Digging Deeper into the DRAs
For those teachers who have had some experience with the DRA2, this workshop more closely examines the three components of the assessment, focuses upon instructional goals, and provides instructional strategies for teachers to immediately implement into their classrooms. Specifically, instructional strategies will focus upon the areas of a balanced reading program - read alouds, guided reading, reader's workshop, and literature circles/book clubs. Grade Level: K-8
Ed Porowski, Educational Consultant
Friday July 11, 2008
Making Math Manipulatives
Attend this K-2 hands-on workshop and walk with away with plenty of activities that will enhance any math program. Good teachers know that all students benefit from making mathematical games part of the classroom routine rather than allowing participation by only “those students who finish their class work first.” Teachers will be active participants as they experience first hand a variety of standards based math games and learning centers.Grade Level: K-2
Nicole Pepe, Educational Consultant
Monday July 14, 2008
Using Comprehension Strategies to Drive Literacy Instruction
As teachers, our ultimate goal is to help students use a repertoire of strategies to comprehend text. Making this concept a reality in the classroom can be challenging. In this workshop, a model for comprehension instruction will be presented that includes, whole-class modeling, guided reading, Literature Circles, and literacy centers. New Literature Circle roles will be explored that allow students to practice visualizing, making connections, and many other strategies that support comprehension. Literacy center ideas will be shared that are engaging, productive, and meaningful to students while teachers work with guided reading groups. Participants will leave with a plethora of applicable and easy-to-use resources to facilitate the implementation of comprehension instruction. (Grades 1-6)
Richard Katz, Principal, Clinton Public School
Denise Grimm, Literacy Specialist, Clinton Public School
Thursday July 17, 2008
GUIDED READING in a Balanced Reading Approach GRADES 4-8
Guided Reading is an important component of a balanced reading approach to literacy. This workshop will define how and why this approach works. Specific strategies to teach reading skills will be presented and experienced through interactive activities. Emphasis will be placed on important critical reading skills that will deepen comprehension and prepare students for more challenging texts and assessment tests.
Janet Higgins, East Amwell School
Wednesday July 23, 2008
Introduction to the Developmental Reading Assessment Grades K-8
The Developmental Reading Assessment (Second Edition) assists teachers in differentiating their instruction based upon the needs of the students in their classroom. This introductory workshop provides instruction on implementation of this assessment. Additionally, management techniques for completing the assessments will be presented. Furthermore, the workshop will assist teachers in translating the data into guided reading, literature circles, and reader's workshop lessons for their students. Grade Level: K-8
Ed Porowski, Educational Consultant
Friday July 25, 2008
NJASK and Language Arts: Balancing Authentic Learning with Testing Success
When did “picture prompt” become a genre? Where does test prep and instruction begin? How can we emphasize both content and conventions? If you ask these questions, this is the workshop for you! Topics include: striking a balance between authentic writing instruction and test preparation; when it’s necessary to teach the test; and ways to address both needs. You’ll leave with a framework and strategies that support the development of both highly literate individuals and successful test-takers! (Grades 3-7)
Rosemary King, Educational Consultant
Monday July 28, 2008
Getting Started with Writing Workshop
Writing workshop is authentic and engaging instruction, but getting started can be daunting. This workshop is designed for teachers at the early stages of implementing a writing workshop. Topics include: the components of the workshop approach, planning units and lessons, establishing expectations and routines, the importance of social learning, balancing the “art” vs. the “rules” of writing, and assessing student growth. Participants will leave this workshop with the inspiration and information necessary to start the year with an exciting writing workshop. (Grades 1-8)
Rosemary King, Educational Consultant
Wednesday July 30, 1008
Looking at Student Work: An Introductory CFG Experience
A collective examination of students’ work helps schools become more accountable as a professional learning community. That combined with other data sources gives a more complete picture of students’ progress. This highly interactive workshop will introduce teachers and other interested educators to the tools and practices for thoughtful insights to students’ work. Participants will observe and participate in protocols such as Collaborative Assessment Conference, Tuning Protocol and others as time permits. They will learn introductory facilitation practices to make the protocols most effective. Participants are invited to bring a small collection of average or below average student work.
William Pollock, ED.D. National School Reform Faculty National Facilitator
Monday August 4, 2008
"Give and Go:” Physical Education for All
In this workshop we will spend time exploring new equipment from leading equipment companies as well as sharing old games and creating new ones. Please email me either your favorite large or small group game prior to the week before the workshop. I will organize them by category (large or small) and create a CDROM of our contributions. If you are unable to email the game ahead of time, please bring 25 copies of your activity to the workshop to share. If you have special equipment requests for your game, please also let me know what they would be. I will make every effort to accommodate! Audience: K-8 Physical Education.
Lynn Holman, West Windsor-Plainsboro Regional Schools
Wednesday August 6, 2008
ELLs and Special Education: An Overview to Determine Language Difference from Learning Disability
The presenter will provide an overview of the features to be considered when responding to the question - Does the learner have a learning disability or is it just a language difference? Information will be discussed which will be helpful to I&RS (Intervention and Referral Services)committees. Grade Level: K-12
Barbara Tedesco, Educational Consultant
Monday August 11, 2008
Using GUIDED READING in a Balanced Reading Approach GRADES K-3
Guided Reading is an important component of a balanced reading approach to literacy. This workshop will define how and why this approach works. Specific strategies to teach reading to emergent and developing readers will be presented and experienced through interactive activities. Emphasis will be placed on teaching cueing systems, planning lessons, using word study activities, and scheduling guided reading groups.
Janet Higgins, East Amwell School
Wednesday August 13, 2008
Applied Behavior Analysis: Basic Principals and Application in the Classroom Setting
This workshop will cover the basic principals of applied behavior analysis and show how these principals are used to teach language, social, and academic skills as well as decrease to interfering behaviors. Strategies discussed can be applied in both self-contained and integrated settings. In addition, we will discuss the resources needed to run a successful ABA program. The focus will be primarily on preschool and elementary age students.
Laurel Schumer, Bridgewater-Raritan Public Schools
Monday August 18, 2008
Teaching Writing
Participants will be provided with an overview of the writing process, the significance of writing traits, the importance of modes and the variety of genres in which to structure writing. The framework of writing workshop and writing notebooks will be introduced. The importance of partnering reading with writing will be explored through a variety of picture books as strong models to teach writing traits, modes and genres. The concept of on-going writing assessment will be stressed, coupled with the steps of a writing conference to address the needs of individual students. Connecting to students’ writer-to-writer is a strong theme laced throughout this workshop experience.
Aili Pogust, The Pogust Group
Tuesday July 15, 2008
Collaborative Teaching: Just-In-Time Staff Development
For administrators, supervisors and content specialists interested in collaboratively coaching colleagues to reach attainable goals.
In this introduction to coaching, a brief history and summaries of several coaching models will be provided. Differences and similarities between supervising, mentoring, counseling, and coaching will be explored. Through partnerships, participants will practice coaching each other to discover different levels of listening and the power of strategic questioning to help the person coached clarify his/her thinking. The importance of setting a coaching alliance will be explained. The instructor will also demonstrate a coaching session with an audience volunteer. Steps to get started will be addressed.
Aili Pogust, The Pogust Group
Thursday July 17, 2008
Preparing students for the Writing part of the "New" SAT Workshop
Participants will examine the writing section of the SAT, take a sample writing test and use ETS rubrics to grade sample essays. The presenter will share a variety of strategies to improve student performance on the SAT. Finally, participants will share techniques they currently use to prep their students for such writing challenges and give each other constructive feedback on ways to make those activities even better. Bring a sample activity or two with you to share with others. And bring 2 #2 sharpened pencils! (Grades 9-12)
Frank Livoy, Center for Effective School Practices
Tuesday July 29, 2008
Literacy in the Content Areas-How Content Teachers Support Reading, Writing and LEARNING in Their Subject Workshop
Participants will examine and redefine the role reading and writing plays in students deepening their understanding of content areas. They will familiarize themselves with a variety of activities designed to enhance content learning and reinforce literacy. And they will design and share with colleagues for constructive feedback a classroom activity that adopts/adapts one of the new ideas for their classrooms. (Grades 5-12)
Frank Livoy, Center for Effective School Practices
Thursday July 24, 2008
For more information, please contact:
Michelle Rosen
Center for Effective School Practices
80 Cottontail Lane, Suite 410
Somerset, NJ 08873
(732) 564-0566
mlrosen@rci.rutgers.edu
http://cesp.rutgers.edu/