Standards-Based Literacy and Math

Common Core Implementation: From Theory to Practice: Grades K-5 - No. 143

  After unpacking grade and discipline-specific state and national standards, participants will be guided through the analysis and implementation of strategy as it works to further college and career readiness across multiple content areas. Exemplars, implementation guides, online and print resources will be evaluated as aids to curriculum development and teaching strategy as they further CCSS initiatives. Course objectives:

• Plan instruction that meets the CCSS initiatives of college and career readiness.
• Learn, practice, and understand how to apply CCSS initiatives to individual content areas.
• Apply teaching strategy that furthers CCSS discipline-specific initiatives.

Literacy Strategies for Science and Technical Subjects: Grades 6-12 - No. 151B

  Transferring literacy skills to subjects outside of English Language Arts is easily achieved when instruction is strategy-driven, explicit and consistently applied across subject areas. In this e-course, participants will focus on informational text and non-fiction essay writing across multiple subject areas. By analyzing non-fiction reading and writing in science and technical subjects, participants will understand and be able to resource supportive strategy for the consistent threading across content areas, genres, and learning styles. Tools for implementation and scaffolding will be abundant. Course Objectives:

• Learn research-based strategy for teaching and facilitating content-focused writing sessions in support of non-fiction text.
• Understanding of reading and writing genre as applied to specific science and technical disciplines.
• Facilitate comprehension and understanding through reading strategy and responsive writing.

Common Core Reading Standards and Strategies That Support Them: Grades K-12 - No. 113

  Participants will learn to analyze and evaluate fiction and non-fiction print by looking at text complexity, effective reading selection and methods for readability. Supportive materials for scaffolding and differentiation will also be evaluated as they align with resources for determining grade-level appropriateness. Leveled libraries, anecdotal and assessment data (including running records) will be examined for planning and instructional purposes. Multiple resources will include vocabulary strategies, readability tools, scaffolding organizers and other tools that offer differentiated support for multiple reading levels, struggling learners and ELLs. Course objectives:

• Analyze and evaluate text complexity in fiction and non-fiction print.
• Use tools to determine text readability to leverage student reading level with scaffolding techniques.
• Differentiate instruction for text complexity, scaffolding and reading readiness.

Classroom Strategies for Reading, Writing, Speaking and Listening: Grades 6-12 - No. 157

  Participants will become familiar with strategies and supportive tools that facilitate rich and structured reading, writing and follow-up discussion in multiple classroom settings. The higher order thinking skills of comparing, contrasting, analyzing, synthesizing and evaluating textual evidence as it works into larger written products will prepare e-course participants to teach students to cull ideas and build on those of others. Digital technologies that facilitate speaking and listening will also be introduced and explored. Course objectives:

• Acquire and apply research-based strategies to teaching reading, writing, listening and speaking activities to further the sills needed to be college and career ready.
• Teach and scaffold the critical literacies within reading, writing, speaking and listening across multiple subject areas.
• Understand how to import reading, writing, listening and speaking skills into differentiated lesson plans.

Common Core Writing Strategies for History and Social Studies, Grades 6-12 - No. 150

  College and career readiness begins with the transfer of literacy skills across all subject areas. This is easily achieved when instruction is strategy-driven, explicit and consistently applied across content areas. Participation in this e-course will focus on non-fiction writing strategy across multiple subject areas. Participants will analyze genre, content, standards and teaching objectives to prepare for implementation. Tools that support all strategies will include resources, organizers, rubrics, checklists and more. Course objectives:

• Apply research-based strategy to teaching to facilitate content-focused writing sessions in support of non-fiction text.
• Understand reading and writing genre as applied to specific science and technical disciplines.
• Facilitate comprehension and understanding through reading strategy and responsive writing.

Common Core Writing Standards and Strategies That Support Them: Grades 6-12 - No. 146

 

Aligning Curriculum to the Common Core, Grades K-12 - Course No. 169

 

Understanding the key concepts of the Common Core Standards will aid participants in developing facility with the curriculum it aligns to. Participants will become familiar with the key CCSS concepts specific to their content areas, and then link them to relevant aspects of discipline-specific curriculum. Participants will be introduced to a host of other resources to aid in future curriculum alignment.

Objectives:

• Develop familiarity with content-specific key CCSS concepts.
• Understanding the resources available to aid in alignment and how to access them.
• Use of tools and resources, participants will develop facility and skill with the process of CCSS curriculum alignment.

Instructional Strategies: Citing Evidence, Grades 9-12 - No. 170

  Participants will learn strategies that work students into text for close reading and deep analysis. The Common Core Standards require that students graduate with the literacy skills for college and career readiness to include the strategies that teach close reading, answering and asking text-dependent questions, writing arguments within short, sustained research projects. All facets of these big shifts will be analyzed closely to understand the new pedagogies behind them. Objectives:

• Plan to, and teach, students how to read informational text with increased rigor and understanding.
• Develop strategy to teach the close reading that leads to evidence finding.
• Understand the nature and purpose of text-dependent questioning.

Common Core Questioning Strategies, Grades K-12 - No. 181

  From key idea and details to integration of knowledge and understanding, there will be no shortage of questioning strategies or the thinking stuff behind them in teaching students how to learn for the Common Core across all content areas, including science, technology, ELA and history. Participants will learn and practice with metacognitive questioning through reading and writing strategies as they foster literacy growth in support of the Common Core State Standards. Course Objectives:

• Gain insight behind the questioning approaches used to get students deeply into text.
• Learn and apply questioning approaches to evoke high-level response from students.
• Learn and practice with questioning in order to teach to the rigorous expectations of the Common Core State Standards.

Classroom Strategies for Speaking and Listening: Grades 6-12 - No. 183

  Participants will learn strategies for teaching within planned flexible communication and collaboration models through formal presentations that employ a number of 21^st century tools. Methods will also focus on oral communication and the interpersonal skills and tools that evaluate them. Objectives:

• Plan communication and collaboration activities that feed speaking and listening skills among students.
• Plan for instructional activities that evoke speaking and listening skills.

Teaching to Text Complexity, Grades 3-8 - No. 188

  Reading strategies will focus on skill and readability as participants are introduced to leveling systems that scaffold. Participants will be introduced to the scaffolding mechanisms needed to appropriately move up text complexity in multiple genres across all subject areas. Objectives:

• Understand how to scaffold for, and teach to, text complexity.
• Through practice and application, develop the ability to plan strategy that teaches to text complexity.
• Align student learning objectives to strategy that teaches text complexity.

Instructional Strategies: Teaching Students How to Use and Cite Evidence 3-12 - No. 190

  Students must find evidence before they can cite it, and the sooner they learn the easier it will be for them. Participants will learn strategies that work students into text in order to wrap them around it. All facets of these Common Core big shifts will be analyzed closely to understand the new K-5 applications for behind them. Course Objectives:

• Understand and practice with new strategies that teach students how to read informational text with increased understanding.
• Develop a strategy to teach close reading and evidence finding.
• Understand the nature and purpose of early literacy text-dependent questioning.

Classroom Literacy Strategies for Reading, Writing, Speaking and Listening: Grades K-5 - No. 149

  Participants will practice and become familiar with implementation tools and strategies that facilitate structured reading, writing, speaking, and listening in K-5 settings. Participants will understand how to teach age and grade-appropriate citation skills, comparing, contrasting, analyzing, synthesizing and evaluating of non-fiction print as it works into larger written products in multiple classroom settings.  Participants will also acquire and practice with the strategies that teach students how to apply higher order thinking sills in order to cull ideas and build on those of others. 21st century digital tools that facilitate K-5 speaking and listening will be included for additional practice and implementation. Course Objectives:

• Acquire and apply research-based strategies to teaching reading, writing, listening and speaking lessons to aid students in the skills needed to be college and career ready.
• Teach and scaffold the critical literacies within reading, writing, speaking and listening across multiple subject areas.
• Understand how to import reading, writing, listening and speaking skills into differentiated lesson plans.

Instructional Strategies: Citing Evidence for Grades 6-8 - No. 168

  Students must find evidence before they can cite it. Participants will learn strategies that work students into text in order to wrap them around it. Common Core Standards require students to have "discipline literacy" with close reading, answer text-dependent questions, and write arguably within short, sustained research projects. All facets of these big shifts will be analyzed closely to understand the new pedagogies behind them. Course Objectives:

• Understand the impact of informational text on reading comprehension.
• Plan for and teach students how to read informational text with increased rigor and understanding.
• Develop strategy to teach close reading with that leads to evidence finding.
• Understand the nature and purpose of text-dependent questioning.

CCSS Mathematical Socratic Seminars Grades K-5 - No. 193

  A K -5 classroom that supports literacy development is one where students and teachers demonstrate understanding of the language process. Teachers make connections, verbally and in writing, and close reading is an integral part of the learning process. The big shifts of the Common Core in K-12 mathematical literacy will drive this course as participants learn to integrate literacy strategy with mathematical processes through the strategies that include word walls, close reading, using evidence to support ideas, varied grouping and problem-solving. Course Objectives:

• Examine, evaluate and practice with research-based methods of problem solving through questioning.
• Practice with the tools of math articulation process through Socratic questioning.
• Understand how to organize and facilitate mathematical Socratic seminars.

Math and Literacy: Beyond Right Answers, Grades K-12 - No. 195

  K through 12^th grade math classroom that supports literacy development is one in which students and teachers demonstrate understanding of the learning and thinking process. Teachers can model metacognition skills and evaluate how students think through think-alouds, problem-solving, role-playing and hands-on exercises that teach students how to articulate their process verbally and in writing. The Common Core process shifts will be examined closely in this e-course to help participants fully understand the new K-12 applications behind them. Participants will finish the course with a repertoire of strategies with which to move forward in teaching students how to articulate the process that brought them to their end product. Course objectives:

• Understanding of the new K-12 Common Core shifts in math as they work into new teaching applications.
• Learn and apply the steps and strategies involved in teaching students how to articulate mathematical processes.
• Learn and practice with grouping scenarios that lend themselves to real life skills applications and mathematical solutions.
• Enhance mathematical understanding of process and product in how students think about math through the close examination of the models used to effectively problem solve.

Modification Strategies for a Common Core-Aligned Curriculum in the Reading and Writing Strands, K-12 - No. 243a

  After an overall introduction to the an example of Common Core curriculum using the NYS ELA modules, participants will understand which modification strategies are appropriate for maintaining CCSS integrity and fidelity, and which are not. Differentiated and cognitive-friendly scaffolding strategies for target skills in the modules will be proposed through examples offered in grades 3, 7 and 10. After being guided through a modification process using a self-selected skill within a module, participants will practice modifying self-selected module lessons using a Modification Template for Reading and Writing. A final comprehensive lesson will culminate all assignments. Instructor feedback will be provided for all practice and final assignments. Course Objectives:

• Respond to lessons with modification strategies appropriate for maintaining Common Core lesson integrity and fidelity.
• Develop familiarity and practice with resources and strategies that aid in modifying modules using research-based methods, materials, and strategies.
• Align proposed changes in assessments and/or strategies with grade level standards to adjust for time and maintain focus on students’ work toward mastery of the same standards.
• Analyze replacement text for complexity, content and vocabulary in order to align another complex text to the standards identified.
• Review examples of high quality text-dependent questions for replacement texts in order to incorporate question design into lessons.
• Replace curriculum with tasks that include the same level of rigor and achieve the same standards.

Tiering Tasks Not Text, Grades 3-8 - No. 260

  Participants will learn how and when to meet specific learners’ needs without compromising NYS module curriculum fidelity or intent by tiering tasks not text. Tiered activities will involve use and development of challenging and engaging performance tasks and activities that maximize skills and understanding. Participants will learn and practice with scaffolding module lessons and tasks to for struggling and diverse learners through activities that work into a final project. Course Objectives:

• Meet the needs of diverse learners through tiering and differentiating of tasks.
• Practice with the scaffolding of module lessons and tasks to meet the needs of diverse learners.
• Modify curriculum by tiering tasks for existing lessons and units.

Common Core Reading Standards and Strategies That Support Them Grades K-12 - No. 147

  This workshop will take participants into deep realms of text analysis in fiction and non-fiction print. Participants will examine reading selection, questioning strategy, and leveling of strategy and resources for effective scaffolding and differentiation. Participants will learn about, and become familiar with, resources that determine text complexity, level libraries, take running records and use anecdotal data. Resources for vocabulary and second language learner support will also be examined. Course Objectives:

• Use and practice with the tools that determine text complexity.
• Become familiar with resources that support text complexity, leveled libraries, the taking of running records and anecdotal data for planning, instruction and differentiation.