• A Comprehensive Approach to the Teaching of Early Readers:  A Priority on Responsive Teaching
    The professional development is structured to support kindergarten, first and second grade teachers in constructing the requisite understandings to effectively teach emergent and early readers to make meaning of their reading while negotiating and managing print.
    Objectives:  Kinder - Second grade teachers 
    •    Instructionally respond to students' needs based on an analysis of informal observations and running records.
    •    Understand and use knowledge of the cueing sytems to assess students and plan responsively.
    •    Group students for Guided Reading based on assessed needs.
    •    Select and arrange Guided and Shared reading texts based on students' needs and knowledge of text gradients.
    •    Segment texts and develop prompts to guide students in constructing interpretations of texts.
    •    Record and manage anecdotal notations/notes to make instructional decisions.
    •    Incorporate the elements of effective Guided, Shared and Interactive writing (k-1) lessons in the literacy block.
    •    Plan for purposeful center work during Guided Reading.
    Ongoing On-Site Support:
    Through a lesson study approach, cohorts will spend 3 consecutive days with the literacy consultant to learn how to authentically respond to the needs of their emergent and early readers.  Over the course of four phases, teachers will work alongside young readers to notice the reading behaviors students have control over and what behaviors they need next for their reading development.  
    While working with children, teachers will increase their professional content knowledge of reading development as well as learn to: take and use running records, hone their ability to record observations, select texts, purposefully plan for the literacy block and literacy centers, and most importantly, teach responsively. 
Last Modified on August 19, 2016