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SUMMER INSTITUTE
Effective Literacy Practices and Responsive Small Group Instruction
DATE AND LOCATION
PENNSYLVANIA
July 30-31, 2018
8:00 a.m.–1:00 p.m.

Avon Grove Intermediate School
395 S. Jennersville Rd
West Grove, PA 19390

 

$129per attendee

Register Now


DESCRIPTION

Day One

Effective Literacy Practices: Instructional Models That Support Reading Workshop and Genre Instruction

This workshop delves into research-based best practices in literacy instruction which focuses on teaching methods that make the most impact on student learning. Teachers will examine daily structures and routines which provide clear expectations, demonstrate critical and reflective thinking, engage students in collaborative conversations, allow time for authentic learning experiences, and present opportunities to receive ongoing feedback in order to develop self-directed learners.

The content of this workshop includes an introduction to the following topics:

  • Understanding the Gradual Release of Responsibility
  • Components of Reading Workshop
  • Creating a Literate Rich Environment: Rituals, Routines, and Tools
  • Lesson Structures: Interactive Read Alouds and Mini-lessons (Think-Alouds)
  • Motivating Readers with Mentor Texts: Conversation and Use of Steme
  • Units of Study that Focus on Genre: Deepening our Understandings of structures, features and purposes of Genre Instruction
Day Two

Responsive Small Groups

Learn more about how to make instructional decisions following your whole group lessons using data and tools. This session will focus on identifying effective small group structure(s) that will benefit the diverse needs of your readers.

During the K-3 session there will be an emphasis will be on the efficacy of Guided Reading and Strategy Groups, the behaviors of readers at specific levels, and creating lessons using leveled and/or demo texts. During the 4-8 session, teachers will discover the rationales for selecting the appropriate small group instruction (e.g. guided reading, strategy groups, book clubs), focusing on data and trends, levels of readers, interests, and the different types of supports that can be used to meet the needs of their readers.

For these sessions, teachers should bring the following: Sample Reading Data from this past school year; 3-4 leveled texts; and three short texts or articles either from your units or from a periodical in your school library.




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