Early readers and non-readers alike require effective, research-based instruction to acquire a solid reading foundation. In this workshop, participants investigate the five components of reading instruction: phonological awareness, phonics, fluency, vocabulary, and comprehension. Then, they apply these components to essential instructional strategies, including guided reading. Using these strategies, instructors will be equipped to significantly improve their students’ fluency and prepare them for more challenging reading in subsequent grade levels.
This workshop will provide an overview of the developmental stages of spelling and show how touse activities within a student’s developmental level to reinforce spelling patterns and exceptions. This workshop can be customized for a specific grade band, and is a key element to any Language Arts program because of the revived emphasison spelling in the Standards.
In the complex modern world, the ability to think critically and independently is essential. This workshop explores collaborative techniques such as questioning strategies, literature circles, logic games, and puzzles as techniques for building analytical thinking skills in young learners.
With many components contributing to a balanced literacy approach, it is important for educators to have a shared understanding of each component. During this workshop, teachers will probe the different components: guided reading, independent reading, modeling, shared reading, and systematic word study. With this new common understanding, teachers can implement a more effective, consistent reading program.
While most educators have been exposed to approaches for building stronger readers, many have not been given the opportunity to explore methods that utilize these strategies effectively. Participants will review comprehension strategies and discuss how to implement them in ways that engage students and allow for individual assessment. This workshop will provide participants with focused lesson ideas on teaching individual strategies to help students become familiar with them and apply them as they are reading.
While meeting with a guided reading group, teachers are often challenged to keep other students engaged in independent and shared activities. This workshop explores literacy centers, or workstations, as a key component of balanced literacy programs. Participants will practice constructing activities that are meaningful and aligned with the Standards, avoiding mere busy work. They will explore constructive independent reading and writing activities that require metacognition. Additionally, participants will explore task cards and tiered activities as a means of differentiating instruction.
The ELA Standards pose many new requirements for teaching concepts of print, the alphabetic principle, and other basic conventions of the English writing system. Instructors will receive many resources that they can use when applying the NJSLS Reading Foundation Skills concepts in the classroom.
Early literacy is what students know about reading and writing before they can actually read and write. Young children must develop early literacy skills in order to be successful with formal reading and writing in school. This workshop will explore constructive activities that teachers can conduct in their classrooms addressing the following early literacy skills: vocabulary, print motivation, print awareness, narrative skills, phonological awareness, and letter knowledge. Providing young children with opportunities to develop early literacy skills is important to their success in school, their success in learning to read, and their success in life.
With the Standards, students are required to provide valid and thorough arguments. This workshop begins with a dive into the differences between argument and persuasion, and how it connects to the Standards. Participants will identify and discuss various logic and critical thinking errors students often make. All participants will walk away with new knowledge on how to effectively teach students to engage in critical thinking,and new strategies to employ in the classroom.
Students needs critical literacy skills in order to be successful in all content areas. This workshop aims to increase the confidence and competence of content-area teachers supporting students as they learn to write and write to learn. Writing is an important way for students to demonstrate their thinking, and this workshop engages participants in hands-on experiences to help them develop their abilities to plan and implement writing activities. Participants will leave with strategies and lesson ideas to incorporate writing into content area teaching.
Wantto see some sample slides from this workshop? Check out the attachment below!
With the Standards, students are required to analyze and critique text to evaluate the author's stylistic choices. The items associated with this cluster require students to think beyond the text. This workshop shows educators how they can use collaborative methods and the Socratic Approach to elicit higher-order thinking skills from their students.
All teachers are teachers of reading within their content areas, and the Standards for EnglishLanguage Arts feature specific requirements for teachers of other disciplines to address reading with their students. This workshop provides specific reading strategies that can fit seamlessly into the content areas, supporting students and helping them extract more from texts. Participants will explore before, during, and after reading strategies to assist students as they learn content through reading.
The adoption of Standards will provide a challenge for middle and high school science, social studies, and technical teachers, as they work to align existing practice with new requirements in English LanguageArts. During this workshop, instructors will gain insight into the content and expectations, and explore specific activities and strategies for a common-sense approach to aligning curriculum with the Standards in meaningful ways.
This workshop provides an overview of all of the critical elements of a workshop model, through the lens of the ELA standards. Participants will begin by identifying and discussing the basics of the model before engaging in a deep dive of specific considerations such as classroom set up.Participants will learn new strategies to employ in either reading or writing workshops that make effective use of class time and speak to differentiation.Time will also be spent troubleshooting and preparing for possible classroom management concerns.
This workshop is the third part of our Reader's Workshop series. Teachers will focus on best practices in four areas relevant to the workshop model: using formative assessments during Reader's Workshop, creating and utilizing anchor charts, effectively using the "catch and release" method during work time, and discovering new ways to debrief at the end of a lesson. The consultant will provide samples of activities and demonstrate methods related to these topics. Teachers will be provided with ample time to apply what they have learned into their own lesson plans during the work session part of the workshop
This workshop is the second part of our Reader's Workshop series. It allows teachers to delve deeper into the importance of data analysis and the role it plays in improving students' reading skills. During this session, participants will be given time to analyze their own individual students' reading data (ex: DRA2) and create lessons based on this data. The consultant will provide sample lessons and best practices as guides. Participants will also learn ways to help support their struggling readers by discussing application ideas of reading strategies. The teacher/student conference will be an important aspect of this workshop as participants learn how to use conferences to collect and analyze student data.
Literature circles are an effective student-centered approach to reading in the classroom. In this workshop, participants will explore literature circles and how they fit into a balanced literacy program. They will consider all aspects of implementing literature circles, including how to choose books and groups, how to get started, and how to assess students. Finally, participants will learn how to bring literature circles into the 21st century by effectively integrating technology.
Want to see some sample slides from this workshop? Check out the attachment below!
The reader’s workshop model focuses on how readers interact with texts through questioning, making connections, and clarifying. This workshop provides an overview of all of the critical elements of a workshop model, through the lens of the ELA reading standards. With a focus on students as effective readers, teachers will learn how to choose and use mentor texts, design mini-lessons, structure teacher-student conferencing, and create a community that embraces sharing. Management of the workshop model is also discussed, as participants troubleshoot possible obstacles. Participants will engage in interactive activities, view exemplar classrooms, and create their own mini-lessons.
Wantto see some sample slides from this workshop? Check out the attachment below!
This workshop provides an overview of all of the critical elements of a workshop model, through the lens of the ELA standards. With a focus on ‘students as authors,’ teachers will learn how to choose and use mentor texts, design mini-lessons, structure teacher-student conferencing, and create a community that embraces sharing. Management of the workshop model is also discussed, as participants troubleshoot possible obstacles. Participants will engage in interactive activities, view exemplar classrooms, and create their own mini-lessons.
Research confirms the importance of vocabulary acquisition in reading comprehension. But research also shows that direct instruction can only provide a tiny fraction of the words necessary for adequate vocabulary expansion. For this reason, the Standards provide a 3-tiered approach for selecting the words that merit focused instruction. They also place emphasis on the skills and strategies needed to discern meaning independently when new words are encountered: knowledge of affixes, Greek and Latin roots, context, reference use, word relationships, and non-literal language. Educators will come away from this workshop with an understanding of what it takes to develop the lexical dexterity demanded by the Standards, as well as practical lessons and activities to help achieve that goal.
The Standards demand renewed focus on grammar and usage, but they are not a return to worksheets and diagramming sentences! Merely learning parts of speech and grammar rules will not improve students’ writing, speaking, or comprehension. For this reason, the Standards focus on grammar and mechanics in application. This workshop will cover and explain the specific terminology and application requirements at each grade level, and the understanding of how these skills progress through the Standards. In addition, educators will come away with ideas, activities, and strategies for classroom implementation.
According to the NJSLS, by fourth grade, 50% of students' reading should be informational text. Are your teachers ready for that shift? During this workshop, participants will explore this renewed emphasis on informational text, as well as unpack the Standards’ expectations for informational text and consider how best to integrate this into daily practice. Using sample performance tasks, participants will identify instructional implications for reading informational text in order to construct effective experiences for their own students. Participants will consider methods for infusing informational writing into their existing curricula.
The Standards for English Language Arts have dramatically raised expectations for the complexity of texts students should be able to read at grade level. In this workshop, participants will learn how to evaluate any piece of literature’s quantitative score and qualitative measures (levels of meaning, structure, language, and knowledge demands), and how to match reader to task. Additionally, participants will expand their applications of literature to new NJSLS experiences and performance tasks.
When instructors use paired texts, they have the opportunity to expand students’ content knowledge, increase their reading comprehension, and develop their critical thinking skills. Using paired texts promotes higher-order thinking when students are asked to compare literary elements, analyze how texts are transformed, and compare text structures. During this workshop, participants explore the English Standards for each grade level and consider seven purposes for pairing texts. For each of the seven purposes, the presenter will provide applicable lesson plans and activities. After the lesson plans and resources are explored, the audience will consider how they could use paired texts to enhance instruction.
The Standards for English Language Arts require that each student develops the ability to read a text critically, focusing on specific elements of the text such as author’s purpose, word choice, use of figurative language, and tone. In this workshop, participants will examine the connection between NJSLS, NJSLA, and close reading, develop an understanding of how to ask the kind of text-dependent questions that lead students to close lyexamine texts, and learn steps to incorporate more close reading into their instruction. The workshop will conclude with teachers developing lessons on close reading, based on a shared text. This workshop can be presented to K-2, 3-5, 6-8, or HS, with materials and activities that are customized for each grade level span’s Standards and expectations.
During this workshop, participants will briefly review the components of differentiation as well as some easy-to-use tools, before taking a deep dive into the Literature and Informational Text Standards. While examining each cluster of Standards considering their own students, participants will engage in activities that target differing levels of learners. They will identify how the activities can support students on level and below level and what additional modifications may need to be made. Scaffolding of activities will be discussed and teachers will begin to create lesson plans for on-going differentiation, including during direct and guided instruction as well as independent activities.
The Speaking/Listening Standards are challenging and require new applications of speaking and listening for all students. Additionally, the Language Standards are very specific and high reaching for all learners.This workshop unpacks each standard while providing participants with hands-on activities and resources to assist participants in aligning curricula and practice with the Standards.
The Writing Standards require the mastery of many new and underrepresented concepts and genres:opinion, argument, informational text, and the use of technology resources (to produce, publish, interact, and collaborate). All instructors will be challenged to find the means to integrate these concepts. After examining each cluster of Standards, participants will experience activities covering the expectations for each grade’sStandards. Participants will receive numerous resources to assist them in preparing students for the writingStandards.
Each of these workshops provides a thorough examination and unpacking of the grade-specificReading Standards. Throughout this process, participants will discuss and apply methods for incorporating theFramework for 21st Century Learning through the 4 C’s (creativity & innovation, critical thinking & problem solving, communication, and collaboration). During this workshop, participants will explore the Literature,Informational Text, and Reading Foundations (grades K-5 only) Standards. After examining each cluster ofStandards, participants will engage in activities that highlight the differences between each grade level while focusing on classroom application. The workshop will conclude with the exploration of a nonfiction exemplar text (specific to each grade band) with the associated unit description, pacing chart, and twenty-five aligned activities.
Educators will find value in analyzing NJSLA’s Evidence Statements coupled with their DistrictPerformance Level Summaries. During this workshop, educator teams are led through an evaluation of their own district reports to conduct an item analysis of outliers, consider each grade’s performance in relationship to state results by identifying the lowest performing cohorts, and, most importantly, create a plan to address their findings. At the conclusion of this workshop, educators will have a thorough understanding of the documents, along with a plan to address curriculum holes and individual/cohort needs.
This workshop is designed to assist instructors with utilizing NJSLA rubrics in the classroom.Schools will be offered a complete Literary Analysis Task and/or Research Simulation Task for all participating grade levels (grades 3-11). Students will complete the writing tasks ahead of time and participants will bring the essays to the workshop. Instructors will learn how NJSLA scorers use their generic rubrics with item-specific criteria using live student samples. Instructors will also learn how to score and analyze their students’ essays inorder to create corrective instruction plans.
NJSLA’s Research Simulation Tasks require students to analyze and synthesize three pieces of informational text and/or multimedia to construct a comprehensive piece of writing. This arduous task is challenging and significantly novel for students. This workshop provides a framework that instructors can employ to assure students’ success on the RST. Instructors will learn how to construct RSTs in their classrooms and will receive numerous resources that they can use throughout the school year. Districts and schools can select from avariety of grade-level configurations (3-5, 6-8, HS); workshop materials and activities will be selected to address students’ developmental levels.
This workshop will present methods that instructors can employ to assist their students in creating comprehensive essays that address all elements of literature. The participants will experience numerous activities that they can use in the classroom to hone students’ understanding of literary elements. Instructors will gain a keen understanding of the task focus for each grade level on NJSLA’s Literary Analysis Tasks. Districts and schools can select from a variety of grade-level configurations (3-5, 6-8, HS); workshop materials and activities will be selected to address students’ developmental levels.
We have developed a specific 6-step process that every student can employ to respond to any of NJSLA’s Literary Analysis Tasks and Research Simulation Tasks. This straightforward process allows students to focus on the content of the Prose Constructed Response rather than worrying too much about how their essays should be structured. Participants will walk through this process using the current released items. Relevant activities paired with the scoring process will impart ways to provide corrective instruction based upon each student’s level of development.
In order to prepare students for NJSLA, instructors will have to learn how to create and use Technology-Enhanced Constructed Responses (TECRs) and Evidence-Based Selected Responses (EBSRs).This workshop begins with an overview of how to evaluate and select both anchor and additional texts “worthy of study” from which to construct EBSRs and TECRs. Next, the presenter will introduce activities and resources that instructors can use to prepare students to complete these novel and challenging items. Districts and schools can select from a variety of grade-level configurations (3-5, 3-8, 6-8, 6-12, and HS); workshop materials and activities will be selected to address students’ developmental levels.
This workshop begins with an overview of the NJSLA layout and expectations before participants take a deep dive into all sections of the assessment. Participants will view and discuss samples of all three tasks: narrative writing, literary analysis, and research simulation. Guided practice will also be provided for participants to create their own NJSLA-style assessment questions for both reading and writing. Teachers will walk away with new and effective strategies and activities for preparing their students for the ELA section of the NJSLA.
This workshop provides the background, understanding of construct, and a plethora of resources to assist science and social studies instructors to appropriately integrate NJSLA into their instructional practices.This is accomplished by connecting the History, Science and Technical Subject Standards to the requirements of NJSLA. The presenter begins with an overview of NJSLA’s Research Simulation Tasks (RSTs), Technology-Enhanced Constructed Responses (TECRs), Evidence-Based Selected Responses (EBSRs) and Prose Constructed Responses (PCRs) that are pertinent to science and social studies. Next, the workshop displays how HST instructors can apply close reading and text- dependent processes to both align with the Standards and prepare for NJSLA.Other topics that are covered include vocabulary, writing strategies, scoring processes, and using NJSLA tools.This is a must-see workshop for any school that wants to enlist the support of science and social studies instructors in a way that makes the connection between the Standards and how they can prepare for NJSLA using healthy approaches.
The best form of test preparation is integrating the necessary skills and habits of mind into daily instruction. This workshop provides the concepts and materials that instructors need in order to provide seamless Standards-based instruction that also prepares students to perform at their personal best on NJSLA. Concepts presented during this workshop include implementing NJSLA instructional resources, using NJSLA rubrics, constructing NJSLA items, using companion texts, and creating NJSLA Do Now’s. Instructors will leave the workshop with a large repertoire of ideas and activities that they can employ in class the very next day.
Want to see some sample slides from this workshop? Check out the attachment below!
During this workshop, participants will receive an overview of the NJSLA items, how they are scored, and how many points they are worth in relation to the overall point values. Next, participants will learn specific strategies and receive a plethora of activities and lesson plans that they can use to address each student’s unique needs as they pertain to the NJSLA writing and reading tasks. Lastly, the presenter will explain how to roll out a successful coaching model that ensures students are appropriately prepared to perform at their personal best on NJSLA, but are not over- or underexposed to essential knowledge and skills.