SDE: Early Literacy Connecticut State Department of Education SDE: Early Literacy

Early Literacy

{Cover art Publication Connecticut}

Publications

Connecticut's Blueprint For Reading Achievement

K-3 STATE LITERACY TRAIN THE TRAINER MODULES

The Connecticut State Department of Education (CSDE) has provided professional development in the form of K – 3 Literacy Train the Trainer Modules.  Modules are offered to literacy leaders on a rotating basis each year.  An updated list of the nine modules can be found below.

1. Phonological Awareness: The Key to How Language Works (1 day)
Participants will be presented with current strategies based on research to improve phonological awareness in the primary grade classrooms.  Phonological awareness is a prerequisite skill that allows children to understand how language works. 

Participants will learn how to assess students’ phonological awareness level and determine instruction based on this assessment. Hands-on activities will be presented that can be integrated into the literacy block.

2. Enhancing Oral Language: A Pathway to Deep Literacy (2 days)
This module will apply the current research on effective instruction for improving students’ oral language skills for expression, comprehension, and writing. The training focuses on the language requirements for two major discourse text types: narrative and expository and use explicit steps for teaching syntax.

3. Explicit Small Group Reading Instruction (1 day)
Participants will be presented with current strategies based on research to improve explicit, small group reading instruction in the primary classroom.  Strengthening and extending guided reading and guided comprehension through a comprehensive literacy approach will help all students become metacognitive, independent readers.

Meaningful and focused activities will be modeled in order to provide practice for students at their instructional level. Participants will have hands-on practice in the following areas: grouping students, selecting an instructional focus, analyzing levels of books, designing a guided reading lesson and supporting research discussions.

4. Comprehension: The Journey to Strategic Thinking (2 days)
The scientific research on text comprehension instruction reveals important information about what students should be taught about text comprehension and how it can be taught.

Text comprehension can be improved by instruction that helps readers use specific comprehension strategies. This module will provide teachers with the steps for explicit instruction, which includes direct explanation, modeling, guided practice and application. This explicit instruction will help students become purposeful, active readers who are in control of their comprehension.

Meaningful and focused activities will be modeled in order to provide practice for students at their instructional level. Participants will have hands-on practice in the following areas: fiction and informational texts and cognitive strategies.

5. Enhancing Vocabulary to Unlock the Treasures of Text (1 day)
The scientific research on vocabulary acquisition instruction reveals that direct instruction in vocabulary can increase vocabulary learning and comprehension. 

This module will provide teachers with the steps for explicit instruction, which includes direct explanation, modeling, guided practice and application. This module will help teachers in the selection of words to teach, in creating an organizational format for planning for instruction and modeling strategies for students to learn, appreciate, and effectively use words.

Meaningful and focused activities will be modeled in order to provide practice for students at their instructional level. Participants will have hands-on practice in the various vocabulary strategies.

6. Explicit and Differentiated Code Instruction (2 days)
This module will apply current research to effectively provide teachers with the tools to explicitly teach the principles of code instruction.

Meaningful and focused activities will be modeled at each of the levels to help teachers provide practice for students at their instructional and independent levels.

7. Fluency: The Essential Link to Building Comprehension (1 day)
This module will provide teachers with the steps for explicit instruction, which include direct explanation, modeling, guided practice and independent application. In addition, this module will assist teachers in assessing reading fluency, identifying those in need of instruction, and targeting specific strategies to meet the needs of those students.

Meaningful and focused activities will be modeled to help teachers provide practice for students at their instructional and independent levels. Participants will have hands-on practice using a variety of fluency strategies—from individual letter-sounds, to words, phrases, and connected text.  In addition, a variety of strategies emanating from a shared reading text will be shared, thereby demonstrating the gradual release of responsibility approach to fluent reading and comprehension.

8. Independent Literacy Practice: The Key to Mastery  (2 days)
This module will apply current research to effectively provide teachers with the steps for explicit literacy instruction, which include direct explanation, modeling, and guided practice to allow for successful independent application.

Meaningful and focused activities will be modeled throughout the module to help teachers create meaningful literacy activities at their students’ independent levels. Effective classroom routines and management practices will be shared.  Participants will learn how to plan differentiated independent literacy activities based on assessment data. In addition, a variety of independent literacy activities emanating from a shared reading text will be shared, thereby demonstrating the gradual release of responsibility approach.

9. The Principal’s Role in the Instructional Process of Literacy (1 day)
This workshop was developed to assist elementary principals supervising K-3 teachers.  As instructional leaders in their schools, administrators should be knowledgeable about the contents of Connecticut’s Blueprint for Reading Achievement so that they can effectively evaluate and support comprehensive literacy in their schools.  After attending this presentation, administrators will gain further information about each component of Comprehensive Literacy and how to plan professional development in their schools accordingly. A Principal’s Guide to Comprehensive Literacy in K-3 Classrooms flipbook was created to assist principals in monitoring classroom literacy instruction.

RESOURCES

LINKS TO OTHER WEB SITES {*}

  • Haskins Laboratory

    Haskins Laboratory is an independent, non- profit research institute with a primary focus on the development and acquisition of speech, language, and reading. The United States Department of Education awarded a grant to the Connecticut State Department of Education to collaborate with Haskins Laboratory and the University of Rhode Island to implement a state-of-the-art literacy initiative. The specific focus of this year's initiative is on instructing and supporting K-1 teachers in implementing research-based practices that have been shown to be especially critical in raising student achievement in low-achieving schools.

  • The National Council of Teachers of English (NCTE)

    The national professional organization for teachers of English provides information and articles about current trends in the teaching of English. It is also an important resource for publications about teaching language arts.

  • International Reading Association

    The national professional organization for teachers of Reading provides information and articles about current tends in the teaching of reading. It is also an important resource for publications about reading K - 3.

If you require further information, please contact:

Joanne R. White, Consultant
Phone: 860-713-6751




Content Last Modified on 10/2/2013 2:45:37 PM