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Overarching Outcomes and Goals
Outcomes:
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To improve student performance in language arts.
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To improve educators’ instructional practice in language arts and across the
curriculum.
Goals:
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To build an infrastructure on each elementary school campus and across the
school district that supports K-5 teachers’ sustained professional growth and
development in literacy instruction.
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To provide the resources necessary (professional books and consulting) to
support the kind of targeted, collaborative, ongoing professional study that
improves teachers’ practice over time by building on their existing knowledge
and skills.
Design and Delivery
Heinemann Professional Development will deliver professional development
support to two groups of educators, to be identified by the school district.
The proposed plan includes both a train-the-trainer component for a subset of a
minimum of 24 School-Based Literacy Coaches (description below), as well as the
direct delivery of content and instruction to a larger universe of teachers,
grade levels K-5.
School-Based Literacy Leaders—The school district shall select a minimum
of 3 personnel from each of the 8 participating elementary campuses; including
the principal and at least one teacher per grade level clusters, K-2 and 3-5;
who will serve as Literacy Coaches at their respective schools. Heinemann PD
will provide train-the-trainer support to these Literacy Coaches, who will work
with Heinemann to develop and facilitate targeted, sustained professional study
of literacy instruction for their schools’ educators.
Grade-Level Teachers, K-5—Teachers at every grade level, K-5, from the 8
elementary school campuses will participate in the professional development
activities described in the grids that follow.
Note: The school district will be responsible for identifying and
preparing a location suitable for delivery of services and support, including
any required equipment, such as overhead projectors.
Year One
Learning Focus for Literacy Coaches and Grade Level Teachers: Guided Reading for
Grades K-5
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Establishing a common language for literacy across the district by building a
shared understanding of guided reading and its role in effective literacy
instruction;
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Investigating classroom management for guided reading;
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Exploring assessment, the foundation for effective instruction;
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Identifying high quality children’s literature and determining how to use
different types of texts for guided reading.
Heinemann Professional Development Support:
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Heinemann Speakers
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Staff development workshop on guided reading delivered by Heinemann author and
speaker Michael Opitz, Professor, Elementary Education and Reading, University
of Northern Colorado
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Heinemann Seminars and Embedded Support
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HeinemannU
Heinemann Texts and Videos:
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Reaching Readers: Flexible and Innovative
Strategies for Guided Reading, Michael Opitz, University of
Northern Colorado; Michael Ford, University of Wisconsin, Oshkosh, 2001.
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Redefining Staff Development
Laura Robb, Powhatan School, Virginia, 2000.
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Snapshots: Literacy Minilessons Up Close
Linda Hoyt, National Staff Development Consultant, Oregon, 2000.
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Snapshots: The Video Linda
Hoyt, National Staff Development Consultant, Oregon, 2000.
Year Two
Learning Focus for Grade-Level Teachers: Guided Reading for Grades K-5
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Establishing a common language for literacy across the district by building a
shared understanding of guided reading and its role in effective literacy
instruction;
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Investigating classroom management for guided reading;
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Exploring assessment, the foundation for effective instruction;
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Identifying high quality children’s literature and determining how to use
different types of texts for guided reading.
Learning Focus for Literacy Coaches: Comprehension for Grades K-5
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Investigating research-based strategies for deepening reading comprehension;
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Exploring classroom management strategies for teaching comprehension;
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Learning how to assess and trouble-shoot students’ learning based on an
understanding of the cueing systems that allow skilled readers to make sense of
what they read;
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Identifying quality children’s literature that can be used to support the
teaching of comprehension strategies.
Heinemann Professional Development Support:
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Heinemann Seminars and Embedded Support
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Heinemann Workshops
Heinemann Texts and Videos:
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Mosaic of Thought: Teaching Comprehension in
a Reader’s Workshop, Ellin Keene, Cornerstone Project, University
of Pennsylvania; Susan Zimmerman, Denver, Colorado, 1997.
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Reading Essentials: The Specifics You Need
to Teach Reading Well, Regie Routman, Teacher and Writer in Seattle,
WA, 2002.
Year Three
Learning Focus for Grade-Level Teachers: Comprehension for Grades K-5
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Investigating research-based strategies for deepening reading comprehension;
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Exploring classroom management strategies for teaching comprehension;
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Learning how to assess and trouble-shoot students’ learning based on an
understanding of the cueing systems that allow skilled readers to make sense of
what they read;
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Identifying quality children’s literature that can be used to support the
teaching of comprehension strategies.
Learning Focus for Literacy Coaches: Reading in the Content Areas
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Investigate the most effective techniques for introducing informational texts
to students.
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Discover effective strategies that support students in deciphering difficult
texts.
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Explore literacy instruction within the context of the content areas.
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Understand ‘frontloading’—what it is and how you incorporate it into your
lessons.
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Share activities that enable students to develop a tool belt of reading
strategies.
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Discuss the importance of meaningful research and enticing ways to represent
it.
Heinemann Professional Development Support:
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Heinemann Seminars and Embedded Support
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Heinemann Workshops
Heinemann Texts and Videos:
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Make It Real: Strategies for Success with
Informational Texts, Linda Hoyt, National Staff Development
Consultant, Oregon, 2000.
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Mosaic of Thought: Teaching Comprehension in
a Reader’s Workshop, Ellin Keene, Cornerstone Project, University
of Pennsylvania; Susan Zimmerman, Denver, Colorado, 1997.
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Reading Essentials: The Specifics You Need
to Teach Reading Well, Regie Routman, Teacher and Writer in Seattle,
WA, 2002.
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