Available courses

Effective Literacy Instruction for Second Language Learners

Effective Literacy Instruction for Second Language Learners

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 

ESOL Advanced: Teaching Advanced Second Language Learners

ESOL Advanced: Teaching Advanced Second Language Learners

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

ESOL Beginners: Teaching Beginner Second Language Learners

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

ESOL Intermediate: Teaching Intermediate Second Language Learners

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 Grades K-5

Evidence-Based ESOL Classroom Strategies Grades K-5

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

Evidence-Based ESOL Classroom Strategies for Grades 6-12

Evidence-Based ESOL Classroom Strategies for Grades 6-12

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

Evidence-Based ESOL Program Design

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

Leadership in English as a Second Language Programs

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

Pedagogies for Diverse Classrooms

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)

Program Administration for Second Language Learners (ESOL)

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

Formative Classroom Assessments for ESOL Students

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

Response to Intervention (RtI) Best Practices

Response to Intervention (RtI) Best Practices

Objectives:

  • Participants will to use evidence-based Response to Instruction (RtI) models to close achievement gaps among Tiers II and III students.
  • Participants will progress monitor using evidence-based tools to deliver effective and timely multi-tiered interventions to students.
  • Participants will plan, adopt and/or adapt and design RtI curriculum that meets the instructional needs of Tiers II and III students.

Hours: 10

Student Data: What, How, and Next Steps

Student Data: What, How, and Next Steps

Objectives:

  • Participants analyze a range of student data, both formative and summative.
  • Participants will make Instructional decisions based on data and gap analysis. 
  • Participants will plan and take action steps needed to design curriculum specific to student needs.  

Hours: 10

Using Smart Assessment Data

Using Smart Assessment Data

Objectives:

  • Analyze and discuss a range of formative and summative assessment data 
  • Use data discussion protocols to discuss and develop action plans
  • Develop action plans for the on-going and systematic use of data in instructional decisions.

Hours: 10

Data-Based Decision-Making

Data-Based Decision-Making

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

Creating a Culturally Responsive Learning Environment

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

Blended Classrooms

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

Teaching 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


The Science of Reading in Grades PK-6

The Science of Reading in Grades PK-6

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

Family Literacy Engagement

Family Literacy Engagement

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

Early Literacy: Teaching Reading Fluency

Early Literacy: Teaching Reading Fluency

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


Teaching the Six Literacy Strands: Grades K-5

Teaching the Six Literacy Strands: Grades K-5

Course Objectives:

  • Examine the Six Literacy Strands as they apply to reading proficiency in all grades.
  • Analyze evidence-based practices for planning instruction around the Six Literacy Strands.
  • Design curricula around the Six Literacy Strands.
  • Apply best evidence-based practices for immediate classroom implementation.

Hours: 10

Early Literacy: Teaching Phonological Awareness

Early Literacy: Teaching Phonological Awareness

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


The Science of Reading in Grades 7-12

The Science of Reading in Grades 7-12

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

Evidence-Based Content Area Literacy Learning Strategies Grades K-5

Evidence-Based Content Area Literacy Learning Strategies Grades K-5

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

Content Area Literacy Learning Strategies Grades K-2

Content Area Literacy Learning Strategies Grades K-2

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

UDL Principles for Reading Comprehension

UDL Principles for Reading Comprehension

Outcomes:
  • Use new questioning approaches to move students deeper into text.
  • Compare and discuss the differences a variety of question types.
  • Design essential questions that leverage with text.
  • Apply questioning approaches to facilitate high-level responses from students.

Hours: 10

Evidence-Based Literacy Practices for Struggling Learners Grades 6-8

Evidence-Based Literacy Practices for Struggling Learners Grades 6-8

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

Literacy Learning Across Content Areas Grades 6-12

Literacy Learning Across Content Areas Grades 6-12

Objectives:

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

Hours: 10

Close Reading Strategies: Grades 3-8

Close Reading Strategies: Grades 3-8

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


Science-based FUNdamentals of Reading Instruction

Science-based FUNdamentals of Reading Instruction

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

Brain-Based Literacy Strategies Grades 6-12

Brain-Based Literacy Strategies Grades 6-12

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

Literacy for All Subjects Grades K-12: Theory and Practice

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

Evidence-Based Reading and Writing Engagement Strategies Grades K-12

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

Science-Based Strategies for Teaching the Writing Process Grades 6-12

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

Reading Intervention for K-8 Students

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

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

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

Building Reading Comprehension in Primary Grades

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

Evidence-Based Comprehension Strategies for High School

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

Evidence-Based Strategies for Struggling Readers in Middle School

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

Early Literacy: Evidence-Based Teaching Methods for Beginning Readers

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


Starting a Professional Learning Community

Starting a Professional Learning Community

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

Working in Teacher Teams

Working in Teacher Teams

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

Teacher Coaching Methods

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 Student Resilience

Building and Supporting Student Resilience

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

Building and Supporting Character Development in the Classroom

Building and Supporting Character Development in the Classroom

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

Teaching for Social and Emotional Learning: K-8

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:


Teaching for Social and Emotional Learning: 6-8

Teaching for Social and Emotional Learning: 6-8

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:


Teaching for Social and Emotional Learning: 9-12

Teaching for Social and Emotional Learning: 9-12

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

Teaching Grit in the Classroom

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:


Tier 1 SEL Practices

Tier 1 SEL Practices

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

Trauma Response Practices

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

Turnkey SEL Practices

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

Cognitive-Friendly Classrooms Grades K-5

Cognitive-Friendly Classrooms Grades K-5

Objectives:

  • Examine and discuss cognitive sciences behind educational pedagogy.
  • Analyze evidence-based cognitive classroom practices.
  • Adopt and adapt a multi-sensory curriculum that integrates cognitive-friendly teaching practices.
  • Field test, discuss, and adapt new practices through classroom implementation.

Hours: 10

Differentiated Instructional Strategies

Differentiated Instructional Strategies

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


UBD: The Elements of Understanding by Design

UBD: The Elements of Understanding by Design

Objectives:
  • Understand the most effective UBD approaches in curriculum design.
  • Understand and practice with the design of effective essential questions.
  • Design their own essential questions that move students deeper into text.
  • Apply questioning and UBD techniques that promote critical thinking among students.

Hours: 10

Positive Behavioral Supports (PBS) for Grades 9-12

Positive Behavioral Supports (PBS) for Grades 9-12

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 6-8

Positive Behavioral Supports (PBS) for Grades 6-8

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 Behavior Intervention Supports (PBIS) for Grades K-5

Positive Behavior Intervention Supports (PBIS) for Grades K-5

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

Evidence-Based Methods to Teach Anti-Bullying in the Classroom

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 Through 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

Creating an Inclusive Classroom 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

Engaging Classroom Environments

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


Conducting International Business

Conducting International Business

Course Objectives:

  • Understand and apply the fundamentals of risk assessment and management in the international business arena.
  • Discuss the economic, political, and social factors that drive change.
  • Navigate decision-making across multiple global market scenarios.
  • Apply international concepts to personal business ideals.

Hours: 10


Corporate Conflict Resolution

Corporate Conflict Resolution

Course Objectives:

  • Examine successful models of conflict resolution.
  • Apply the concepts of mediation and facilitation as strategies for conflict resolution.
  • Practice with the application of effective communication skills that embody effective listening and feedback.
  • Apply key problem-solving and conflict-resolution skills to multiple personal and corporate scenarios.

Hours: 10


Customer Service

Customer Service

Course Objectives:

  • Learn and practice with the fundamental components of successful customer service.
  • Examine case studies that focus on delivery of customer service that increases business.
  • Examine and discuss customer service as a driver of business success.
  • Design an individualized customer service plan.

Hours: 10


Cyber Law

Cyber Law

Course Objectives:

  • Discuss legal issues that govern cyber operations.
  • Gain and apply the tools and techniques for conducting ethical, legal cyber operations.
  • Compare and contrast unethical hacking to ethical hacking and criminal penalties. 
  • Discuss technological innovation before enactment of law.
  • Distinguish among various hacking types to include: nuisance hacking, activist hacking, and criminal hacking.

Hours: 10


Digital Marketing

Digital Marketing

Course Objectives:

  • Examine and discuss successful models of digital marketing that lead to sustained growth.
  • Examine and discuss the value of SEO, paid search, social marketing campaigns, mobile, email, display marketing, and analytics as they lead to business growth.
  • Design and pilot a customized digital marketing plan.

Hours: 10


Diversity, Equity, and Inclusion in the Workplace

Diversity, Equity, and Inclusion in the Workplace

Course Objectives:

  • Apply engagement strategies that lead to workplace satisfaction and increased productivity.
  • Counteract bias and negative workflow mindsets.
  • Discuss diversity and inclusion as it works into workforce culture.
  • Foster an inclusive work environment.

Hours: 10



Grant and RFP Writing

Grant and RFP Writing

Course Objectives:

  • Understand the logistics of researching the right grant or RFP opportunities.
  • Review and practice with search engines both subscription and free.
  • Review and unpack winning RFPs and grants from a variety of sources: states, federal government, small business, philanthropic, etc.
  • Unpack a variety of RFP and grant applications to understand the logistics of writing a successful application.
  • Research and select one opportunity to respond to.

Hours: 10


Human Resources Management

Human Resources Management

Course Objectives:

  • Identify and define the principles of job analysis and design.
  • Understand the fundamentals and evidence-based principles of workforce diversity.
  • Apply the principles of human resource metrics and measurement.
Hours: 10


Making a Digital Transformation

Making a Digital Transformation

Course Objectives:

  • Identify and discuss innovative digital technologies that transform organizations with sustained growth through strategy.
  • Examine the role of leadership and successful track of digital leaders to include Adobe, Google, and Microsoft among others.
  • Design and execute strategies that lead digital transformation in a compitetive global marketplace.
Hours: 10


Marketing 101

Marketing 101

Course Objectives:

  • Review and discuss concepts of marketing management and analysis.
  • Discuss marketing problems and propose solutions.
  • Analyze exemplars of successful marketing strategy.
  • Discuss customer service, market research, segmentation, cost proposals, promotions, product and sales force management.
  • Design a personalized marketing plan for a small or large-scale business.
Hours: 10


Negotiation Skills

Negotiation Skills

Course Objectives:

  • Develop understanding of, and discuss a mastery framework for, successful negotiation techniques.
  • Analyze personal strengths and weaknesses as a negotiator.
  • Use examples, metrics, and feedback to gain techniques for strengthening negotiation skills.
  • Apply negotiation techniques to live competitive scenarios to build personal negotiation skills.

Hours: 10


Organizational Behavior

Organizational Behavior

Course Objectives:

  • Understand and apply theories that lead change initiatives and facilitate organizational transformation.
  • Apply lead organizational change strategies to individual (small and large) initiatives.
  • Build expertise in team facilitation, application of Sigma processes, and reinforce organizational development concepts.

Hours: 10


Problem-Solving and Decision-Making

Problem-Solving and Decision-Making

Course Objectives:

  • Examine and analyze multiple workplace scenarios.
  • Understand and apply creative problem solving strategies for multiple workplace scenarios.
  • Identify and discuss barriers to solutions and ultimate success.
  • Apply critical, divergent, and convergent thinking strategies to multiple scenarios for effective, creative problem solving.

Hours: 10


Public Speaking

Public Speaking

Course Objectives:

  • Analyze one's own presenter strengths and weaknesses.
  • Analyze and discuss the strengths of a variety of winning presentations.
  • Adopt new insight and direct presentation strategies from expert presenters.
  • Use video, self-analysis and peer feedback for on-going skills improvement.
  • Adopt a process of continuous improvement for on-going presentation skills improvement.

Hours: 10


Teamwork and Team Building Skills

Teamwork and Team Building Skills

Course Objectives:

  • Become familiar with, and discuss, strategies for team cohesiveness.
  • Identify gaps in team performance.
  • Apply techniques that build team performance, close gaps, and lead to excellence.
  • Identify and discuss the 5 components team success and apply them to corporate norms.
  • Practice with effective team communication protocols.

Hours: 10


Time Management

Time Management

Course Objectives:

  • Identify and discuss personal "time wasters", and behaviors that lead to low-value time.
  • Examine a variety of successful time management strategies and techniques.
  • Identify, adopt and adapt strategies that leverage with personal time wasters.
  • Plan time and activities using strategies for time management.
  • Apply practical strategies to work and personal organization.

Hours: 10


All About Google Classroom

All About Google Classroom

Course Objectives:

  • Gain understanding of what a Google Classroom is, and how it helps to enhance classroom experiences.
  • Gain understanding of, and utility with, Google Classroom as an LMS.
  • Through practice, gain expertise and utility with a specific Google Classroom as an LMS to evaluate student work, conduct live meetings, and collaborate on projects.
  • Set up a Google classroom of one's own.

Hours: 10


All About Google Suite

All About Google Suite

Course Objectives:

  • Gain understanding of the entire Google Suite of products, and how they enhance classroom experiences.
  • Gain understanding of, and utility with, all components of Google Suite.
  • Adopt specific elements within Google Suite to add to an LMS or project.

Hours: 10


All About Moodle

All About Moodle

Course Objectives:

  • Gain understanding of what Moodle is as an open source technology and as an e-learning solution.
  • Learn and practice with plugins and other features.
  • Through practice, gain expertise and utility with specific Moodle features.
  • Design a Moodle course of one's own.

Hours: 10


All About Word Press

All About Word Press

Course Objectives:

  • Gain understanding of what Word Press is as an open source technology, and it functions as a website and for blogging.
  • Learn and practice with customization features.
  • Through practice, gain expertise and utility with a specific Word Press feature.
  • Set up a Word Press site of one's own.

Hours: 10


Enhancing Your Google Classroom

Enhancing Your Google Classroom

Course Objectives:

  • Gain understanding of the most current version of Google Classroom, including new updates and plugins.
  • Gain understanding of, and utility with, Google Classroom as an LMS.
  • Set up an enhanced Google classroom of one's own.

Hours: 10


Introduction to Open Source Technologies

Introduction to Open Source Technologies

Course Objectives:

  • Gain understanding of what open source means, and what comprises an open source project.
  • Review and discuss a variety of open source tools and projects.
  • Analyze open source learning management systems and gain understanding of how to utilize them through contribution, ownership, and customization.
  • Create and adapt an open source project of one's own.

Hours: 10


Moodle as an LMS

Moodle as an LMS

Course Objectives:

  • Gain understanding of what Moodle is as an open source technology, and it functions as a learning management system.
  • Learn and practice with customization features of Moodle.
  • Through practice, gain expertise and utility with various Moodle plugins and other features.
  • Set up and customize a Moodle site, or enhance an existing LMS with Moodle.

Hours: 10


All About Adobe Suite

All About Adobe Suite

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

Machine Learning

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

Using Excel

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:


Avoiding Plagiarism

Avoiding Plagiarism

Course Objectives:

  • Identify the purposes of copyright and fair use.
  • 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: 10


Digital Literacy: Research on the World Wide Web

Digital Literacy: Research on the World Wide Web

Course Objectives:

  • Observe and discuss the utility of a variety of digital media types and purposes.
  • Discuss current research on digital and media literacy and its impact on learning.
  • 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: 10


Digital Literacy: Effective Web Navigation

Digital Literacy: Effective Web Navigation

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.
  • Investigate and practice with strategies that focus research terms and yield specific, accurate results.

Hours: 10


Reading Comprehension for Adults

Reading Comprehension for Adults

Course Objectives:

  • Develop and practice with strategies to read for meaning and understanding.
  • Use strategies to document information with cognition and intention throughout the reading process.
  • Read with fluency and accuracy for short and long-term recall.

Hours: 10


Speed Reading

Speed Reading

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: 10


Understanding Copyright

Understanding Copyright

Course Objectives:

  • Identify the purpose of U.S. Copyright and Fair Use laws.
  • Define various types of intellectual property and apply the principles of fair use.
  • Differentiate between what copyright is, and what it is not.
  • Compare how copyrights are violated to how they are protected.
  • Learn how to protect a creative work with knowledge of Copyright and Fair Use laws.

Hours: 10


4 Steps to Context Clues

4 Steps to Context Clues

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

Battleship Phonics

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

Comprehension with Ellie

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

Concepts of Digital Print

Learning Targets:

Digraphs and Trigraphs: ck, ch, tch, dge, ph

Digraphs and Trigraphs: ck, ch, tch, dge, ph

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

Echo Reading with Ellie

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

Irregular Vowel Patterns

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

Learning Blends and Digraphs

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

Learning Blends, Digraphs, and Trigraphs - Part I

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

Learning New Words

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

Learning with Sentence Strips

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

Literature Webbing

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”

Long Vowels, Short Vowels, and Silent “e”

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

Looking Forward with Anticipation Guides

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

My Own Word Wall

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

Paired Reading with Ellie

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

Pre-reading and Making Predictions in Digital Print

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

R-controlled Vowels

Learning Targets:

Reader's Theatre

Reader's Theatre

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

Reading Digital Print for Deep Comprehension

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

Rhymes and Phonics

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

Rhymes and Claps, Words and Sounds

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
Susan Ruckdeschel

Semantic Mapping for Early Readers

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

Somebody Wanted But So: SWBS

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

Story Writing, Story Telling

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

Switching Strategy

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

Two-Sound Word Hunt

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

4 Steps to Context Clues

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

Active Listening

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

Boost My Reading Skills in Paper and Digital Print

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

Choice and Decision-Making in Web Navigation

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

Clunks and Clues

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

Code Switching Between Paper and Digital Print

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

Critical Literacy: Alternative Text and Synthesis

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

Dealing With Digital Distractors

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

Digital Distractors: What to Avoid, What to Not Avoid

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

Effective Web Navigation

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

Frayer for Comprehension

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

Highlighting and Annotating for Understanding

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

I Spy Writing Activity

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

Inferences to Evidence

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

Know, Want to Know, Learned

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

Literature Webbing

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

Literature Webbing and Writing

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

Managing Time When Reading

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

Managing Time When Reading Digitally

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

Marzano's 1-4 for Vocabulary

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

New Word Inventory

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

Object Compare and Contrast

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

Opinion Station

Learning Targets:

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


Peer Coaching

Peer Coaching

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

Project Peer Coaching

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

QtA: Question the Author

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

Reading a Textbook

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

Reading Digital Print

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

Reciprocal Teaching

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

Say, Mean, Matter

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

Searching for Word Roots

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

Self-Questioning

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

Semantic Feature Analysis

Learning Targets:

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


Semantic Mapping

Semantic Mapping

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

Sentence Patterns and Word Charts

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

Somebody In Wanted But So: SIWBS

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

Somebody Wanted But So: SWBS

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

Story Writing and Story Telling

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

Switching Strategy

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

The Who Cares Proposal Test

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

Using a Main Idea Chart

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

Writing an Essay

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

4 Steps to Context Clues

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

Active Listening

Learning Targets:


Avoiding Digital Distractors

Avoiding Digital Distractors

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

Charting Main Ideas

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

Choice and Decision-Making in Web Navigation

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

Clunks and Clues

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

Code Switching in Paper and Digital Print

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

Conventions and Concepts of Effective Web Navigation

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

Critical Literacy: Alternative Text

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

Frayer for Comprehension

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

Highlighting and Annotating for Understanding

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

Inferences to Evidence

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

Know, Want to Know, Learned

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

Learning Grammar: Sentence Combining

Learning Targets:

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


Literature Webbing

Literature Webbing

Learning Targets:

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


Locating and Using Credible Information for Research

Locating and Using Credible Information for Research

Learning Targets:

  • Students will apply understanding of web navigation to decipher credible from non-credible information to conduct research.
  • Students will incorporate credible information into their research.


Managing Digital Reading Time

Managing Digital Reading Time

Learning Targets:

  • Students will time themselves when reading online print.
  • Students will make effective decisions when researching.
  • Students will scan and surf the internet efficiently and successfully.


New Word Inventory

New Word Inventory

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

Object Compare and Contrast

Learning Targets:

  • Students will make predictions before reading.
  • 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

Opinion Station

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.


Peer Coaching

Peer Coaching

Learning Targets:

  • Students will articulate via images 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.


QtA: Question the Author

QtA: Question the Author

Learning Targets:

  • Students will establish stopping points while reading to determine author’s purpose.
  • Students will uncover connections to build prior knowledge.
  • Students will examine author argument, evidence, and reasoning.


Reading Critically

Reading Critically

Learning Targets:

  • Students will analyze information from multiple sources.
  • Students will pull information from various sources to form a conclusion.
  • Students will think critically about the text to write a critical response.


Reciprocal Teaching

Reciprocal Teaching

Learning Targets:

  • Students make predictions using short chunks of text while reading aloud.
  • Students read headings, subtitles, chapter titles and other relevant pieces of text.
  • Students share their predictions in pairs.


Reciprocal Teaching

Reciprocal Teaching

Learning Targets:

  • Students will use text features.
  • Students will summarize, confirm predictions, and write questions after reading.
  • Students will read to answer and ask questions, summarize, and make new predictions.


Say, Mean, Matter: What does it say? What does it mean? Why does it matter?

Say, Mean, Matter: What does it say? What does it mean? Why does it matter?

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.


Searching for Root Words

Searching for Root Words

Learning Targets:

  • Students will identify and research Latin and Greek roots within words.
  • Students will determine a word’s meaning through its Latin and/or Greek roots.
  • Students will research and identify analogies for new vocabulary.
  • Students will use tools to research and identify roots and analogies.


Self-Questioning

Self-Questioning

Learning Targets:

  • Students will be able to generate questions across multiple content areas.
  • Students will write focus questions for a text.
  • Students will raise and write questions to increase comprehension of a selected text.
  • Students will monitor their reading.