112376

View free DRA™2 tutorials on !

Qualitative Reading Inventory

Qualitative Reading Inventory: Effective Intervention Strategies Using Data from the QRI-5 [pic]

NUMBER OF DAYS: 2

Designed with reading intervention experts JoAnne Schudt Caldwell and Lauren Leslie, this workshop helps K–12 educators effectively assess reading abilities using the Qualitative Reading Inventory (QRI) assessment tool. Participants use the results to plan effective interventions for emergent to advanced readers.

Outcomes:

By the end of the workshop, participants will be able to:

• Understand the purpose and benefits of administering the QRI-5.

• Administer, score, and interpret the results from the QRI-5.

• Plan effective instruction using the results of the QRI-5.

• Immediately apply results in the classroom with a multitude of strategies and activities.

TARGET AUDIENCE:

K–12 Educators, Literacy Coaches, Reading Specialists

NUMBER OF PARTICIPANTS: 30

ISBN: 114171

Qualitative Reading Inventory: Job-Embedded Services

Pearson’s job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Consultative Services: ISBN: 116941

Build capacity! Pair this Qualitative Reading Inventory workshop with a day of consultative services.

View free DRA™2 tutorials on !

QuickReads®

QuickReads®: Product Implementation Essentials

NUMBER OF DAYS: ½ or 1

Gain an understanding of how the easy three-step instructional routine in the program increases fluency while improving vocabulary and background knowledge for comprehension. The one-day session prepares educators to use the QuickReads® program effectively in their reading instruction.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize the research behind QuickReads®.

• Describe the four Ts of QuickReads® and how they are applied in the classroom.

• Practice administering a QuickReads® lesson after participating in a QuickReads® model lesson.

• Examine the QuickReads® assessment and monitoring procedures.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: One Day: 112161

ISBN: Half Day: 112317

QuickReads®: Using Assessment Results to Improve Fluency [pic]

NUMBER OF DAYS: 1

Successfully implement the assessment portion of QuickReads® into their classrooms. Teachers use the reports that are generated by the QuickReads® technology program to isolate student strengths and needs. The data in the reports are useful for developing IEPs and learning plans, as well as for setting goals for students through instructional planning.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize grade-level expectations for fluency.

• Examine best practices in fluency instruction and describe how they can be applied in the classroom.

• Demonstrate how to access QuickReads® reports.

• Interpret QuickReads® reports and make instructional decisions based on reports.

• Diagnose student strengths and weaknesses, then list accommodations to meet their needs.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: 112163

QuickReads®: Building Capacity for Complex Text

NUMBER OF DAYS: 1

Examine current research supporting the effectiveness of QuickReads® and its impact on student reading proficiency, particularly around building capacity for complex texts. Participants then determine strategies for successful program implementation in order to achieve similar results in their own classrooms.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Determine strategies for applying research-based practices to their own classrooms.

• Develop instructional practices to support student reading proficiency development.

• Understand how to build capacity for complex texts.

TARGET AUDIENCE:

K–6 Educators, Literacy Coaches, Specialists, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 115255

QuickReads®: Integrating Technology into the QuickReads® Classroom

NUMBER OF DAYS: 1

Learn to install and use the technology components of the program effectively. Teachers practice actual QuickReads® lessons on computers and learn how to implement the technology component easily into their reading curriculum.

Outcomes:

By the end of the workshop, participants will be able to:

• Summarize the research behind QuickReads® and the program’s components.

• Demonstrate the installation of QuickReads® technology.

• Develop, create, and manage user accounts in QuickReads® technology.

• Describe the instructional routine of QuickReads® technology.

• Demonstrate how to access and interpret student data in the QuickReads® assessment component.

• Find and locate teacher resources for QuickReads®.

TARGET AUDIENCE:

Educators, Literacy Coaches, Reading and Intervention Specialists, Administrators, Curriculum Developers

NUMBER OF PARTICIPANTS: 30

ISBN: 112162

6-Trait Writing

6-Trait Writing

NUMBER OF DAYS: 2

Incorporate the 6-Traits writing approach to help students become better writers and meet the demands of the Common Core State Standards. Participants gain a deep understanding of how to teach each trait by studying student writing samples and best practice instructional strategies. Participants plan for a seamless implementation of the 6-Trait writing approach.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Understand the components of 6-Trait writing instruction and assessment.

• Identify and practice each of the 6-Traits.

• Score authentic student writing and practice conferring about student writing.

• Develop a plan for implementing the 6-Traits into lessons.

TARGET AUDIENCE:

K–12 Educators, Coaches

NUMBER OF PARtICIPANTS: 30

ISBN: 116310

6-Trait Writing: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 116971

Lesson Study: ISBN: 116942

Consultative Services: ISBN: 116943

Build capacity! Pair 6-Trait Writing with a day of consultative services.

Literacy Navigator™ Professional Development Solutions

Are you and your students prepared to address the rigor of the Common Core? Jobs in the 21st century require students to think critically, work independently, and apply an array of higher-level skills.

Pearson offers high-quality professional development and job-embedded services to help schools and districts implement Literacy Navigator™ with fidelity. These on-site services are grounded in relevant research and explicitly connected to best instructional practices.

What is Literacy Navigator™?

Literacy Navigator™ is a proven, research-based supplemental reading program for students who struggle to comprehend complex informational text and have difficulty on state reading tests. The program’s instructional approach also supports the Common Core directive that students build content-area literacy and the background knowledge necessary for achieving authentic literacy as individuals.

Designed for students in Grades 4–10, Literacy Navigator™ encompasses five levels—Levels AA, A, B, C, and D. Each program level is carefully matched to the levels of both the Developmental Reading Assessment® (DRA®) and the Qualitative Assessment of Text Difficulty.

Literacy Navigator™ professional development services include:

• Product Implementation Essentials workshops for the program’s instruction model

• Connections to the Common Core State Standards

• Job-embedded services

Literacy Navigator™

Literacy Navigator™: Product Implementation Essentials [pic]

NUMBER OF DAYS: 1

Learn how to target students who can adequately read literary text but struggle to comprehend content-area text. Participants discuss Literacy Navigator™’s main components, lesson structure, and effective strategies (such as turn and talk and graphic organizers).

Outcomes:

By the end of this workshop, participants will be able to:

• Support students who struggle with content-area comprehension.

• Identify and use the program components with fidelity.

• Teach a lesson successfully.

• Implement effective literacy strategies.

Target Audience:

English Language Arts Educators 4–10, Literacy Coaches, Reading and Intervention Specialists

Number of Participants: 30

ISBN: Literacy Navigator ©2012: 117033

ISBN: Literacy Navigator ©2007: 115694

This workshop is also available for online learning. Visit for details on our online learning options.

Literacy Navigator™ Product Implementation Essentials: Live Online Course [pic] [pic]

Equivalent Seat Time: 3 hours

NUMBER OF PARTICIPANTS: Up to 50

Cohort pricing

ISBN: Literacy Navigator ©2012 Up to 15: 119453

ISBN: Literacy Navigator ©2012 Up to 30: 119443

ISBN: Literacy Navigator ©2012 Up to 50: 119473

Literacy Navigator™: Job-Embedded Services

Pearson’s three levels of job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Coaching and Modeling: ISBN: 117063

Lesson Study: ISBN: 117043

Consultative Services: ISBN: 117053

Build capacity! Pair any Literacy Navigator™ workshop with a day of consultative services.

View free Literacy Navigator™ tutorials on !

RtI in Literacy

Using a Response to Intervention Framework for College and Career Readiness in Literacy [pic]

NUMBER OF DAYS: 2

Help K–12 educators and administrators go beyond foundational Response to Intervention (RtI) information to adapt instruction for struggling readers. Participants practice analyzing data and deciding on an instructional path, making decisions as a collaborative team, and reviewing data to analyze whether interventions worked and what to do next. Breakout sessions for Grades K–3 and 4–12 allow participants to focus on grade-level solutions related to College and Career Readiness (CCR) state standards or Common Core State Standards (CCSS) to differentiate instruction, catch students who are falling behind, and decrease the number of students who are referred to special education.

Outcomes:

By the end of this workshop, participants will be able to:

• Identify the components of a RtI framework for literacy instruction.

• Identify the variables that affect students who are not reading at grade level.

• Understand appropriate screening and progress-monitoring methods.

• Understand the process of setting criteria for placement and determining progress.

• Identify appropriate research-based reading interventions.

• Differentiate literacy instruction based on students’ needs.

• Apply problem-solving skills to work effectively in a multidisciplinary team.

TARGET AUDIENCE:

District Administrators, School Leaders, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 113015

The Literacy Leadership Team and Response to Intervention [pic]

NUMBER OF DAYS: 2

Developed with literacy expert and author Enrique Puig, this two-day program goes beyond the basic ideas of literacy coaching to help K–12 districts and schools set up an effective literacy leadership team, use the leadership team in a successful Response to Intervention (RtI) system, and enhance collaboration in the RtI process. This workshop provides a practical approach to building a literacy leadership team and aligning the roles of the literacy coach and the leadership team in a successful system.

Outcomes:

By the end of the workshop, participants will be able to:

• Understand the role of the literacy leadership team in an RtI model.

• Understand conditions for learning in a classroom.

• Understand literacy learning as a process to support data analysis and ensure appropriate instruction.

• Investigate the role of the literacy coach.

• Develop a schoolwide plan.

TARGET AUDIENCE:

District Administrators, School Leaders, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 113016

Job-Embedded Services

Pearson’s job-embedded services offer the most effective way for schools and districts to build capacity. To learn more about Pearson’s job-embedded services, visit .

Using a Response to Intervention Framework for College and Career

Readiness in Literacy Consultative Services: ISBN: 116951

The Literacy Leadership Team and Response to Intervention

Consultative Services: ISBN: 116952

Build Capacity! Pair these workshops with a day of consultative services.

Featured Expert

Enrique Puig

Author of The Literacy Coach and The Literacy Leadership Team and Response to Intervention

Director of the Florida Literacy and Reading Excellence Center, University of Florida, and coauthor of these leading resources for coaches and teams

Additional Literacy Professional Development

Fluency: The Bridge to Comprehension

NUMBER OF DAYS: 1

Plan and implement fluency strategies and activities into reading instruction and literacy programs. This workshop provides an overview of the correlation between fluency and reading success.

Outcomes:

By the end of the workshop, participants will be able to:

• Describe the latest fluency research.

• List characteristics of fluency development.

• Integrate instructional strategies for teaching fluency.

• Demonstrate assessment and monitoring strategies.

• Analyze data to determine instructional implications.

• Create activities to implement in the classroom.

TARGET AUDIENCE:

Educators, Instructional Coaches, Administrators

NUMBER OF PARTICIPANTS: 30

ISBN: 112186

Differentiated Instruction

NUMBER OF DAYS: 1

Learn an overview of strategies for differentiating instruction. During this workshop, participants discover tips for making both minor and complex adjustments to instruction to meet the needs of all learners during both whole-group and small-group instruction. Participants leave with an understanding of how to increase the intensity of instruction, provide direct feedback, and group for instructional efficiency.

Outcomes:

By the end of the workshop, participants will be able to:

• Consider and evaluate core beliefs underlying differentiated instruction.

• Use a framework to organize ideas about differentiating instruction.

• Establish criteria for evaluating differentiated instruction strategies.

TARGET AUDIENCE:

K–12 Core Content-Area Educators, Intervention Specialists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 112728

Differentiated Instruction: From Personalization to Application: District Institute

NUMBER OF DAYS: 3

Establish a foundational understanding of differentiated instruction. In this workshop, participants have the opportunity to apply the newly acquired differentiators to lesson plans for literacy and math. They focus on monitoring student progress, evaluating the success of the differentiated instruction, and adjusting the intensity and feedback to support students. Participants both collaborate and reflect to increase their institute experience.

OUTCOMES:

By the end of the institute, participants will be able to:

• Establish criteria for evaluating differentiated instruction strategies.

• Explore and practice strategies for differentiated instruction.

• Apply strategies for differentiated instruction to meet the needs of specific students.

• Collaborate and develop assessment tools for measuring successful implementation of differentiated instruction strategies.

TARGET AUDIENCE:

K–12 Core Content-Area Educators, Intervention Specialists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 112733

Differentiated Instruction: From Personalization to Application: Day 1 – Foundations and Strategies*

NUMBER OF DAYS: 1

Examine how differentiating instruction during both whole-group and small-group instruction can help teachers meet the needs of all learners. During this workshop, participants learn an overview of strategies for differentiating instruction. They also explore tips for making both minor and complex adjustments to instruction. Participants leave with an understanding of how to differentiate by content, process, and product.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Consider and evaluate core beliefs underlying differentiated instruction.

• Categorize strategies for differentiated instruction using a framework.

• Establish criteria for evaluating differentiated instruction strategies.

TARGET AUDIENCE:

K–12 Core Content-Area Educators, Intervention Specialists, Literacy Coaches

NUMBER OF PARTICIPANTS: 30

ISBN: 115350

* Day 1 may be offered as a stand-alone session without Days 2 and 3.

Differentiated Instruction: From Personalization to Application: Day 2 – Focus on Special Populations

NUMBER OF DAYS: 1

Understand how by considering the needs of specific populations of students, teachers can differentiate instruction in an effective manner. Participants learn strategies for differentiating instruction by varying input, output, and opportunities for participation. They specifically focus on differentiation that meets the needs of special populations of students as well as all students.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Explore and practice strategies for differentiated instruction that focus on input, output, and participation.

• Apply strategies for differentiated instruction to meet the needs of specific students.

TARGET AUDIENCE:

K–12 Core Content-Area Educators, Intervention Specialists, Literacy Coaches

Prerequisite:

Day 1 – Foundations and Strategies

NUMBER OF PARTICIPANTS: 30

ISBN: 115331

Differentiated Instruction: From Personalization to Application: Day 3 – Personalization and Application

NUMBER OF DAYS: 1

Discover how using the differentiation strategies of changing activity size and adapting instructional intensity can impact student learning. Participants categorize examples of strategies that differentiate by content, process, and product, and apply strategies for differentiated instruction to instructional materials. They collaborate on a rubric to assess teacher implementation of differentiated instruction strategies and explore how to determine when a strategy is no longer effective.

OUTCOMES:

By the end of the workshop, participants will be able to:

• Explore and practice strategies for differentiated instruction that focus on adapting activity size and intensity of instruction.

• Collaborate and develop assessment tools for measuring successful implementation of differentiated instruction strategies.

TARGET AUDIENCE:

K–12 Core Content-Area Educators, Intervention Specialists, Literacy Coaches

Prerequisites:

Day 1 – Foundations and Strategies

Day 2 – Focus on Special Populations

NUMBER OF PARTICIPANTS: 30

ISBN: 115360

Literacy Essentials in a Common Core Framework Fused Online Course [pic] [pic]

Equivalent Seat Time: 12 hours

Take powerful steps to standards success with national literacy expert Pam Allyn. During this course, participants journey into the new era of 21st century learning, unlocking new tools for learning that will ensure students become critically thinking, independent, and college- and career-ready readers, writers, speakers, and listeners. Allyn highlights the significance of complex texts in instruction, explains how to establish powerful classroom settings for the Common Core State Standards (CCSS), integrates technology and new media into instruction, demonstrates the value of and purpose for close reading, and differentiates instruction for all learners. She introduces the groundbreaking “Four Doors to the Core” model for the “what and how” of instruction in the CCSS world. Self-paced and live sessions encourage participants to meet virtually to collaborate, discuss, and share information with their colleagues. Each participant submits an action plan that the facilitator reviews and receives a certificate of completion and feedback on this plan at the end of the course.

Outcomes:

By the end of this course, participants will be able to:

• Identify the reading and writing needs of students in a 21st century classroom.

• Prepare classroom instruction and management to help students meet the expectations of the CCSS.

• Understand how to incorporate technology into effective literacy lessons to enhance instruction for all students at every level.

• Understand how to plan and implement an effective literacy program in the era of the CCSS.

Target Audience:

K–12 Educators, School Leaders, Coaches, Specialists

Number of Participants: Up to 50

Cohort pricing

ISBN: Up to 15: 117011

ISBN: Up to 30: 116981

ISBN: Up to 50: 116980

Writing Essentials in a Common Core Framework Fused Online Course [pic] [pic]

Equivalent Seat Time: 12 hours

Prepare students to write well in a 21st century, fast-paced environment. This course focuses on how students can best learn to present arguments, create narratives, and explain ideas while mastering the art and craft of superb writing skills. National literacy expert Pam Allyn shares her best practice methods for powerful core writing instruction. Allyn presents dynamic new ways to engage students as writers and ensures that participants gain a deep understanding of three core categories of writing: persuasive, informative, and narrative text. Self-paced and live sessions encourage participants to meet virtually to collaborate, discuss, and share information with their colleagues. Each participant submits a lesson plan that the facilitator reviews and receives a certificate of completion and feedback on this plan at the end of the course.

Outcomes:

By the end of this course, participants will be able to:

• Provide practical support to students mastering diverse writing skills.

• Frame a year, a unit, and a lesson in writing and build grade-specific curriculum across the school year.

• Enable improved writing outcomes for all students at every level.

• Create effective writing lessons that reflect the needs of 21st century students.

Target Audience:

K–12 Educators, School Leaders, Coaches, Specialists

Number of Participants: Up to 50

Cohort pricing

ISBN: Up to 15: 117012

ISBN: Up to 30: 116982

ISBN: Up to 50: 116990

The New Pearson Common Core Literacy Observation Framework and Coaching Tools

Want to ensure that instruction in your English Language Arts classrooms appropriately addresses the Common Core State Standards and helps develop college- and career-ready students?

See how The Pearson Common Core Literacy Observation Framework and Coaching Tools can help. Visit us online at .

Writing Aviator, a Writing Program to Support Teachers Addressing the Rigors of College and Career Readiness, K–10

As the country focuses on helping all students achieve college and career readiness, states are increasing their focus on writing. To prepare students to meet rigorous writing expectations, you need a comprehensive approach—meaningful and sustained professional development, quality lessons that provide models teachers can replicate, and instructional strategies that engage students.

Writing Aviator—appropriate for the Common Core and state standards—provides the comprehensive solution you need. The program supports teachers through:

• Meaningful and relevant professional development

• Model units of study for narrative, informative text, and opinion/argument

• Instructional practices that build student independence and fluency

• Pre- and post-assessments in each genre to assist in analyzing the quality of student work

• A grammar focus that helps students incorporate complex syntax and sentence structure into their writing

• Embedded support for English language learners and students with special needs

Learn more.

Visit writingaviator or e-mail schoolimprovementus@.

Pearson Online Professional Learning Services

Effective. Flexible. Connected.

Complement your face-to-face professional development with high-quality online services delivered in self-paced, live online, and fused online modalities. Perfect for time-crunched teachers. Choose your duration and get the results you want!



877.637.1604

Copyright ©2013 Pearson Education, Inc. or its affiliate(s). All rights reserved.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download