Content: (Clear description of the outcome of the PD)

Grade Level:

Content: In addition to turn and talks, how do we provide students opportunities to practice oracy skills throughout the literacy block and within content areas?

Grade Level: K-2, 3-6, and 7-8

Content: Brief overview of each of the seven components of literacy. How we can incorporate these throughout our school day within the literacy block and beyond!

Grade Level: Any/all

Content: How do we help students identify word and part? We will provide high leverage vocabulary strategies to solve unknown words.

Grade Level: All

Content: When students in the upper grades have gaps in phonic awareness and phonics, how can intermediate teachers help to fill those gaps in order to help students continue to make growth?

Grade Level: 3-6

Content: Provide teachers with a structured and logical sequence as well as starting points for the foundational readers. Provide teachers with what type of phonics strategies to use based on different leveled readers.

Grade Level: K-2 for foundational skills and 3-6 for interventions

Content: What does it look like to embed this in a small group during writing and reading at my grade level?

Grade Level: K-2, 3-6, 7-8

Content: Common understanding of phonics/phomnemic awareness within each grade level. How, when, where to implement. Age appropriate and grade specific progression of skills.

Grade Level: K-2, 3-6, and 7-8

Content: How do I approach phonics for Level 1 students? What could a structure or scope and sequence be for best supporting our multilingual learners?

Grade Level: 3-6

Content: Providing teachers with skills and diagnositic assessment tools to identify deficits in reading in order to best support students in small group instruction

Grades: All

Content: How to utilize and embed writing cross-content. How we can use more purposeful writing topics in different subjects that match and align with our writing curriculum.

Grade Level: 6-8

Content: Filling the gap with foundational skills to assist teachers in intermediate grades.

Grade Level: 3-8

Content: What assessments can I administer to find the gaps? Once I find the gaps, where do you go next? Can we follow some sort of scope and sequence? What resources can I use directly in my instruction?

Grade Level: K-2, 3-4, 5-6, 7-8

Content: Do you need simple strategies/ independent activities to target phonemic awareness? How can we utilize the resources that we already have?

Grade Level: K-2

Content: Navigating instruction of foundational skills and knowing how to move them from their point A to their point B.

Grade Level: K-2, 3-6, 7-8

Content: How do we assess fluency in the upper grades? What benchmarks are we looking for when we assess? How do we respond to this assessment through instruction?

Grade Level: 3-6

Content: Learn the Scope and Sequence and how to explicitly teach foundational skills

Grade Level: K-2 for foundational skills and 3-8 for interventions

Content: Rethinking the ways that we teach high frequency words moving away from memorization.

Grade Level: K-2

Content: Learning about a universal screener for each grade level to assess/measure students foundational literacy skills; particulary students performing below grade level.

Grade Level: K-2, 3-6, and 7-8

Content: Planning for when there are gaps in student learning and responding in real time during small group instruction. An extended focus on oracy, fluency, phonemic awareness, and phonics. Incorporating specifics of Looks like, Sounds like, Feels like during guided reading times.

Grade Level: 3-6 and 7-8

Content: What are best practices for spelling? How do we embed it and what should we do when our older students have gaps.

Grade Level: Differentiated PDs. K-2, 3-4, 5-6

Content: Literacy skills across content areas (science, social science, health). How can vocabulary and writing be integrated in all areas?

Grade Level: 7-8

Content: How do we establish common language to provide consitency in our prompting for _______ (phonics, foudnational skills, etc.) during small group in struction?

Grade Level: K-2, 3-6

Content: The Do's and Don't's of indenpent work beyond reading and responding

Grades: K-2, 3-6, 7-8

Content: How can we align the current F&P Continuum/Lexile Levels to the foundational skills that those specific levels need? Provide examples of differentiated word work across grade levels.

Grade Level: K-6

Content: How we can better use our data to inform our planning and practices.

Grade Level: All =]

Content: 3 session PD

1) How to identify phonemic awareness and phonics gaps within reading, running records, choose a group of student or individual student to focus on for the next few weeks

2) Strategies and Resources to support Phonemic Awareness and Phonics in Intermediate

3) Reflection and Next Steps

Grades: 3-4, 5-6, 7-8 (separate sessions)

Content: Share a few strategies within Jennifer Serravallo's Reading 2.0 book - How will this look in the classroom? What can this support students with? How can we adapt it to fit the needs of my students?

Grade Level: All!

Content: With our updated resource guide, let's tap into the new sections to see how this can be used as a tool when planning for instruction.

Grade Level: All Grade Levels

Content: Explaining the updated components of Literacy Resource Guide with planning tips for PLCs.

Grade Level: All

Content: How/Where to start with meeting the needs of students with regards to using the prompting guides within the CRG. New staff especially could benefit from understanding when and where to implement the CRG during instruction.

Grade Level: All grades

Content: How to use the RF standards and prompting to help close the gap, how can this be utilized in planning, within instruction, etc.