Professional Development Opportunities for Mon, Nov 13 – Fri, Nov 17
Note: You are invited to complete up to three activities, and only on days you would typically tutor.
- Instructional Routines
- Deep Dive into Resource 49
- Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
- Reading Results Staff Resources
- School Visits (New Tutors Only)
- Science of Reading – Brain Builders video series – The Student Perspective!
- Sold a Story: How Teaching Kids to Read Went So Wrong (podcast)
- **EXPIRED** Conversation with Cady – Zoom (prerequisite: completion of Activity #3)
- **EXPIRED** Conversation with Kathy – Zoom (prerequisites: completion of Activities #1 and #2) (time exception: 1.5 hours)
- Review Materials Using a Culturally Responsive Lens with Cady
- Deep Dive into Resources 45 and 52
- The Science of Reading: An Overview
1. Instructional Routines
Watch a reading specialist work through the common routines used in reading intervention. Note: You will notice resources (computers and magnets) that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without the materials!
Connect/Reflect: Instructional routines give students the structure needed to focus on content and skills instead of wondering what might come next.
- Based on training and your first few weeks of tutoring, how are you feeling about the instructional routines?
Read/Watch/Practice:
- Review pages 10-16 in the Tutor Manual
- Watch the following series of videos
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about:
- Do you feel more comfortable with instructional routines now that you have seen them in action?
- Think about the pacing of the routines for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
2. Deep Dive into Resource 49
Watch a reading specialist spend two days reviewing digraphs with first graders. Note: You will notice tech tools that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without a computer!
Connect/Reflect: Explicitly teaching digraphs is important so that students recognize that the letters come together to make one sound. This allows young readers to read more fluently rather than trying to sound out each letter individually.
- Do you remember being explicitly taught phonics rules? Did you know what a digraph was when you were in first or second grade?
Read/Watch/Practice:
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- How comfortable are you with the words we use with students to teach foundational skills? (digraph, blend, vowel, consonant)
- Think about the pacing of the lesson for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
3. Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
Presented by Zaretta Hammond, Educational Consultant and Author of Culturally Responsive Teaching and the Brain
Connect/Reflect:
When children receive high-quality literacy instruction aligned to the Science of Reading in classrooms that incorporate culturally responsive instruction, systemic barriers to educational equity begin to break down.
- What is your current understanding of Culturally Responsive Instruction and what do you hope to learn?
Read/Watch/Practice:
- Review pages 5-6 in the Tutor Manual
- Watch this recorded webinar
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful.
- Reflect on:
- The natural synergy between the Science of Reading and Culturally Responsive Instruction
- The top three misconceptions about the Science of Reading and Culturally Responsive Instruction
- Why just having more diverse literature isn’t enough and what else do students need?
- How to set up older, striving readers for success and accelerate reading development using three basic Culturally Responsive teaching techniques
- Complete PD Reflection
4. Reading Results Staff Resources
Take some time to get to know the resources.
Connect/Reflect: There is an abundance of information on the Reading Results website under Staff Resources. The information can only be helpful if you know it’s there!
- When was the last time you used the Reading Results website?
- Do you remember how to access the Staff Resources?
Read/Watch/Practice:
- Go to the Reading Results website
- Locate and click on Staff Resources near the bottom of the page on the left-hand side. Log in with the password: literacy
- Explore the resources that might be most helpful to you.
- If you don’t know where to start, click on Helpful Links and Resources. Exploring the Flyleaf or UFLI links will be well worth your time!
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- What are the most useful tools available?
- What could be included that is not there?
- Complete PD Reflection
5. School Visits (New Tutors Only)
Reading Results serves schools in the Parkrose and Centennial School Districts. New tutors are invited to visit these programs in action. Limited spots available; first come, first served.
Action:
- Use this Sign Up Genius to choose a day and time.
- Once you sign up, you will get an email connecting you with a host at that site.
- While visiting you are free to observe or tutor side-by-side.
Reflect:
- Complete PD Reflection
6. Science of Reading – Brain Builders video series – The Student Perspective!
Brain Builders is an animated video series designed for students to help them understand what the brain does in order to read–the first time the Science of Reading has been placed in the hands of students!
Connect/Reflect: What would happen if we could explain to students what’s going on in their own brains when they learn how to read? Could we help more children become skilled readers if they understood the learning process?
Read/Watch/Practice:
- Review page 4 in the Tutor Manual
- Watch the following series of 13 short videos
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- How can tutors use this information with students?
- After watching the videos, do you have any new understandings about learning to read?
- Complete PD Reflection
7. Sold a Story: How Teaching Kids to Read Went So Wrong (podcast)
There’s an idea about how children learn to read that’s held sway in schools for more than a generation — even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It’s an exposé of how educators came to believe in something that isn’t true and are now reckoning with the consequences — children harmed, money wasted, an education system upended.
Listen:
There are 6 episodes of this podcast, each episode is around one hour in length. Listen to two episodes to complete this PD. You may choose to listen to all six episodes (replacing three days of tutoring), however you are not required to do so, and may choose to do a different activity on another day instead. Link to the podcast HERE.
Connect:
7a Episodes 1 and 2 – The Problem – The Idea
7b Episodes 3 and 4 – The Battle – The Superstar
7c Episodes 5 and 6 – The Company – The Reckoning
As you listen to each episode, think about:
- Which moments and ideas in this episode stood out to you? Why?
- What challenged you? What surprised you? Why?
- Did anything in this episode resonate with your own experience?
- What questions do you have?
Reflect/Action:
- What was the purpose of Sold a Story?
- What are you going to keep thinking about?
- Complete PD Reflection
8.**EXPIRED** Zoom Conversation with Cady
Thursday, Nov 9 (OPPORTUNITY IS FROM A PREVIOUS WEEK)
9:30 – 11:00
Zoom
PREREQUISITE: Complete Activity #3: Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
Connect/Reflect:
Please be ready to reflect on and discuss:
- The natural synergy between the Science of Reading and Culturally Responsive Instruction
- The top three misconceptions about the Science of Reading and Culturally Responsive Instruction
- Why just having more diverse literature isn’t enough and what else do students need?
- How to set up older, striving readers for success and accelerate reading development using three basic Culturally Responsive teaching techniques
Reflect/Action:
- Complete PD Reflection
9. **EXPIRED** Zoom Conversation with Kathy (time exception: 1.5 hours)
Thursday, Nov 9 (OPPORTUNITY IS FROM A PREVIOUS WEEK)
12:00 – 1:00
Zoom
PREREQUISITE: Complete Activities #1: Instructional Routines and #2: Deep Dive into Resource 49
Connect/Reflect:
Please be ready to reflect on and discuss:
- Which instructional routines are you most and least comfortable with?
- Think about the pacing of the routines for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
Reflect/Action:
- Complete PD Reflection
10. Review Materials Using a Culturally Responsive Lens with Cady
Learn about the work of the Materials Committee of the Equity Team. Practice using the guiding questions and categories that help us review and select materials.
Connect/Reflect: Think about the passages and materials that you are currently using with your students. What messages do the materials send?
Read/Watch/Practice:
- Join us on Zoom Thursday 11/16 from 9:30 – 11:00 for a discussion and practice of reviewing materials.
Reflect/Action:
- Complete PD Reflection
11. Deep Dive into Resources 45 and 52
Watch a reading specialist demonstrate two lessons in two different groups. Note: You will notice a few routines that we don’t use in Reading Results. It’s interesting to note the differences and similarities!
Connect/Reflect: Think about how familiar you are with the Reading Results Instructional Routines. How can the routines support the gradual release of responsibility (I do, you do, we do)?
Read/Watch/Practice:
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- What did you notice about the teacher’s interactions with the students. What might work or not work for you and your groups.
- Did you see any examples of I do, We do, You do?
- Think about the pacing of the lesson for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
12. The Science of Reading: An Overview
Jan Hasbrouck, Ph.D., researcher, educational consultant, and author provides an overview that includes current research on learning to read.
Connect/Reflect: If someone asked you if the Reading Results program was based on the Science of Reading, would you know how to answer?
Read/Watch/Practice:
Reflect/Action:
- What are the connections between the Instructional Routines (pages 11-16 Tutor Manual) and information shared in The Science of Reading: An Overview?
- Did you hear anything that surprised you?
- Complete PD Reflection
Professional Development Opportunities for Mon, Nov 6 through Thurs, Nov 9
Scroll down to read more about each of these opportunities!
- Instructional Routines
- Deep Dive into Resource 49
- Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
- Reading Results Staff Resources
- School Visits (New Tutors Only)
- Science of Reading – Brain Builders video series – The Student Perspective!
- Sold a Story: How Teaching Kids to Read Went So Wrong (podcast)
- Conversation with Cady – Zoom (prerequisite: completion of Activity #3)
- Conversation with Kathy – Zoom (prerequisites: completion of Activities #1 and #2) (time exception: 1.5 hours)
1. Instructional Routines
Watch a reading specialist work through the common routines used in reading intervention. Note: You will notice resources (computers and magnets) that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without the materials!
Connect/Reflect: Instructional routines give students the structure needed to focus on content and skills instead of wondering what might come next.
- Based on training and your first few weeks of tutoring, how are you feeling about the instructional routines?
Read/Watch/Practice:
- Review pages 10-16 in the Tutor Manual
- Watch the following series of videos
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about:
- Do you feel more comfortable with instructional routines now that you have seen them in action?
- Think about the pacing of the routines for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
2. Deep Dive into Resource 49
Watch a reading specialist spend two days reviewing digraphs with first graders. Note: You will notice tech tools that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without a computer!
Connect/Reflect: Explicitly teaching digraphs is important so that students recognize that the letters come together to make one sound. This allows young readers to read more fluently rather than trying to sound out each letter individually.
- Do you remember being explicitly taught phonics rules? Did you know what a digraph was when you were in first or second grade?
Read/Watch/Practice:
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- How comfortable are you with the words we use with students to teach foundational skills? (digraph, blend, vowel, consonant)
- Think about the pacing of the lesson for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
3. Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
Presented by Zaretta Hammond, Educational Consultant and Author of Culturally Responsive Teaching and the Brain
Connect/Reflect:
When children receive high-quality literacy instruction aligned to the Science of Reading in classrooms that incorporate culturally responsive instruction, systemic barriers to educational equity begin to break down.
- What is your current understanding of Culturally Responsive Instruction and what do you hope to learn?
Read/Watch/Practice:
- Review pages 5-6 in the Tutor Manual
- Watch this recorded webinar
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful.
- Reflect on:
- The natural synergy between the Science of Reading and Culturally Responsive Instruction
- The top three misconceptions about the Science of Reading and Culturally Responsive Instruction
- Why just having more diverse literature isn’t enough and what else do students need?
- How to set up older, striving readers for success and accelerate reading development using three basic Culturally Responsive teaching techniques
- Complete PD Reflection
4. Reading Results Staff Resources
Take some time to get to know the resources.
Connect/Reflect: There is an abundance of information on the Reading Results website under Staff Resources. The information can only be helpful if you know it’s there!
- When was the last time you used the Reading Results website?
- Do you remember how to access the Staff Resources?
Read/Watch/Practice:
- Go to the Reading Results website
- Locate and click on Staff Resources near the bottom of the page on the left-hand side. Log in with the password: literacy
- Explore the resources that might be most helpful to you.
- If you don’t know where to start, click on Helpful Links and Resources. Exploring the Flyleaf or UFLI links will be well worth your time!
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- What are the most useful tools available?
- What could be included that is not there?
- Complete PD Reflection
5. School Visits (New Tutors Only)
Reading Results serves schools in the Parkrose and Centennial School Districts. New tutors are invited to visit these programs in action. Limited spots available; first come, first served.
Action:
- Use this Sign Up Genius to choose a day and time.
- Once you sign up, you will get an email connecting you with a host at that site.
- While visiting you are free to observe or tutor side-by-side.
Reflect:
- Complete PD Reflection
6. Science of Reading – Brain Builders video series – The Student Perspective!
Brain Builders is an animated video series designed for students to help them understand what the brain does in order to read–the first time the Science of Reading has been placed in the hands of students!
Connect/Reflect: What would happen if we could explain to students what’s going on in their own brains when they learn how to read? Could we help more children become skilled readers if they understood the learning process?
Read/Watch/Practice:
- Review page 4 in the Tutor Manual
- Watch the following series of 13 short videos
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- How can tutors use this information with students?
- After watching the videos, do you have any new understandings about learning to read?
- Complete PD Reflection
7. Sold a Story: How Teaching Kids to Read Went So Wrong (podcast)
There’s an idea about how children learn to read that’s held sway in schools for more than a generation — even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It’s an exposé of how educators came to believe in something that isn’t true and are now reckoning with the consequences — children harmed, money wasted, an education system upended.
Listen:
There are 6 episodes of this podcast, each episode is around one hour in length. Listen to two episodes to complete this PD. You may choose to listen to all six episodes (replacing three days of tutoring), however you are not required to do so, and may choose to do a different activity on another day instead. Link to the podcast HERE.
Connect:
7a Episodes 1 and 2 – The Problem – The Idea
7b Episodes 3 and 4 – The Battle – The Superstar
7c Episodes 5 and 6 – The Company – The Reckoning
As you listen to each episode, think about:
- Which moments and ideas in this episode stood out to you? Why?
- What challenged you? What surprised you? Why?
- Did anything in this episode resonate with your own experience?
- What questions do you have?
Reflect/Action:
- What was the purpose of Sold a Story?
- What are you going to keep thinking about?
- Complete PD Reflection
8. Zoom Conversation with Cady
Thursday, Nov 9
9:30 – 11:00
Zoom
PREREQUISITE: Complete Activity #3: Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
Connect/Reflect:
Please be ready to reflect on and discuss:
- The natural synergy between the Science of Reading and Culturally Responsive Instruction
- The top three misconceptions about the Science of Reading and Culturally Responsive Instruction
- Why just having more diverse literature isn’t enough and what else do students need?
- How to set up older, striving readers for success and accelerate reading development using three basic Culturally Responsive teaching techniques
Reflect/Action:
- Complete PD Reflection
9. Zoom Conversation with Kathy (time exception: 1.5 hours)
Thursday, Nov 9
12:00 – 1:00
Zoom
PREREQUISITE: Complete Activities #1: Instructional Routines and #2: Deep Dive into Resource 49
Connect/Reflect:
Please be ready to reflect on and discuss:
- Which instructional routines are you most and least comfortable with?
- Think about the pacing of the routines for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
Reflect/Action:
- Complete PD Reflection
Professional Development Opportunities for Wed, Nov 1 and Thurs, Nov 2
Scroll down to read more about each of these opportunities!
- Instructional Routines
- Deep Dive into Resource 49
- Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
- Reading Results Staff Resources
- School Visits (New Tutors Only)
1. Instructional Routines
Watch a reading specialist work through the common routines used in reading intervention. Note: You will notice resources (computers and magnets) that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without the materials!
Connect/Reflect: Instructional routines give students the structure needed to focus on content and skills instead of wondering what might come next.
- Based on training and your first few weeks of tutoring, how are you feeling about the instructional routines?
Read/Watch/Practice:
- Review pages 10-16 in the Tutor Manual
- Watch the following series of videos
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about:
- Do you feel more comfortable with instructional routines now that you have seen them in action?
- Think about the pacing of the routines for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
2. Deep Dive into Resource 49
Watch a reading specialist spend two days reviewing digraphs with first graders. Note: You will notice tech tools that we don’t use in Reading Results along with a few extra routines. It’s interesting to note the differences and similarities with or without a computer!
Connect/Reflect: Explicitly teaching digraphs is important so that students recognize that the letters come together to make one sound. This allows young readers to read more fluently rather than trying to sound out each letter individually.
- Do you remember being explicitly taught phonics rules? Did you know what a digraph was when you were in first or second grade?
Read/Watch/Practice:
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- How comfortable are you with the words we use with students to teach foundational skills? (digraph, blend, vowel, consonant)
- Think about the pacing of the lesson for each of your groups. Should/could you go faster, slower or about the same speed as the examples in the video?
- Complete PD Reflection
3. Integrating the Science of Reading and Culturally Responsive Instruction as a Path to Equity
Presented by Zaretta Hammond, Educational Consultant and Author of Culturally Responsive Teaching and the Brain
Connect/Reflect:
When children receive high-quality literacy instruction aligned to the Science of Reading in classrooms that incorporate culturally responsive instruction, systemic barriers to educational equity begin to break down.
- What is your current understanding of Culturally Responsive Instruction and what do you hope to learn?
Read/Watch/Practice:
- Review pages 5-6 in the Tutor Manual
- Watch this recorded webinar
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful.
- Reflect on:
- The natural synergy between the Science of Reading and Culturally Responsive Instruction
- The top three misconceptions about the Science of Reading and Culturally Responsive Instruction
- Why just having more diverse literature isn’t enough and what else do students need?
- How to set up older, striving readers for success and accelerate reading development using three basic Culturally Responsive teaching techniques
- Complete PD Reflection
4. Reading Results Staff Resources
Take some time to get to know the resources.
Connect/Reflect: There is an abundance of information on the Reading Results website under Staff Resources. The information can only be helpful if you know it’s there!
- When was the last time you used the Reading Results website?
- Do you remember how to access the Staff Resources?
Read/Watch/Practice:
- Go to the Reading Results website
- Locate and click on Staff Resources near the bottom of the page on the left-hand side. Log in with the password: literacy
- Explore the resources that might be most helpful to you.
- If you don’t know where to start, click on Helpful Links and Resources. Exploring the Flyleaf or UFLI links will be well worth your time!
Reflect/Action:
- Make any notes in your Tutor Manual that might be helpful to you.
- Some things to think about
- What are the most useful tools available?
- What could be included that is not there?
- Complete PD Reflection
5. School Visits (New Tutors Only)
Reading Results serves schools in the Parkrose and Centennial School Districts. New tutors are welcome to visit these programs in action. Limited spots available, first come first serve.
Action:
- Go to Sign Up Genius to select a day and time.
- Once you sign up, you will get an email connecting you with a host at that site.
- While visiting you are free to observe or side-by-side tutor.
Reflect:
- Complete PD Reflection
