• Blended by Design

          

    • Teacher Professional Learning |  K-12 Supplemental Learning | Adult Literacy

      Second Language Learning



Available courses

The Science of Reading in Grades 6-12
Teacher Professional Learning
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Course Objectives:

  • Examine and discuss the science of reading pedagogy in grades 7 through 12.
  • Analyze applicable evidence-based classroom practices aligned to the science of reading.
  • Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
  • Align assessment practices to SOR initiatives.

Hours: 10

 
 
 
 
 
 
Understanding by Design in Practice
Teacher Professional Learning
Objectives:
  • Understand the core principles of UDL and their importance in creating inclusive learning environments.
  • Identify and apply practical strategies for engaging diverse learners.
  • Design lessons that incorporate multiple means of representation to cater to various learning preferences.
  • Implement multiple means of action and expression to provide students with various ways to demonstrate their understanding.

Hours: 10

Cognitive-Friendly Classrooms Grades K-5
Teacher Professional Learning

Objectives:

  • Examine and discuss cognitive science and principles behind educational pedagogies and cognition.
  • Analyze evidence-based cognitive classroom practices.
  • Adopt and adapt a multi-sensory curriculum that integrates cognitive-friendly teaching practices.
  • Adapt new practices through classroom implementation.

Hours: 10

Building and Supporting Student Resilience
Teacher Professional Learning

Objectives:

  • Analyze the research behind resiliency-building and its connection to academic and life success.
  • Review and discuss exemplar strategies that facilitate the building of strength and stamina.
  • Incorporate strategies into lessons that build academic rigor and student capacity for resilience.

Hours: 10

Starting a Professional Learning Community
Teacher Professional Learning

Objectives:

  • Unpack the logistics of, and criteria for, setting up a school professional learning community.
  • Analyze a range of PLCs utilized in schools. 
  • Discuss and practice with evidence-based PLC protocols.

Hours: 10

Effective Literacy Instruction for Second Language Learners
Teacher Professional Learning
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Objectives:

  • Analyze and discuss differentiated literacy lesson exemplars.
  • Plan and practice with Total Physical Response techniques to embed into lessons.
  • Research and plan with resources that differentiate instruction for students learning a second language.
  • Adopt and adapt by differentiating and scaffolding existing curricula.

Hours: 10 

Generative AI and The Science of Reading in Grades PK-5
Teacher Professional Learning
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Course Objectives:

  • Leverage the use of AI tools with Science of Reading pedagogy in grades PK through 6.
  • Examine and discuss evidence-based classroom practices that utilize AI to achieve SOR objectives.
  • Adopt and adapt a multi-sensory curriculum with the help of AI tools to integrate evidence-based teaching and learning practices.

Hours: 10

 
 
 
How to Conduct Diagnostic Assessments
Teacher Professional Learning
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Course Objectives:

  • Design diagnostic assessments.
  • Analyze the role and relevance of prior knowledge and scaffolding in the diagnostic assessment process.
  • Use diagnostic tools to inform instructional strategy for improved student performance.
  • Work diagnostic assessment tools into a differentiated curriculum.

Hours: 10

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Formative Assessment Practices
Teacher Professional Learning
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Course Objectives:

  • Define formative assessment and distinguish it from summative assessments.
  • Apply formative assessment strategies to guide instructional decisions and provide real-time feedback.
  • Create formative assessment tasks that align with learning objectives and standards.
  • Explore digital tools and platforms to enhance formative assessment practices.
  • Interpret formative assessment data to modify instruction and improve student learning outcomes.

Hours: 10

Student Data: What, How, and Next Steps
Teacher Professional Learning
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Objectives:

  • Analyze a range of student data, both formative and summative.
  • Make Instructional decisions based on data and gap analysis. 
  • Plan and take action steps needed to design curriculum specific to student needs.  

Hours: 10

Response to Intervention (RtI) Best Practices
Teacher Professional Learning
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Objectives:

  • Implement RTI processes effectively within their classrooms or schools.
  • Utilize data-driven decision-making to support students in need of interventions.
  • Collaborate effectively with colleagues, parents, and other stakeholders in the RTI process.
  • Differentiate instruction and interventions based on student needs.

Hours: 10

Early Literacy: Teaching Reading Fluency
Teacher Professional Learning
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Course Objectives:

  • Examine and discuss the science behind reading fluency.
  • Analyze the influence that reading fluency has on comprehension.
  • Design lessons and plan instruction for the intentional teaching of reading fluency.
  • Apply best evidence-based practices to lesson design for immediate classroom implementation.

Hours: 10

Science-based FUNdamentals of Reading Instruction
Teacher Professional Learning
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Objectives:

  • Learn about, and practice with, the FUNdamentals of reading instruction from kindergarten to grade 12.
  • Analyze and discuss effective reading comprehension and phonics practices.
  • Examine how vocabulary is supported in all content areas.
  • Understand how to use assessment data to plan for reading instruction.

Hours: 10

 
 
 
 
 
 
 
Close Reading Strategies: Grades 3-8
Teacher Professional Learning

Objectives:

  • Participants will unpack a variety of examine evidence-based close reading strategies to aid students in reading complex text.
  • Appropriate strategies to the needs of students and embed them into lessons that align with student needs and district curriculum goals.
  • Differentiate close reading strategies to meet the needs of all students.

Hours: 10

    Literacy Learning Across Content Areas Grades 6-12
    Teacher Professional Learning

    Objectives:

    • Analyze research-based strategies for teaching and facilitating content-focused writing sessions in support of non-fiction text.
    • Apply reading and writing genre strategies to specific science and technical disciplines.
    • Facilitate comprehension and understanding through reading strategy and responsive writing.

    Hours: 10

    Evidence-Based Literacy Practices for Struggling Learners Grades 6-8
    Teacher Professional Learning

    Objectives:

    • Analyze a range of best practices found in lessons, strategy guides, and open source e-resources. 
    • Apply the cycle of practice and reflection for adoption and adaptation
    • Align best practices to the needs of their students with plans for on-going assessment and modification.

    Hours: 10

    UDL Principles for Reading Comprehension
    Teacher Professional Learning
    Outcomes:
    • Apply the key ideas and principles of UDL as they apply to reading comprehension.
    • Discuss and apply key UDL principles to individual classrooms.
    • Design lesson ideas hat leverage UDL principles.
    • Apply newly learned tiered and scaffolded approaches to lessons.

    Hours: 10

     
    Content Area Literacy Learning Strategies Grades K-2
    Teacher Professional Learning

    Objectives:

    • Learn and apply research-based strategy for teaching and facilitating literacy growth.
    • Select, design and plan using strategy specific for classroom implementation.
    • Facilitate comprehension and understanding through reading and writing

    Hours: 10

    Evidence-Based Content Area Literacy Learning Strategies Grades 2-12
    Teacher Professional Learning
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    Objectives:

    • Learn and apply research-based strategy for teaching and facilitating literacy growth.
    • Select, design and plan using strategy specific for inter-content area classroom implementation.
    • Facilitate subject-matter comprehension and understanding through reading and writing.

    Hours: 10

     
     
     
     
     
     
     
    Evidence-Based ESOL Classroom Strategies Grades K-5
    Teacher Professional Learning
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    Objectives:

    • Understand the needs of ESOL students and the outcomes needed for language development.
    • Analyze and plan with a variety of classroom methods and materials.
    • Discuss and incorporate evidence-based strategies into classrooms.

    Hours: 10

     
     
     
     
     
     
     
    Positive Behavior Intervention Supports (PBIS) for Grades K-5
    Teacher Professional Learning
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    Course Objectives:

    • Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
    • Develop an understanding of triggering events and how to remove them from the classroom environment.
    • Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
    • Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

    Hours: 10

    Positive Behavioral Supports (PBS) for Grades 9-12
    Teacher Professional Learning
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    Course Objectives:

    • Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
    • Develop an understanding of triggering events and how to remove them from the classroom environment.
    • Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
    • Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

    Hours: 10

    Generative AI and The Science of Reading in Grades 6-12
    Teacher Professional Learning
    PayPal

    Course Objectives:

    • Leverage the use of AI tools with Science of Reading pedagogy in grades PK through 6.
    • Examine and discuss evidence-based classroom practices that utilize AI to achieve SOR objectives.
    • Adopt and adapt a multi-sensory curriculum with the help of AI tools to integrate evidence-based teaching and learning practices.

    Hours: 10

     
     
     
    Early Literacy: Teaching Phonological Awareness and Phonics
    Teacher Professional Learning
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    Course Objectives:

    • Examine and discuss print knowledge skills and the development of phonological awareness
    • Analyze and understand the connection between phonemes and graphemes as they guide children from phonics instruction to upper grade level reading proficiency.
    • Apply best evidence-based practices for teaching decoding skills as they support fluency and reading comprehension.

    Hours: 10

    Teaching The Big 6 Literacy Strands: Grades K-5
    Teacher Professional Learning
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    Course Objectives:

    • Examine the Six Literacy Strands, or "The Big 6".
    • Analyze evidence-based practices for planning instruction around The Big 6.
    • Design curricula around The Big 6.
    • Apply best evidence-based practices for immediate classroom implementation.

    Hours: 10

    Family Literacy Engagement
    Teacher Professional Learning
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    Course Objectives:

    • Discuss and confirm importance of family involvement in a child’s academic success as rooted in the Science of Reading. 
    • Analyze and apply evidence-based parent engagement and participation activities both inside and outside of the classroom as they align to the Science of Reading. 
    • Design and plan activities and programs that engage families in the literacy success of their children.

    Hours: 10

    The Science of Reading in Grades PK-6
    Teacher Professional Learning
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    Course Objectives:

    • Examine and discuss the science of reading pedagogy in grades PK through 6.
    • Analyze applicable evidence-based classroom practices aligned to the science of reading.
    • Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
    • Align assessment practices to SOR initiatives.

    Hours: 10

    Avoiding Plagiarism
    Adult Literacy

    Course Objectives:

    • Review various scenarios in which plagiarism is violated, both knowingly and unknowingly.
    • Examine what plagiarism is and what it is not.
    • Define various types of intellectual property and their protection within copyright and fair use.
    • Apply web research strategies that circumvent plagiarism.

    Hours: 5

    Digital Literacy: Research on the World Wide Web
    Adult Literacy

    Course Objectives:

    • Practice with the utility of a variety of digital media types and purposes.
    • Analyze the role of distractors on comprehension in digital print.
    • Turnkey understanding of Fair Use, Public domain, Creative Commons, attribution, and proper citation.
    • Utilize digital literacy strategies as tools for academic growth.

    Hours: 5

    Digital Literacy: Effective Web Navigation
    Adult Literacy

    Course Objectives:

    • Apply independent decision-making to develop a sense for timing when searching multiple applications on the World Wide Web.
    • Analyze the role of effective scanning for successful research results.
    • Investigate and practice with strategies that result in credible vs. non-credible information.

    Hours: 5

    Reading Comprehension for Adults
    Adult Literacy

    Course Objectives:

    • Improve comprehension of various text types (narrative, informational, etc.)
    • Develop strategies for identifying main ideas and supporting details
    • Enhance skills in making inferences and drawing conclusions
    • Expand vocabulary and understanding of context clues
    • Practice summarizing and paraphrasing texts

    Hours: 5

    The Benefits of Speed Reading
    Adult Literacy

    Course Objectives:

    • Acquire the skills to read with fluent speed and accuracy.
    • Increase the ability to comprehend information with immediate recall.
    • Scan for keywords and understand paragraph structure to read with fluency and accuracy.

    Hours: 5

    Understanding Copyright
    Adult Literacy

    Course Objectives:

    • Understand the basic principles of copyright law.
    • Identify what can and cannot be copyrighted.
    • Understand the rights of copyright holders.
    • Recognize the limitations and exceptions to copyright, including Fair Use, Public Domain, and Creative Commons.
    • Apply knowledge of copyright to create and use content legally in various contexts.

    Hours: 5

     
    Story Writing, Story Telling - On Demand
    Grades K-2
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    Lesson Targets:
    • Students will design their own story using a storyboard and images.

    • Students will apply “good speaking” skills to the retelling of their own story.
    • Students will rate their own oral reading using the Good Speaking Rubric.

    Skills Focus: Oral Language, Listening, Speaking

    Somebody Wanted But So: SWBS - On Demand
    Grades K-2
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    Lesson Targets:
    • Students will apply good listening skills to a story reading.
    • Students will grasp the main idea of a story.
    • Students will identify story elements to include character, setting, problem, solution.

    Skills Focus: Story Main Idea, Reading Comprehension, Listening

    Long and Short Vowels With Silent 'e
    Grades K-2
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    Lesson Targets:
    • Students will recognize and pronounce short and long vowel sounds.
    • Students will recognize new words with short and long vowel sounds.
    • Students will successfully sound out words with long and short vowel sounds.
    • Students will recognize and pronounce words with silent “e”.

    Skills Focus: Phonics, Oral Language

    R-controlled Vowels
    Grades K-2
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    Lesson Targets:
    • Students will recognize r-controlled vowels in words.
    • Students will sound out r-controlled vowels in words.

    Skills Focus: Phonics, Oral Language

    Irregular Vowel Patterns
    Grades K-2
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    Lesson Targets:
    • Students will recognize irregular vowel teams in sight words.
    • Students will sound out and effectively pronounce words with irregular vowel teams in them.
    • Students will manipulate word families to understand and recognize words with irregular vowels.

    Skills Focus: Phonics, Oral Language

    4 Steps to Context Clues
    Grades K-2
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    Lesson Targets:
    • Students will apply independent fix-it strategies to new/unknown words.
    • Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.

    Skills Focus: Vocabulary Development

    Paired Reading with Ellie
    Grades K-2
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    Lesson Targets:
    • Students will read with accuracy, expression, and rate.
    • Students will engage in shared reading with “Ellie” the rabot.
    • Students will apply reading endurance when reading independently.

    Skills Focus: Fluency

    Battleship Phonics
    Grades K-2
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    Lesson Targets:
    • Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
    • Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
    • Students will recognize and process small and abstract units of sound.

    Skills Focus: Phonics

    Learning Blends, Digraphs, and Trigraphs - Part I
    Grades K-2
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    Lesson Targets:
    • Students will recognize unusual (rule-breaker) patterns in sight words.
    • Students will sound out and effectively pronounce words with digraphs and trigraphs.
    • Students will manipulate word families to understand and recognize digraphs and trigraphs.

    Skills Focus: Phonics, Oral Language

    Learning Vowels and Consonant Blends - Part 2
    Grades K-2
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    Lesson Targets:
    • Students will recognize unusual (rule-breaker) patterns in sight words.
    • Students will sound out and effectively pronounce words with digraphs and trigraphs.
    • Students will manipulate word families to understand and recognize digraphs and trigraphs.

    Skills Focus: Phonics, Oral Language

     
    Semantic Mapping for Early Readers
    Grades K-2
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    Lesson Targets:
    • Students will develop capacity for understanding complex concepts through mapping.
    • Students will connect words and phrases with ideas and concepts.
    • Students will identify and recall the meaning of words read in context.

    Skills Focus: Vocabulary, Concept Development

    Sentence Patterns and Word Charts
    Grades 3-5
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    Lesson Targets:
    • Students will apply language structure to words and sentences.
    • Students will build vocabulary through oral language practice and word categorization.
    • Students will engage in shared and interactive reading and writing.

    Skills Focus: Sentence Structure, Syntax, Comprehension

    Story Writing, Story Telling
    Grades 3-5
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    Lesson Targets:
    • Students will design their own story using a storyboard and images.
    • Students will apply “good speaking” skills to the retelling of their own story.
    • Students will rate their own oral reading using the Good Speaking Rubric.

    Skills Focus: Oral Language, Listening, Speaking

    New Word Inventory - Grades 3-5
    Grades 3-5
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    Lesson Targets:
    • Students will apply fix-it strategies to new words.
    • Students will apply metacognitive strategies to what they already know about new words.
    • Students will rate themselves as new word learners.

    Skills Focus: Vocabulary, Reading Comprehension

    Somebody Wanted But So: SWBS
    Grades 3-5
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    Lesson Targets:
    • Students will apply good listening skills to a story reading.
    • Students will grasp the main idea of a story.
    • Students will identify story elements to include character, setting, problem, solution.

    Skills Focus: Story Main Idea, Reading Comprehension, Listening

    Somebody In Wanted But So: SIWBS
    Grades 3-5
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    Lesson Targets:
    • Students will apply good listening skills to a story reading.
    • Students will grasp the main idea of a story.
    • Students will identify story elements to include character, setting, problem, motive, solution.

    Skills Focus: Story Main Idea, Reading Comprehension, Listening

    Digital Reading: Managing Time
    Grades 3-5
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    Lesson Targets:
    • Students will independently time themselves when reading online print to be able to make effective decisions when researching.
    • Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.

    Skills Focus: Self-timing, Metacognition and Self-Monitoring

     
    Digital Reading: Avoiding Distractors
    Grades 3-5
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    Lesson Targets:
    • Students will know how to identify distractors when surfing on the Internet.
    • Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
    • Students will increase digital reading comprehension and memory by identifying and avoiding distractors.

    Skills Focus: Digital Literacy, Avoiding Distractors

    Web Navigation: Choice and Decision-Making
    Grades 3-5
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    Lesson Targets:
    • Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
    • Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

    Focus Skills: Digital Literacy, Critical Thinking, Organization

    Semantic Mapping - Grades 3-5
    Grades 3-5
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    Lesson Targets:
    • Students will develop capacity for understanding complex concepts through mapping.
    • Students will connect words and phrases with ideas and concepts.
    • Students will identify and recall the meaning of words read in context.

    Skills Focus: Vocabulary, Concept Development

    New Word Inventory
    Grades 6-8
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    Lesson Targets:
    • Students will apply fix-it strategies to new words.
    • Students will apply metacognitive strategies to what they already know about new words.
    • Students will rate themselves as new word learners.

    Skills Focus: Vocabulary, Reading Comprehension

    Somebody Wanted In But So: SWIBS
    Grades 6-8
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    Lesson Targets:
    • Students will apply good listening skills to a story reading.
    • Students will grasp the main idea of a story.
    • Students will identify story elements to include character, setting, problem, motive, solution.

    Skills Focus: Story Main Idea, Reading Comprehension, Listening

    Digital Reading: Time Management
    Grades 6-8
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    Lesson Targets:
    • Students will independently time themselves when reading online print to be able to make effective decisions when researching.
    • Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.

    Skills Focus: Timing, Metacognition and Self-Monitoring

    Digital Reading: Avoiding Distractors
    Grades 6-8
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    Lesson Targets:
    • Students will know how to identify distractors when surfing on the Internet.
    • Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
    • Students will increase digital reading comprehension and memory by identifying and avoiding distractors.

    Skills Focus: Digital Literacy, Avoiding Distractors

    Web Navigation: Choice and Decision Making
    Grades 6-8
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    Lesson Targets:
    • Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
    • Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

    Focus Skills: Critical Thinking, Digital Literacy, Comprehension

    Semantic Mapping - Grades 6-8
    Grades 6-8
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    Lesson Targets:
    • Students will develop capacity for understanding complex concepts through mapping.
    • Students will connect words and phrases with ideas and concepts.
    • Students will identify and recall the meaning of words read in context.

    Skills Focus: Vocabulary, Comprehension, Concept Development

    Web Navigation: Choice and Decision-Making
    Grades 9-12
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    Lesson Targets:
    • Students will apply independent decision-making to develop time and attention for effective scanning and surfing on the internet.
    • Students will develop a sense of timing when searching and using multiple applications on the World Wide Web.

    Skills Focus: Web Navigation, Digital Literacy, Critical Thinking

    Sentence Patterns and Word Cards for ESOL
    ESOL Beginner
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    Lesson Targets:
    • Students will apply language structure to words and sentences.
    • Students will build vocabulary through oral language practice and word categorization.
    • Students will engage in shared and interactive reading and writing.

    Skills Focus: Oral/Aural Language, Writing, Vocabulary

    Story Writing, Story Telling
    ESOL Beginner
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    Lesson Targets:
    • Students will design their own story using a storyboard and images.
    • Students will apply “good speaking” skills to the retelling of their own story.
    • Students will rate their own oral reading using the Good Speaking Rubric.

    Skills Focus: Oral Language, Listening, Speaking

    Clunks and Clues
    ESOL Beginner
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    Lesson Targets:
    • Students will develop fix-up strategies to apply to new/unknown words.
    • Students will use context clues to understand new/unknown words.
    • Students will apply knowledge of roots, prefixes and suffixes to determine the meaning of new/unknown words.

    Skills Focus: Reading Comprehension, Context Clues

    Battleship Phonics
    ESOL Beginner
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    Lesson Targets:
    • Students will read increasingly complex words using letter/sound knowledge.
    • Students will blend initial consonants with common vowel patterns and word families.
    • Students will use knowledge of letter clusters and vowel digraphs to spell unfamiliar words.

    Skills Focus: Phonology, Phonological Processing, Phonics

    Oral Language: Story Writing and Story Telling
    ESOL Beginner
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    Lesson Targets:
    • Students will design their own story using a storyboard and images.
    • Students will apply “good speaking” skills to the retelling of their own story.
    • Students will rate their own oral reading using the Good Speaking Rubric.

    Skills Focus: Oral Language, Listening, Speaking

    New Word Inventory
    ESOL Intermediate
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    Lesson Targets:
    • Students will apply fix-it strategies to new words.
    • Students will apply metacognitive strategies to what they already know about new words.
    • Students will rate themselves as new word learners.

    Skills Focus: Vocabulary, Reading Comprehension

    ESOL Advanced: Teaching Advanced Second Language Learners
    English as a Second Language

    Course Objectives:

    • Practice writing language objectives appropriate for advanced language learners.
    • Discuss various approaches to team teaching and how to ensure they are effective.
    • Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
    • Review and practice with strategies for vocabulary teaching learners in the advanced stage of language acquisition.

    Hours: 10


    ESOL Beginners: Teaching Beginner Second Language Learners
    English as a Second Language

    Course Objectives:

    • Practice writing language objectives appropriate for beginner language learners.
    • Discuss various approaches to team teaching and how to ensure they are effective.
    • Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
    • Review and practice with strategies for vocabulary teaching learners in the beginning stage of language acquisition.

    Hours: 10


    ESOL Intermediate: Teaching Intermediate Second Language Learners
    English as a Second Language

    Course Objectives:

    • Practice writing language objectives appropriate for intermediate language learners.
    • Discuss various approaches to team teaching and how to ensure they are effective.
    • Evaluate a range of assessments appropriate for ESOL students, and how to use those assessments to plan effectively.
    • Review and practice with strategies for vocabulary teaching learners in the intermediate stage of language acquisition.

    Hours: 10


    Evidence-Based ESOL Classroom Strategies for Grades 6-12
    English as a Second Language

    Objectives:

    • Understand the needs of ESOL students and the outcomes that are needed for adequate language development aligned to ESEA indicators applicable to ESOLs.
    • Become familiar with, and analyze, a variety of classroom methods and materials appropriate for ESOL students.
    • Develop and plan with evidence-based strategies for immediate classroom implementation.

    Hours: 10

    Evidence-Based ESOL Program Design
    English as a Second Language

    Course Objectives:

    • Review and discuss models of effective leadership for ESOL programs.
    • Review and discuss program requirements for ESOL programs at the state and federal levels.
    • Adapt elements of leadership in program design applicable to districts and schools.

    Hours: 10

    Leadership in English as a Second Language Programs
    English as a Second Language

    Objectives:

    • Support effective ESOL programs that align with the requirements of Title III of the ESEA.
    • Analyze and allocate funding from federal and state resources.
    • Support cultural pedagogies in program and curriculum design.
    • Discuss parental involvement and necessity of their involvement in ESOL programs.

    Hours: 10

    Pedagogies for Diverse Classrooms
    English as a Second Language
    Objectives:

    • Apply practices and strategies that support the diverse language needs of second language learners.
    • Plan lessons that represent diversity, cultural awareness, and cross-cultural understanding among students.
    • Reflect upon lessons and implementation using peer feedback protocols.

    Hours: 10

    Program Administration for Second Language Learners (ESOL)
    English as a Second Language

    Objectives:

    • Discuss aptitude testing within state and federal ESOL program requirements.
    • Support teachers and other stakeholders in curriculum selection and design.
    • Design a LEP family and community outreach plan.
    • Leverage state and federal resources to provide effective program guidance.

    Hours: 10

    Formative Classroom Assessments for ESOL Students
    Assessment and Data

    Objectives:

    • Plan and practice with various assessment types, tools, and resources.
    • Match grade-level formative assessment criteria to curriculum and instruction.
    • Progress monitor students and make adjustments that support language growth.
    • Use formative assessment data to plan for effective instruction.

    Hours: 10

    Data-Based Decision-Making
    Assessment and Data

    Course Objectives:

    • Analyze formative and assessment data.
    • Analyze student work products as data.
    • Use discussion protocols to engage feedback about student work products.
    • Use formative and summative data to design individualized student learning plans.

    Hours: 10


    Creating a Culturally Responsive Learning Environment
    Diverse, Equitable, and Inclusive Classrooms

    Course Objectives:

    • Develop and respond to an understanding of current theory on culturally responsive pedagogies.
    • Observe and respond to examples culturally responsive learning environments.
    • Design lesson plans using new understanding of cultural pedagogies.
    • Adopt new lesson design through field testing and adopting through the giving and receiving of peer feedback.

    Hours: 10


    Blended Classrooms
    Digital and Media Literacy

    Course Objectives:

    • Observe and discuss a variety of blended learning models.
    • Discuss current research on digital and media literacy and its impact on student achievement.
    • Understand and employ the practices of Fair Use, identification of public domain and Creative Commons, along with attribution and citation.
    • Design an innovative and effective blended learning classroom curriculum.

    Hours: 10


    Teaching Media Literacy
    Digital and Media Literacy

    Course Objectives:

    • Observe and discuss a variety of digital media types and purposes.
    • Discuss current research on digital and media literacy and its impact on student achievement.
    • Turnkey understanding of Fair Use, Public domain, Creative Commons, attribution, and proper citation.
    • Analyze and teach digital literacy as a tool for academic growth.

    Hours: 10


    *Available On-Demand: The Science of Reading in Grades PK-6
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss the science of reading pedagogy in grades PK through 6.
    • Analyze applicable evidence-based classroom practices aligned to the science of reading.
    • Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
    • Align assessment practices to SOR initiatives.

    Hours: 10

    *Available On-Demand: Family Literacy Engagement
    The Science of Reading and Writing

    Course Objectives:

    • Discuss and confirm importance of family involvement in a child’s academic success as rooted in the Science of Reading. 
    • Analyze and apply evidence-based parent engagement and participation activities both inside and outside of the classroom as they align to the Science of Reading. 
    • Design and plan activities and programs that engage families in the literacy success of their children.

    Hours: 10

    *Available On-Demand: Early Literacy: Teaching Reading Fluency
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss the science behind reading fluency.
    • Analyze the influence that reading fluency has on comprehension.
    • Design lessons and plan instruction for the intentional teaching of reading fluency.
    • Apply best evidence-based practices to lesson design for immediate classroom implementation.

    Hours: 10

    *Available On-Demand: Teaching The Big 6 Literacy Strands: Grades K-5
    The Science of Reading and Writing

    Course Objectives:

    • Examine the Six Literacy Strands, or "The Big 6".
    • Analyze evidence-based practices for planning instruction around The Big 6.
    • Design curricula around The Big 6.
    • Apply best evidence-based practices for immediate classroom implementation.

    Hours: 10

    *Available On-Demand Early Literacy: Teaching Phonological Awareness and Phonics
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss print knowledge skills and the development of phonological awareness
    • Analyze and understand the connection between phonemes and graphemes as they guide children from phonics instruction to upper grade level reading proficiency.
    • Apply best evidence-based practices for teaching decoding skills as they support fluency and reading comprehension.

    Hours: 10

    *Available On-Demand: The Science of Reading in Grades 6-12
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss the science of reading pedagogy in grades 7 through 12.
    • Analyze applicable evidence-based classroom practices aligned to the science of reading.
    • Adopt and adapt a multi-sensory curriculum that integrates evidence-based teaching practices.
    • Align assessment practices to SOR initiatives.

    Hours: 10

    Brain-Based Literacy Strategies Grades 6-12
    The Science of Reading and Writing

    Course Objectives:

    • Read and discuss the latest research on literacy and cognition, for print and digital literacy.
    • Examine footage and lesson exemplars of classrooms that teach for optimal cognition.
    • Adopt and adapt strategies that use reading as a vehicle for "teaching to the brain" and optimal cognition.

    Hours: 10


    Literacy for All Subjects Grades K-12: Theory and Practice
    The Science of Reading and Writing

    Course Objectives:

    • Review, examine, analyze and discuss the theory behind reinforcing literacy into all content areas.
    • Analyze exemplars in print and multi-media of teaching literacy in multiple content areas.
    • Select specific strategies to incorporate into existing lesson and unit plans.
    • Select specific strategies to implement in live classrooms to adopt and adapt with plenty of reflection in between.

    Hours: 10


    Evidence-Based Reading and Writing Engagement Strategies Grades K-12
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss multi-media exemplars of engaging reading and writing protocols.
    • Read and discuss why and how reading and writing engages students at various stages of reading, writing, and language development.
    • Design lessons with embedded student engagement strategies.
    • Implement lessons, receive feedback and reflect to adapt as needed.

    Hours: 10



    Science-Based Strategies for Teaching the Writing Process Grades 6-12
    The Science of Reading and Writing

    Course Objectives:

    • Review and discuss the objectives of the writing process in deepening student skills in reading and writing.
    • Examine multiple strategies and the step-by-step process for utilizing the writing process routinely.
    • Plan and design lessons that incorporate the writing process, and/or repurpose lessons to incorporate the writing process.

    Hours: 10



    Reading Intervention for K-8 Students
    The Science of Reading and Writing

    Course Objectives:

    • Use data to identify student reading levels, literacy gaps and needs.
    • Appropriate Lexile levels and high interest reading to students' reading. 
    • Design, scaffold, and differentiate lessons to close literacy gaps among students and bring up achievement.
    Hours:



    Classroom Strategies for Reading, Writing, Listening, and Speaking Grades K-8
    The Science of Reading and Writing

    Course Objectives:

    • Analyze classroom summative and formative data to identify student deficits and deficit trends in reading, writing, speaking, and listening.
    • Examine and discuss a range of strategies that incorporate all components and use them in lesson planning. 
    • Design, scaffold, and differentiate lessons to incorporate evidence-based reading, writing, speaking, and listening strategies.

    Hours: 10



    Building Reading Comprehension in Primary Grades
    The Science of Reading and Writing

    Course Objectives:

    • Use data to identify student reading comprehension gaps and needs.
    • Discuss a range of theory on reading comprehension.
    • Examine gaps and trends in student data to identify and address specific comprehension deficits.
    • Identify evidence-based reading comprehension strategies to embed in lesson plans for classroom implementation.

    Hours: 10


    Evidence-Based Comprehension Strategies for High School
    The Science of Reading and Writing

    Course Objectives:

    • Review and discuss the nature of reading comprehension and cognition in adolescents.
    • Analyze evidence-based strategies that work to increase reading comprehension in secondary students reading at or below grade-level.
    • Conduct assessments and analyze assessment data to align, scaffold, and differentiate strategies to deficits.
    • Research and select from a range of evidence-based strategies those to embed in planning and implement in the classroom.

    Hours: 10



    Evidence-Based Strategies for Struggling Readers in Middle School
    The Science of Reading and Writing

    Course Objectives:

    • Review and discuss the nature of reading comprehension and cognition in adolescents with a focus on struggling readers.
    • Analyze evidence-based strategies that work to close reading gaps among students reading below grade-level.
    • Analyze assessment data to identify gaps and trends.
    • Select from a range of evidence-based strategies those most appropriate in closing achievement gaps and meeting the varied needs of struggling readers.

    Hours: 10



    Early Literacy: Evidence-Based Teaching Methods for Beginning Readers
    The Science of Reading and Writing

    Course Objectives:

    • Examine and discuss the larger picture behind the best practices of teaching beginning readers.
    • Analyze evidence-based practices for beginning readers, and select those most appropriate for teachers' own classrooms.
    • Analyze and discuss curricula for its appropriateness within teachers' own classrooms.
    • Apply best practices to lesson design for immediate implementation.

    Hours: 10


    Working in Teacher Teams
    Professional Learning Communities

    Course Objectives:

    • Adopt and adapt an understanding of teaming, professional collaboration, and professional learning communities.
    • Practice with evidence-based strategies for examining student work and making collaborative decisions about learning plans.
    • Design and repurpose lessons and units to include teaming strategies for collaboration on work products.

    Hours: 10


    Teacher Coaching Methods
    Professional Learning Communities

    Course Objectives:

    • Understand and discuss the basic components of effective teacher coaching.
    • Examine and discuss best practices of teacher coaching in classrooms with a focus on student behaviors.
    • Examine, discuss, and practice with effective mentor-coaching leadership skills that support and motivate teachers.

    Hours: 10


    Professional Learning Communities
    Professional Learning Communities

    Course Objectives:

    • Understand and discuss the fundamentals of professional learning communities.
    • Examine and discuss a variety of PLC prototypes and select one appropriate for a specific school or district.
    • Analyze the selected PLC prototype and unpack it for individual application.

    Hours: 10


    Building and Supporting Character Development in the Classroom
    Social Emotional Learning

    Course Objectives:

    • Adopt an understanding of what it means to teach character, and how to reinforce it in the classroom.
    • Examine  and discuss a range of classroom strategies.
    • Design a Character Traits Report card and adopt it for specific classrooms.
    • Embed new strategies into existing lessons and units to turnkey new understanding of teaching character traits.

    Hours: 10

    Teaching for Social and Emotional Learning: K-8
    Social Emotional Learning

    Course Objectives:

    • Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
    • Examine and discuss the CASEL 5.
    • Examine and analyze embedded social-emotional curricula.
    • Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

    Hours: 10

    Teaching for Social and Emotional Learning: 6-8
    Social Emotional Learning

    Course Objectives:

    • Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
    • Examine and discuss the CASEL 5.
    • Examine and analyze embedded social-emotional curricula.
    • Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

    Hours: 10

    Teaching for Social and Emotional Learning: 9-12
    Social Emotional Learning

    Course Objectives:

    • Examine and discuss what it means to teach social-emotional learning, and to embed it in grade-appropriate customized curriculum.
    • Examine and discuss the CASEL 5.
    • Examine and analyze embedded social-emotional curricula.
    • Design, teach, and discuss lessons with embedded social-emotional curriculum strategies and ideas.

    Hours: 10

    Teaching Grit in the Classroom
    Social Emotional Learning

    Course Objectives:

    • Analyze and discuss the underpinnings of grit as applied to academic performance.
    • Examine and discuss examples of grit strategies applied in classrooms.
    • Design lessons with embedded grit strategies for immediate classroom application.

    Hours: 10

    Tier 1 SEL Practices
    Social Emotional Learning

    Course Objectives:

    • Develop a shared vision for school climate and classroom environment.
    • Build positive relationships with students, teachers, and other school personnel.
    • Integrate SEL into academic instruction through evidence-based intervention.

    Hours: 10

    Trauma Response Practices
    Social Emotional Learning

    Course Objectives:

    • Examine and discuss evidence-based, documented classroom trauma response practices.
    • Adopt and adapt practices geared for specific classroom environments and and students.
    • Integrate SEL intervention practices into academic instruction and day-to-day classroom routines.

    Hours: 10

    Turnkey SEL Practices
    Social Emotional Learning

    Course Objectives:

    • Examine and discuss evidence-based SEL practices.
    • Align SEL strategies to specific classroom dynamics and student expectations.
    • Prepare presentations of SEL presentations to turnkey in districts and schools.

    Hours: 10

    Differentiated Instructional Strategies
    Curriculum Design and Adoption

    Course Objectives:

    • Understand and apply the theory behind differentiation, and how it helps to meet the needs of students in diverse classrooms.
    • Examine and discuss evidence-based strategies for differentiation applied in, and appropriate for, multiple content areas.
    • Select, practice, and apply strategies for differentiation to multiple content areas in individual classrooms.

    Hours: 10


    *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 9-12
    Classroom Management and Learning Environment

    Course Objectives:

    • Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
    • Develop an understanding of triggering events and how to remove them from the classroom environment.
    • Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
    • Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

    Hours: 10

    *Available On-Demand: Positive Behavioral Supports (PBS) for Grades 6-8
    Classroom Management and Learning Environment

    Course Objectives:

    • Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
    • Develop an understanding of triggering events and how to remove them from the classroom environment.
    • Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
    • Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

    Hours: 10

    *Available On-Demand: Positive Behavior Intervention Supports (PBIS) for Grades K-5
    Classroom Management and Learning Environment

    Course Objectives:

    • Examine proactive, age-appropriate strategies for creating a positive and reward ing classroom environment.
    • Develop an understanding of triggering events and how to remove them from the classroom environment.
    • Practice new skills that seek to replace behavioral problems with positive reinforcement through a reward system.
    • Leverage clear, age-appropriate rewards for appropriate student classroom behaviors.

    Hours: 10

    Evidence-Based Methods to Teach Anti-Bullying in the Classroom
    Classroom Management and Learning Environment

    Course Objectives:

    • Develop an understanding of the traits and characteristics of classroom bullying and cyberbullying.
    • Examine and discuss the application of evidence-based prevention measures.
    • Discuss and develop an individual repertoire of practical strategies for bullying prevention.

    Hours: 10


    Classroom Management Through Learning Environment
    Classroom Management and Learning Environment

    Course Objectives:

    • Examine and discuss classrooms that use successful classroom management strategies.
    • Discuss the elements of design in classroom management through the lens of learning environment.
    • Understand and apply elements of design for successful classroom management through the establishment of an engaging and motivating learning environment.

    Hours: 10


    Creating an Inclusive Classroom Environment
    Classroom Management and Learning Environment

    Course Objectives:

    • Observe and discuss video of inclusive classroom environments.
    • Design and practice with standards for behavior and their enforcement.
    • Scaffold learning to be consistent and sensitive for all children while personalizing instruction to meet their individual academic needs.
    • Examine the strategies and planning adopted to maintain an inclusive classroom.

    Hours: 10


    Engaging Classroom Environments
    Classroom Management and Learning Environment

    Course Objectives:

    • Analyze a range of diverse and integrated learning environment models.
    • Review and practice with lessons that leverage a diverse and integrated learning environment.
    • Apply strategies that support effective and diverse classroom environments and promote positive behavior.
    • Design and adopt an evidence-based classroom environment.

    Hours: 10


    All About Adobe Suite
    Soft Skills

    Course Objectives:

    • Gain understanding of the Adobe logistics from beginner to advanced.
    • Observe a range of Adobe Suite products and their uses for business, academic, and personal.
    • Practice with features of a specific Adobe product.
    • Adopt and customize Adobe product for personal, business, or academic use.

    Hours: 10


    Machine Learning
    Soft Skills

    Course Objectives:

    • Gain understanding of the technical elements of machines and machine learning.
    • Leverage machine technology with strategic thinking.
    • Observe and discuss machine learning tactics of experts.
    • Examine various career options in machines.
    • Develop a career plan and begin the tracking process for onboarding a career in machines.

    Hours:


    Using Excel
    Soft Skills

    Course Objectives:

    • Gain understanding of the Excel logistics from beginner to advanced.
    • Observe a range of Excel uses for business, academic, and personal.
    • Practice with common features of Microsoft Excel
    • Practice with the pivot tables and reports.
    • Customize an Excel feature for personal, business, or academic use.

    Hours:


    4 Steps to Context Clues
    Grades K-2
    Learning Targets:

    • Students will apply independent fix-it strategies to new/unknown words.
    • Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.


    Battleship Phonics
    Grades K-2
    Learning Targets:

    • Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
    • Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
    • Students will recognize and process small and abstract units of sound.

      Comprehension with Ellie
      Grades K-2
      Learning Targets:

      • Students will read with accuracy, expression, and rate.
      • Students will engage in a choral, audio-assisted reading with partner “Ellie.”
      • Students will apply accountable independent reading with appropriate speed, accuracy, and comprehension.

      Concepts of Digital Print
      Grades K-2
      Learning Targets:

      Digraphs and Trigraphs: ck, ch, tch, dge, ph
      Grades K-2
      Learning Targets:

      • Students will recognize unusual (rule-breaker) patterns in sight words.
      • Students will sound out and effectively pronounce words with digraphs and trigraphs.
      • Students will manipulate word families to understand and recognize digraphs and trigraphs.

      Echo Reading with Ellie
      Grades K-2
      Learning Targets:

      • Students will apply expression and rate for reading endurance
      • Students will read alongside “Ellie” with expression and rate.
      • Students will apply fluency strategies to independent reading.
      • Students will summarize information.
      • Students will self-evaluate their work.

      Irregular Vowel Patterns
      Grades K-2
      Learning Targets:

      • Students will recognize irregular vowel teams in sight words.
      • Students will sound out and effectively pronounce words with irregular vowel teams in them.
      • Students will manipulate word families to understand and recognize words with irregular vowels.

      Learning Blends and Digraphs
      Grades K-2
      Learning Targets:

      • Students will listen to and say the soft “c” and “g” sounds, or "digraph.
      • Students will listen to, and say, unusual blends in words, or "trigraphs".
      • Students will recognize digraphs and trigraphs in new words.


      Learning Blends, Digraphs, and Trigraphs - Part I
      Grades K-2
      Learning Targets:

      • Students will recognize unusual (rule-breaker) patterns in sight words.
      • Students will sound out and effectively pronounce words with digraphs and trigraphs.
      • Students will manipulate word families to understand and recognize digraphs and trigraphs.

      Learning New Words
      Grades K-2
      PayPal
      Learning Targets:

      • Students will pronounce, spell, and read new words together.
      • Students will discuss unusual features about the words.
      • Students will practice orthography by writing new words in sentences.

      Learning with Sentence Strips
      Grades K-2
      Learning Targets:

      • Students will organize words and sentences using knowledge of phonics.
      • Students will apply appropriate oral and aural language to tell about their experiences as they relate to a story.
      • Students will use context clues to reconstruct a story using words and sentence strips.

      Literature Webbing
      Grades K-2
      Learning Targets:

      • Students will organize information from a guided reading into a literature web.
      • Students will make predictions about an upcoming reading.
      • Students will identify main idea.
      • Students will identify chronological order of events.


      Long Vowels, Short Vowels, and Silent “e”
      Grades K-2
      Learning Targets:

      • Students will recognize and pronounce short and long vowel sounds.
      • Students will recognize new words with short and long vowel sounds.
      • Students will successfully sound out words with long and short vowel sounds.
      • Students will recognize and pronounce words with silent “e”.


      Looking Forward with Anticipation Guides
      Grades K-2
      Learning Targets:

      • Students will make predictions before reading a chunk of non-fiction text.
      • Students will determine whether their predictions and anticipations were true or false.
      • Students will use an Anticipation Guide to record predictions and anticipations.

      My Own Word Wall
      Grades K-2
      Learning Targets:

      • Students will listen and respond to instructions.
      • Students will place and organize pictures, letters, and words onto a word wall.
      • Students will identify sound-symbol associations.


      Paired Reading with Ellie
      Grades K-2
      Learning Targets:

      • Students will read with accuracy, expression, and rate.
      • Students will engage in shared reading with “Ellie” the rabbit robot, or "rabot".
      • Students will apply reading endurance when reading independently.

      Pre-reading and Making Predictions in Digital Print
      Grades K-2
      Learning Targets:

      • Students will apply effective navigation strategies to pre-read for prediction and comprehension.
      • Students will apply knowledge of the concepts of digital print to be able to navigate on a digital device more effectively.



      R-controlled Vowels
      Grades K-2
      Learning Targets:

      Reader's Theatre
      Grades K-2
      Learning Targets:

      • Students will read scripts aloud with expression and intonation.
      • Students will demonstrate reading fluency.
      • Students will evaluate their own reading fluency with a read aloud rubric.

      Reading Digital Print for Deep Comprehension
      Grades K-2
      Learning Targets:

      • Students will apply effective navigation strategies to read digital print for deep comprehension.
      • Students will select and apply a variety of comprehension strategies specific to digital print to read and comprehend.


      Rhymes and Phonics
      Grades K-2
      Learning Targets:

      • Students will apply phonological processing and phonemic awareness skills to interrelated word banks and sentences.
      • Students will analyze phonemes to synthesize words and meaning for full sentence and thematic comprehension.
      • Students will recognize units of sound.

      Rhymes and Claps, Words and Sounds
      Grades K-2
      Learning Targets:

      • Students will recite a nursery rhyme.
      • Students will record themselves reciting a nursery rhyme.
      • Students will clap out sounds to a nursery rhyme.

      Semantic Mapping for Early Readers
      Grades K-2
      Learning Targets:

      • Students will develop capacity for understanding complex concepts through mapping.
      • Students will connect words and phrases with ideas and concepts.
      • Students will identify and recall the meaning of words read in context.


      Somebody Wanted But So: SWBS
      Grades K-2
      Learning Targets:

      • Students will apply good listening skills to a story reading.
      • Students will grasp the main idea of a story.
      • Students will identify story elements to include character, setting, problem, solution.


      Story Writing, Story Telling
      Grades K-2
      Learning Targets:

      • Students will design their own story using a storyboard and images.
      • Students will apply “good speaking” skills to the retelling of their own story.
      • Students will rate their own oral reading using the Good Speaking Rubric.


      Switching Strategy
      Grades K-2
      Learning Targets:

      • Students will pull together sources to draw a conclusion.
      • Students will apply a switching strategy to comprehend the author’s intention.
      • Students will increase comprehension by relating their own lives to a reading.

      Two-Sound Word Hunt
      Grades K-2
      Learning Targets:

      • Students will identify syllables in words by clapping to them.
      • Students will produce initial word sounds.
      • Students will distinguish beginning word sounds from middle and end sounds.


      4 Steps to Context Clues
      Grades 3-5

      Learning Targets:

      • Students will apply independent fix-it strategies to new/unknown words.
      • Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.


      Active Listening
      Grades 3-5

      Learning Targets:

      • Students will acquire active listening skills.
      • Students will apply active listening skills to a text or interest story read-aloud.
      • Students will apply active listening skills to a discussion about the text or interest story.
      • Students will rate their own listening skills using the Good Listening Rubric.


      Boost My Reading Skills in Paper and Digital Print
      Grades 3-5

      Learning Targets:

      • Students will apply blended learning strategies to paper and digital print to increase reading comprehension.
      • Students will apply blended learning strategies to paper and digital print to improve their reading, writing, and vocabulary.


      Choice and Decision-Making in Web Navigation
      Grades 3-5

      Learning Targets:

      • Students will apply independent decision-making to develop time and attention to surfing on the internet.
      • Students will develop a sense of timing when using multiple applications and searching multiple sites on the World Wide Web.


      Clunks and Clues
      Grades 3-5

      Learning Targets:

      • Students will develop fix-up strategies to apply to new/unknown words.
      • Students will use context clues to understand new/unknown words.
      • Students will apply knowledge of roots, prefixes, and suffixes to determine new/unknown words.


      Code Switching Between Paper and Digital Print
      Grades 3-5

      Learning Targets:

      • Students will apply dual language strategies to remember critical information when reading digital print.
      • Students will apply dual language strategies to comprehend and synthesize printed and digital information.


      Critical Literacy: Alternative Text and Synthesis
      Grades 3-5

      Learning Targets:

      • Students will drive an informational quest to synthesize information.
      • Students will pull combine to form a conclusion.
      • Students will think broadly about text and apply an alternative text approach using character substitution.


      Dealing With Digital Distractors
      Grades 3-5

      Learning Targets:

      • Students will use appropriate decisions to know what distractors are, and how to avoid then when reading digital print.
      • Students will make decisions about distractors when reading and researching with digital print.


      Digital Distractors: What to Avoid, What to Not Avoid
      Grades 3-5

      Learning Targets:

      • Students will identify distractors when surfing on the Internet.
      • Students will apply knowledge of distractors to a sense of timing for effective and efficient web navigation and digital reading.
      • Students will increase digital reading comprehension and memory by identifying and avoiding distractors.


      Effective Web Navigation
      Grades 3-5

      Learning Targets:

      • Students will apply knowledge of conventions and concepts of digital print.
      • Students will deepen their reading comprehension with effective reading of digital print.


      Frayer for Comprehension
      Grades 3-5

      Learning Targets:

      • Students will summarize information after an independent read of text.
      • Students will apply new information to their own lives and articulate its relevancy to the text.
      • Students will identify the main idea of a chunk of text and articulate its meaning to their own lives.


      Highlighting and Annotating for Understanding
      Grades 3-5

      Learning Targets:

      • Students will highlight and annotate information pertinent to the main idea of the text.
      • Students will articulate the main idea of a text by analyzing and synthesizing highlighted and annotated sections.


      I Spy Writing Activity
      Grades 3-5

      Learning Targets:

      • Students will carry on dialogue with the by responding to objects around the room.
      • Students will listen and follow single-step directions from peers.
      • Students will write and solve one problem based on peer dialogue.


      Inferences to Evidence
      Grades 3-5

      Learning Targets:

      • Students will infer information from a text.
      • Students will gather and evaluate evidence from a text.
      • Students will apply logic and questioning to make evidence-based conclusions.


      Know, Want to Know, Learned
      Grades 3-5

      Learning Targets:

      • Students will understand how to complete a KWL form after reading a short selection of text.
      • Students will apply a KWL strategy to a reading selection.


      Literature Webbing
      Grades 3-5

      Learning Targets:

      • Students will organize information from a guided reading into a literature web.
      • Students will make predictions about an upcoming reading.
      • Students will identify main idea.
      • Students will identify chronological order of events.


      Literature Webbing and Writing
      Grades 3-5

      Learning Targets:

      • Students will organize information from a guided reading into a literature web.
      • Students will make predictions.
      • Students will identify main idea and write about it using the literature web.
      • Students will identify chronological order of events.


      Managing Time When Reading
      Grades 3-5

      Learning Targets:

      • Students will independently time themselves when reading online print to be able to make effective decisions when researching.
      • Students will scan and surf the internet efficiently and successfully by applying self-timing strategies.
      • Students will set goals and purposes for reading.


      Managing Time When Reading Digitally
      Grades 3-5

      Learning Targets:

      • Students will make effective decisions when reading and researching online.
      • Students will apply self-timing strategies when reading digital print and multi-media.


      Marzano's 1-4 for Vocabulary
      Grades 3-5

      Learning Targets:

      • Students will investigate terms related to new vocabulary words.
      • Students will describe and explain new vocabulary.
      • Students will restate sentences in their own words using new terms.


      New Word Inventory
      Grades 3-5

      Learning Targets:

      • Students will apply fix-it strategies to new words.
      • Students will apply metacognitive strategies to what they already know about new words.
      • Students will rate themselves as new word learners.



      Object Compare and Contrast
      Grades 3-5

      Learning Targets:

      • Students will make predictions before reading, or “anticipate”, what they think will happen in a chunk of non-fiction text.
      • After reading students will determine whether their predictions and anticipations were true or false.
      • Students will use an Anticipation Guide to record predictions and anticipations.


      Opinion Station
      Grades 3-5

      Learning Targets:

      • Students will highlight and annotate main idea information in text.
      • Students will analyze and synthesize highlighted and annotated sections.


      Peer Coaching
      Grades 3-5

      Learning Targets:

      • Students will articulate their need for assistance with their writing.
      • Students will act on feedback received about their writing to revise and edit their work into a final product.


      Project Peer Coaching
      Grades 3-5

      Learning Targets:

      • Students will analyze their projects with peers.
      • Students will seek assistance from their peers.
      • Students will act on feedback received to revise and edit.


      QtA: Question the Author
      Grades 3-5

      Learning Targets:

      • Students will establish their own stopping points while reading and use these stopping points as catalysts for questions to the author to determine author’s purpose.
      • Students will determine author’s purpose
      • Students will uncover connections, and bridge understanding with prior knowledge.
      • Students will examine author argument, evidence, and reasoning.


      Reading a Textbook
      Grades 3-5

      Learning Targets:

      • Students read relevant pieces of text to aid in the prediction and comprehension process.
      • Students will summarize, address predictions, and write questions.
      • Students will read to answer and ask questions, summarize, and make new predictions.


      Reading Digital Print
      Grades 3-5

      Learning Targets:

      • Students will know and understand how to navigate digital print to make predictions.
      • Students will know and understand how to monitor their own reading by using metacognition.
      • Students will use metacognition and predictions to improve their reading.


      Reciprocal Teaching
      Grades 3-5

      Learning Targets:

      • Students will take on the role of “teacher” and share responsibilities as summarizer, questioner, clarifier, and predictor
      • Students make and confirm predictions.
      • Students ask questions during reading.


      Say, Mean, Matter
      Grades 3-5

      Learning Targets:

      • Students will summarize information after an independent read of text.
      • Students will apply new information to their own lives.
      • Students will identify the main idea of a chunk of text and articulate its meaning to their own lives.


      Searching for Word Roots
      Grades 3-5

      Learning Targets:

      • Students will identify and research Latin and Greek roots in words.
      • Students will determine word meaning.
      • Students will write analogies.
      • Students will use e-tools to identify roots and analogies in words.


      Self-Questioning
      Grades 3-5

      Learning Targets:

      • Students will generate questions across multiple content areas.
      • Students will write focus questions for a text.
      • Students will write questions to increase comprehension.


      Semantic Feature Analysis
      Grades 3-5

      Learning Targets:

      • Students will analyze semantic features of words to determine their meaning.
      • Students will write about and discuss relationships among words.


      Semantic Mapping
      Grades 3-5

      Learning Targets:

      • Students will map complex concepts.
      • Students will connect words and phrases with ideas and concepts.
      • Students will recall meaning in text.


      Sentence Patterns and Word Charts
      Grades 3-5

      Learning Targets:

      • Students will apply language structure to words and sentences.
      • Students will build vocabulary through oral language practice and word categorization.
      • Students will engage in shared and interactive reading and writing.


      Somebody In Wanted But So: SIWBS
      Grades 3-5

      Learning Targets:

      • Students will apply good listening skills to a story reading.
      • Students will grasp the main idea in their reading.
      • Students will identify story elements to articulate main ideas.


      Somebody Wanted But So: SWBS
      Grades 3-5

      Learning Targets:

      • Students will apply listening skills to a story reading.
      • Students will grasp the main idea.
      • Students will identify story elements to include character, setting, problem, solution.


      Story Writing and Story Telling
      Grades 3-5

      Learning Targets:

      • Students will design their own story using a storyboard and images.
      • Students will apply “good speaking” skills to the retelling of their own story.
      • Students will rate their own oral reading using the Good Speaking Rubric.


      Switching Strategy
      Grades 3-5

      Learning Targets:

      • Students will pull together sources to draw a conclusion.
      • Students will apply a switching strategy to comprehend the author’s intention.
      • Students will increase comprehension by relating their own lives to a reading.


      The Who Cares Proposal Test
      Grades 3-5

      Learning Targets:

      • Students will make decisions about relationships among concepts, supported with examples from the text.
      • Students will identify and apply (where feasible) solutions to problems.
      • Students will write explanations about causes and effects.
      • Students will and identify the importance of information.
      • Students will leverage text with relevance to their own lives.


      Using a Main Idea Chart
      Grades 3-5

      Learning Targets:

      • Students will make predictions about a chunk of text.
      • Students will read a chunk of text independently.
      • Students will note the main ideas
      • Students will write details about the main ideas.


      Writing an Essay
      Grades 3-5

      Learning Targets:

      • Students will organize information into write an essay of their own.
      • Students will analyze published essays to develop familiarity genre.
      • Students will compile organized information into an essay.


      4 Steps to Context Clues
      Grades 6-8

      Learning Targets:

      • Students will apply independent fix-it strategies to new/unknown words.
      • Students will use context clues to determine the meaning of new/unknown words using word parts, sounds, context, and a dictionary.


      Active Listening
      Grades 6-8

      Learning Targets:


      Avoiding Digital Distractors
      Grades 6-8

      Learning Targets:

      • Students will know how to identify distractors when surfing on the Internet.
      • Students will apply knowledge of distractors to timing when reading digital print.
      • Students will increase digital reading comprehension and memory by avoiding distractors.


      Charting Main Ideas
      Grades 6-8

      Learning Targets:

      • Students will make predictions about a chunk of text.
      • Students will read a chunk of text independently and annotate the main ideas onto a main idea chart.
      • Students will note and combine the main ideas of a text.
      • Students will write details about the main ideas using evidence from the text and place into a comprehensive writing piece.


      Choice and Decision-Making in Web Navigation
      Grades 6-8

      Learning Targets:

      • Students will apply independent decision-making to develop time and attention for the internet.
      • Students will effectively use multiple applications on the World Wide Web.


      Clunks and Clues
      Grades 6-8

      Learning Targets:

      • Students will develop fix-up strategies to apply to new/unknown words.
      • Students will use context clues to understand new/unknown words.
      • Students will apply knowledge of roots, prefixes, and suffixes to determine the meaning of new/unknown words.


      Code Switching in Paper and Digital Print
      Grades 6-8

      Learning Targets:

      • Students will apply dual language strategies when reading digital print.
      • Students will comprehend and synthesize printed and digital information.


      Conventions and Concepts of Effective Web Navigation
      Grades 6-8

      Learning Targets:

      • Students will navigate the World Wide Web successfully and efficiently.
      • Students will apply knowledge of the conventions and concepts of digital print.


      Critical Literacy: Alternative Text
      Grades 6-8

      Learning Targets:

      • Students will independently drive an informational quest to synthesize information read independently.
      • Students will form a conclusion of their own.
      • Students will think broadly about the text and apply alternative text approaches using character substitution or character perspective.


      Frayer for Comprehension
      Grades 6-8

      Learning Targets:

      • Students will summarize information after an independent read of text.
      • Students will apply new information to their own lives and articulate its relevancy to the text.


      Highlighting and Annotating for Understanding
      Grades 6-8

      Learning Targets:

      • Students will highlight and annotate information pertinent to the main idea of the text.
      • Students will articulate the main idea of a text by analyzing and synthesizing highlighted and annotated sections.


      Inferences to Evidence
      Grades 6-8

      Learning Targets:

      • Students will infer information from a text.
      • Students will gather and evaluate evidence from a text.
      • Students will draw logical conclusions using evidence gathered.
      • Students will apply a questioning process to make evidence-based conclusions.


      Know, Want to Know, Learned
      Grades 6-8

      Learning Targets:

      • Students will understand how to complete a KWL form after reading a short selection of text.
      • Students will apply a KWL strategy to a reading selection.


      Learning Grammar: Sentence Combining
      Grades 6-8

      Learning Targets:

      • Students will combine sentences to strengthen their message.
      • Students will apply knowledge of grammar to properly compose and combine sentences.