Addressing College- and Career-Ready (CCR) Standards for English Language Arts
Are you ready to learn and grow? Want to increase student achievement in ELA? Need support for implementing a literacy initiative? SEDL's Center for High-Performing Schools has a proven plan specifically designed to meet your professional learning needs and ensure high performance. At the core is a series of learning opportunities that will enlighten you to prepare your students to become highly literate and college and career ready in the 21st century.
Complimentary Introductory Webinars or Conference Presentations
What Every Teacher Should Know About Teaching Reading in the 21st Century
This webinar or presentation describes the impact of CCR standards on teaching the foundational skills of reading including phonemic awareness, phonics and word study, fluency, vocabulary, and comprehension. It is an overview of evidence-based reading and literacy practices and instruction for improving student outcomes. This session is appropriate for district and school leaders, instructional specialists or coaches, kindergarten through 3rd grade teachers, and special or bilingual educators who work with students at this level.
Five Critical Strategies for Teaching Students Beyond K–3
This webinar focuses on adolescent literacy instruction (grades 4−12). It includes an overview of evidence-based literacy practices and instruction for improving student outcomes as well as guidance on preparing students for college and career success. In addition, participants will explore effective strategies, especially for struggling readers, which include word study, fluency, vocabulary, comprehension, and motivation.
On-Site Professional Development Services
Targeting Key Needs with Individual Sessions
Since individual districts, schools, and teachers may need training on varying reading, English, and other language arts topics based on students' needs, the center offers several individual two-day sessions. These sessions provide an overview of the topic addressed and strategies that participants can take back to their districts, schools, or classrooms and use immediately. Sessions can be tailored to specific school or district needs and offered at your location.
For additional information about professional development sessions or technical assistance, contact us at email@example.com.
Session 1: Kick-Starting Success Means Explicitly Saying What You Mean To Say
Explicit instruction provides students with meaningful opportunities and learning experiences from complex literary and informational texts that are connected to CCR standards. To teach students to comprehend concepts and ideas, teachers need to develop the art and language of teaching explicitly. This interactive, hands-on session teaches the process of explicit instruction by illustrating CCR standards through demonstration videos and lessons. Participants will understand the "what," "why", "when," and "how" of explicit instruction as they are provided ample modeling and practice through concepts, sequences, and lesson components for explicit instruction.
Session 2: So, What Happened to the Five Components of Effective Reading Instruction?
Many teachers are asking this question when they look at college- and career-ready standards. In 2000, the National Reading Panel 1 identified five components of effective early literacy instruction—phonemic awareness, phonics, fluency, vocabulary, and comprehension— but these components are not explicitly addressed in most CCR standards. This interactive hands-on session reviews the five components as they relate to the foundational skills in CCR standards, emphasizes examples of oral language development, speaking and listening, and writing at grade level, and identifies embedded content-area skills. Participants will engage in a lively demonstration lesson that focuses on the foundational skills.
Session 3: Facing the Elephant in the Room—A Shift in Comprehension
Although the shift in comprehension required for CCR may seem daunting, you can help middle and high school teachers understand their importance in helping students learn to access information from different types of texts. This interactive session on adolescent literacy will focus on helping middle and high school teachers from all content areas understand how an individual's use of literacy strategies plays a critical role in the ability to successfully read and comprehend content area texts. Participants will briefly examine their strategies for accessing and comprehending text, review scientifically based approaches to reading, comprehending, and accessing information from a variety of types of texts, and learn how to restructure learning tasks that emphasize both content and the ability to access text and comprehend it as essential goals.
Session 4: What You Need To Know About Teaching Literacy in the Content Areas
For students to be college and career ready, they must have disciplinary literacy skills. Whereas content area reading only focuses on strategies to help students understand and remember what they read, disciplinary literacy skills require students to understand basic subject matter and understand how reading and writing are used in that subject area or field. This interactive session will focus on exploring literacy through the essential aspects of disciplinary practice to improve reading, writing, and thinking in subject matter texts. Teachers will be provided suggestions and implications for instruction based on the grade levels they teach.
Session 5: Unlock the Mystery of Reading and Comprehending Highly Technical Content
Have you tried reading a complex technical manual recently? While Career Technical Education (CTE) provides a valuable career path for many students, the highly technical content of the coursework and manuals can be challenging for students to read and comprehend. To further complicate things, CTE instructors often have no formal training in building students' literacy and comprehension skills. This unique session will allow CTE instructional staff to explore research-based classroom strategies designed to increase vocabulary, comprehension, motivation, and expressive skills in respective CTE content areas. Participants will have the opportunity to apply the strategies learned to their own course content and to teach a mini-lesson using the strategies as part of a small group.
Session 6: Little Known Ways To Enhance Your Core-Reading
The core-reading program is often the tool for teaching ELA in elementary schools. But are you getting the most out of your core to meet the rigorous college- and career-ready standards? This interactive, hands-on session will help participants understand how to put rigor into their core-reading lessons so that students are prepared to meet the challenges of CCR standards.
Soaring to the Top with Customized Support
Intensive Support for Implementing a Comprehensive Literacy Program
For districts and schools seeking to implement a comprehensive literacy program or initiative, the center can provide intensive professional learning, follow-up, and technical assistance while building the capacity of district and school personnel to sustain the initiative after direct support ends. Through on-site PD sessions, an on-site coaching process, professional learning communities, walk-throughs, and other job-embedded professional learning strategies such as videoconferences, virtual communities of practice, and webinars, center staff can design and deliver services to help your school or district make sustainable progress and impact with your literacy initiative. From initial planning to project completion, regular consultation is available through conference calls and emails. In addition, center staff can facilitate partnerships with districts in close proximity that select to engage in our services through a consortia model. Partnerships include a monthly professional learning experience at a host district site to build shared learning experiences as well as to strengthen the knowledge of all in literacy instruction.
1National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.