The Texas Literacy Initiative (TLI) Institutes, hosted by the State Leadership Team during the summer of 2013, provides 2˝ days of professional development for teachers, literacy specialists/coaches, administrators/directors, and Grant Implementation Team representatives of TLI-funded districts. Attendees will participate in age/grade specific, evidence-based professional development sessions and meet with their site/campus colleagues during a sustainability session. Each site/campus will select and attend one Institute on a first-come-first-served basis.
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 1
|
Supporting Infant and Toddler Language Development
|
Supporting Infant and Toddler Literacy
|
Supporting Infant and Toddler Social/Emotional Development
|
Using Language to Support Positive Behavior
|
|
Strand 2
|
Supporting Infant and Toddler Social/Emotional Development
|
Using Language to Support Positive Behavior
|
Supporting Infant and Toddler Language Development
|
Supporting Infant and Toddler Literacy
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 3
|
Developing Letter Knowledge and Vocabulary Using a Letter Wall
|
Developing and Increasing Language Through Writing
|
Developing Phonological Awareness Skills
|
Developing Vocabulary Through Books
|
|
Strand 4
|
Developing Vocabulary Through Books
|
Developing Letter Knowledge and Vocabulary Using a Letter Wall
|
Developing and Increasing Language Through Writing
|
Developing Phonological Awareness Skills
|
|
Strand 5
|
Developing Phonological Awareness Skills
|
Developing Vocabulary Through Books
|
Developing Letter Knowledge and Vocabulary Using a Letter Wall
|
Developing and Increasing Language Through Writing
|
|
Strand 6
|
Developing and Increasing Language Through Writing
|
Developing Phonological Awareness Skills
|
Developing Vocabulary Through Books
|
Developing Letter Knowledge and Vocabulary Using a Letter Wall
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 7
|
Think-Turn-Talk and Listening Comprehension
|
Vocabulary and Oral Language Development
|
Phonological Awareness
|
Best Practices in Reading Instruction for English Language Learners
|
|
Strand 8
|
Cognitive Strategy Routine and Making Connections
|
Reading with Purpose
|
Think-Turn-Talk and Listening Comprehension
|
Vocabulary and Oral Language Development
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 9
|
Fluency: The Bridge Between Word Recognition and Comprehension
|
Best Practices in Reading Instruction for English Language Learners
|
Vocabulary and Oral Language Development
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
|
Strand 10
|
Phonological Awareness
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
Graphophonemic Knowledge
|
Systematic Instruction With Scaffolding
|
|
Strand 11
|
Writing Instruction in the K-2 Classroom
|
Writing Instruction in the K-2 Classroom
|
Systematic Instruction With Scaffolding
|
Immediate and Corrective Feedback
|
|
Strand 12
|
Systematic Instruction With Scaffolding
|
Immediate and Corrective Feedback
|
Writing Instruction in the K-2 Classroom
|
Writing Instruction in the K-2 Classroom
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 13
|
First 21 Days to Small Group Instruction
|
Ready, Set, Teach
|
Fluency: The Bridge Between Word Recognition and Comprehension
|
6-Syllable Types: Applications for Reading & Morphology: Applications for Reading
|
|
Strand 14
|
Vocabulary and Oral Language Development
|
Cognitive Strategy Routine and Making Connections
|
First 21 Days to Small Group Instruction
|
Ready, Set, Teach
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 16
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
Reading With Purpose
|
Making Inferences and Predictions
|
Determining Importance and Summarizing with Expository Text
|
|
Strand 17
|
Writing Instruction in the 3-5 Classroom
|
Writing Instruction in the 3-5 Classroom
|
Systematic Instruction With Scaffolding
|
Immediate and Corrective Feedback
|
|
Strand 18
|
Reading With Purpose
|
Making Inferences and Predictions
|
Vocabulary and Oral Language Development
|
Best Practices in Reading Instruction for English Language Learners
|
|
Strand 19
|
6-Syllable Types: Applications for Reading & Morphology: Applications for Reading
|
Systematic Instruction With Scaffolding
|
Determining Importance and Summarizing with Expository Text
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
|
Strand 20
|
Vocabulary and Oral Language Development
|
Best Practices in Reading Instruction for English Language Learners
|
Writing Instruction in the 3-5 Classroom
|
Writing Instruction in the 3-5 Classroom
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 21
|
TALA Writing
|
TALA Writing
|
TALA Writing
|
TALA Writing
|
|
Strand 22
|
TALA Writing
|
TALA Writing
|
TALA Writing
|
TALA Writing
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 23
|
Unpacking the TEKS
|
Reading for Meaning
|
Writing with Purpose
|
The Reading-Writing Connection
|
|
Strand Number
|
Session 1
|
Session 2
|
Session 3
|
Session 4
|
|
Strand 24
|
Vocabulary and Oral Language Development
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
Reading With Purpose
|
Making Inferences and Predictions
|
|
Strand 25
|
Reading With Purpose
|
Making Inferences and Predictions
|
Vocabulary and Oral Language Development
|
Think-Turn-Talk and Multiple Opportunities to Practice and Respond
|
TLI Leadership Team Institute Presenters:
-
The Texas Education Agency
-
The Institute for Public School Initiatives
at The University of Texas at Austin
-
UT Health
-
The Vaughn Gross Center for Reading and Language Arts
at The University of Texas at Austin
-
Education Service Centers
Logistical Information:
2˝- Day Texas Literacy Initiative Institutes: Evidence-Based Professional Development
-
Who attends? Age 0-Grade 12 teachers, literacy specialists/coaches, administrators/directors, and Grant Implementation Team representatives*; each site/campus should be represented
-
When and where are the Institutes?
-
July 9-11, 2013 – Dallas
-
July 24-26, 2013 – San Antonio
Note: Travel funds and food costs for grantees are not included in the 10% support model
When reviewing the session offerings for each age grade/level, determine who within your district or site/campus would most benefit from attending. Please note many sessions were offered during the 2012 TLI Institutes or are offered by your respective Regional Service Center.
*Grant Implementation Team representatives (maximum of five per Literacy Line) should plan to attend a special session from 4:45PM-5:45PM on the first day.
Registration Information:
→ Register for the 2013 Texas Literacy Initiative Institute ←
Participants selected to attend the Institutes should register on their own. When registering, each participant will select a strand to attend that coincides with the age/grade level taught or supported.** Session strands include various topics; topic and age/grade levels sometimes overlap. The age/grade level ranges include: Ages 0-2, Pre-K 3-4, Grades K-1, Grades K-2, Grades 1-5, Grades 3-5, Grades 5-9, Grades 9-12, and Grades 6-12. Each participant should review the topics and descriptors for the age/grade level that will best support their site/campus or classroom needs and then make the appropriate strand selection.
**Note: Strands have pre-determined sessions.
Loading the player...
If you have questions about the Texas Literacy Institutes, please contact: TLI@ipsi.utexas.edu. For more information call: (512) 232-4029.
Proceeds may be used in general support of the College of Education.
Return to Top
|
