English Language Arts-Literacy

Streamlining and Utilizing Available Resources for English Language Arts-Literacy Instruction

Teachers and administrators are searching for a practical process to streamline the available materials and resources to plan units of instruction and daily plans. This workshop will guide teachers in the utilization of available materials and resources to effectively teach the English Language Arts-Literacy standards. Teachers will learn the process of planning for units of instruction and daily plans utilizing available resources to ensure the integrated model of literacy is accomplished. Multiple print and on-line resources will be researched for use in the classroom to enhance student learning.

Instructional Planning and Unit Development Aligned to the State Assessment Program

Exposing students to a variety of texts will strain traditional practices and inspire teachers to embrace changes in instructional planning and unit development. During this session, teachers will learn the process of developing thematic units of instruction by utilizing available print and digital resources. The interactive session will facilitate understanding of research-based practices for weekly and daily planning that ensures alignment to the teacher performance standards.

Designing/Evaluating Performance Tasks and Scoring Rubrics for ELA-Literacy

Performance Tasks require students to use concepts, skills, and strategies learned while completing a real-world task. Students must be able to explain, apply, and synthesize knowledge to demonstrate a true understanding through projects or tasks. Through this interactive session, participants will learn how to access and evaluate available performance tasks and scoring rubrics. They will also develop and implement standards-based performance tasks and scoring rubrics to utilize in their classrooms.

Pacing through Check-Points for Priority Standards

More rigorous standards require that students show mastery of explicit concepts and skills within each standard. This hands-on session includes essential information for the pacing of concepts and skills within the standards to determine a timeline for when they should be taught, mastered, and assessed.

The Text is RAAW Central: Read the Text! Analyze the Text! Answer to the Text! Write About the Text!

With the true advent of college career readiness standards mandating the centrality of the text, students must be required to extend their thinking about literature and informational passages. In this hands-on work session, the text will be central as participants read an appropriately complex text, analyze important parts of the text through close reading, answer text-dependent questions, and write to a performance prompt. By going through this RAAW process, participants will gain a toolkit of strategies for how students need to interact with the text to ensure this extension of thinking takes place.

Three Modes and Types of Writing for Standards Based Instruction

What are the specific types of writing demanded by CCR standards? How often should I ensure my students are engaged in each type? When should my students be timed and when should they not? How does one type impact each of the other two? In this informative yet collaborative session, teachers will understand the three types of writing while ensuring all three types are included in their next year’s school calendar/pacing. They will, also, create their own “3-Types Toolbox” with sample preparations that can be adapted throughout the year for any unit of study.

Let’s Give Them Something to Talk About: Teaching Language through Speaking and Listening, Writing, and Reading

Despite hearing that language and conventions should be taught in an integrated fashion through speaking and listening, writing, and reading, teachers continue to teach these skills and concepts in isolation. In this interactive work session, participants will engage in hands-on activities geared toward teaching language skills and concepts through reading, discussing the reading, and writing about the reading. Understanding the purpose of language skills and concepts in reading and communicating will be the focus of this engaging session. Participants will leave the session with a toolkit of strategies and activities ready to be used immediately in the classroom.

English Language Arts (ELA) Assessments for the Classroom: Selecting “Cold Reads,” Developing Standards-Based Test Items, and Creating Performance Tasks

This interactive session will support teachers in developing assessments that will measure the progress of their students within the breadth and depth of the ELA College and Career Readiness Standards. Teachers will understand the difference between assessing for comprehension of anchor/extended texts and assessing for performance of skills and understanding of concepts through cold reads. Participants will evaluate and adapt pre-existing assessments and assessment resources. Additionally, participants will complete a process to create a “cold” assessment, utilizing available print and online resources. Throughout the session, participants will explore strategies to analyze and track the data generated from classroom assessments.

Building Students’ Vocabulary for Deeper Comprehension and Writing

Research shows the importance of effective vocabulary instruction in deepening comprehension and writing effectively. In this interactive work session, participants will analyze readily used texts, utilizing research-based criteria for appropriately tiered and complex vocabulary words. Throughout the session, the facilitator will model researched-based strategies that offer a multitude of activities geared toward students actively learning and using the vocabulary. Participants will develop a toolbox of research-based strategies and tiered vocabulary words for their upcoming instructional plans.

ACT Best Practices for English Language Arts Teachers

It is widely recognized that no factor under school control impacts student performance on the ACT more than an effective teacher in the classroom. Bailey Education Group facilitator will work with designated teachers to understand research-based strategies to utilize in the classroom. Throughout this hands-on session, teachers engage in the research based strategies which will directly impact student performance on the ACT. Additionally, teachers will receive a tool-kit for strategies that can be utilized in the classroom.