Texas Literacy Initiative Resource Repository

The purpose of this site is to provide Texas administrators and educators with resources from the Texas Reading First Initiative and the Texas Literacy Initiative. Presentations, handouts, and ancillary materials may be used in school or district professional learning sessions provided proper citations and copyrights are maintained.

2011 Texas Reading First Institutes (TRFI): Session Descriptions

Note: Most of the following 2011 TRFI sessions were designed for a K-3 audience. If a session was meant for a different audience or if there was a prerequisite, it was noted next to the session title.


Reading with Purpose - 14mb

Good readers set purposes for reading. This session discussed instructional purpose and how teachers can plan effective purpose questions that will guide student comprehension. Participants had an opportunity to practice planning step-by-step, thoughtful comprehension purpose questions.

Cognitive Strategy Routine - 4.5mb

In this session, participants explored the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed.

Think-Turn-Talk - 28mb

This session focused on interactive, dynamic first reading of a story and an instructional routine, Think-Turn-Talk, that increases student engagement through planned discussion. Included were discussion and modeling of practical considerations for implementing this routine in a K-3 classroom. The session also reinforced the importance of planning quality questions to enhance comprehension.

Making Inferences and Predictions - 27mb

Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly strategies to explicitly teach students to make inferences and predictions. Participants learned a practical scaffold to ensure student success in making inferences.

Asking and Answering Questions - 28mb

This two-part session focused on teaching students to generate and discuss their own questions while reading, as well as to strategically answer teacher-generated questions. It also looked at preparing students for standardized assessments.

Creating Mental Images - 20mb

Creating mental images may seem like a natural part of reading, but many students require explicit instruction to use this strategy successfully. In the session, participants examined ways to teach this strategy effectively.

Determining Importance and Summarizing with Expository Text - 15mb

Determining importance and summarizing are complicated tasks for many young readers. This session focused on laying a strong foundation in the primary grades that will support students in using these strategies with expository text in third grade and beyond.

Determining Importance and Summarizing with Narrative Text - 16mb

Determining importance and summarizing are complicated tasks for many young readers. This session focused on laying a strong foundation in the primary grades that will support students in using these strategies with narrative text in third grade and beyond.

Explicit Instruction with Modeling - 17mb

This session investigated one Feature of Effective Instruction, examining relationships between effective teaching and learning while connecting this feature to a three-tier reading framework. Participants watched a video to analyze implementation of explicit instruction with modeling and practiced applying this feature in instruction.

Systematic Instruction with Scaffolding - 28mb

This session investigated one Feature of Effective Instruction, examining relationships between effective teaching and learning while connecting this feature to a three-tier reading framework. Participants watched a video to analyze implementation of systematic instruction with scaffolding and practiced applying this feature in instruction.

Graphophonemic Knowledge: Routines and Teaching Tools - 38mb

(Audience: This session is designed primarily for teachers of grades 1-3, although kindergarten teachers can use the routine to transition students into spelling; 4th- and 5th-grade teachers might use the routine with struggling spellers.)

This session provided instruction on the use of the English/Spanish resource Graphophonemic Knowledge: Routines and Teaching Tools, including a walk-through of the booklet’s contents: a review of the relationship between spelling and reading; an explanation of a simple daily routine to build spelling skills at any grade level; research-based activities to use for instruction and practice; and daily teacher-supported dictation.

Phonemic Awareness (Audience: K-1) - 24mb

This session explored the research behind phonemic awareness instruction and included practical strategies that could be used to teach this component using any comprehensive reading program. All participants received copies and did walk-throughs of the English/Spanish resources PA…All Day! and Fonología todo el día.

Small Group Instruction – Getting Started: Your First 21 Days - 2.9mb

Establishing routines for the management of small-group instruction and workstations was the focus of this session. Participants received a Small Group Instructional Planner that included a suggested day-by-day sequence to get teachers started. The proposed sequence and strategies could be used to facilitate small-group instruction in Tiers I, II, and/or III.

Differentiated Instruction, Part 1 - 16mb

Targeting instruction for each learner in the classroom is one of the most challenging aspects of teaching. The purpose of this session was to examine five dimensions of instruction—content, instructional delivery, grouping, materials, and time—and how teachers could differentiate within and across those dimensions to meet the needs of all learners.

Differentiated Instruction, Part II (Prerequisite: Differentiated Instruction, Part I) - 5.5mb

The purpose of this session was to provide a deeper understanding of differentiation by focusing on the finer points of content, process, and product. Participants analyzed, evaluated, and applied differentiation strategies using videos, scenarios, and group discussion. Practical tips and tools were provided, and participants learned strategies for differentiating in their classrooms, including differentiating in challenging situations.

Vocabulary and Oral Language Development - 10mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Effective Workstation Activities: An Opportunity for Meaningful Learning - 14mb

This session examined seven elements of meaningful workstations: instructional focus, structured activity, materials, differentiation, student interaction, instructional routines and management, and accountability. Participants analyzed existing workstation activities to determine what made them effective and what could be enhanced and/or adjusted to aid in student learning. Planning tools were provided.

A Leader’s Guide to Effectively Implementing, Sustaining, and Enhancing Response to Intervention (RTI) Using a 3-Tier Reading Model (Audience: Campus Administrators and Leaders) - 16mb

This session focused on a 3-tier reading model within a response to intervention (RTI) framework. Participants were asked to reflect on their campuses’ level of implementation and consider the research on organizational and individual change as it relates to their stakeholders. Tools were provided for analyzing campus data, identifying professional development needs, and creating an effective professional development plan.

A Leader’s Guide to Facilitating Instructional Best Practices (Audience: Campus Administrators and Leaders) - 39mb

This session included pertinent information for implementing evidenced-based instructional practices and tools for supporting successful implementation of those best practices. Instructional practices that were discussed included the five components of reading instruction, the features of effective instruction, elements of understanding, data-driven instruction, grouping, and classroom management.

Bridges to Literacy for English Language Learners: Phonemic Awareness and Phonics - 431kb

Improving ELLs’ early reading and reading-related skills requires delivering effective instruction to all students. Maximizing instruction involves understanding the similarities and differences of languages. This session focused on the early reading and reading-related skills of phonemic awareness and phonics.

Bridges to Literacy for English Language Learners: Vocabulary - 2.4mb

This session focused on vocabulary instruction in general and with ELLs in particular. Topics included components of successful vocabulary instruction, selection of words for explicit instruction, and techniques for successful explicit vocabulary instruction. Examples of activities/techniques for explicit instruction were discussed, and an example of one way to “put it all together” was reviewed and discussed.

Fluency: The Bridge Between Word Recognition and Comprehension - 14mb

Fluency’s impact on comprehension, the importance of explicit and systematic fluency instruction, the practical techniques to help students develop fluency, and ideas on how to monitor students’ progress were addressed in this session. Participants engaged in hands-on, instructional approaches that could be immediately transferred to the classroom.

Six Syllable Types: Applications for Reading - 15mb

This session provided information about the six syllable types as they relate to the TEKS in grades K-3, including ensuring that students have knowledge of letter-sound relationships to decode regular words in text independent of context and use common syllabication patterns to decode words. In addition, participants learned how students can apply these syllable types across their reading to enhance comprehension.

Morphology: Applications for Reading (Prerequisite: Six Syllable Types: Applications for Reading) - 6.3mb

This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Participants learned about morphology as it relates to the TEKS in grades K-5 in the strands of Reading and Oral and Written Conventions, and they were given activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Using the TPRI Intervention Activities Guide (IAG) - 3.2mb

For this session, it was recommended that participants bring a copy of the green TPRI Intervention Activities Guide (IAG) from their classrooms/campuses. The 2010 IAG includes hundreds of effective activities designed to enhance small group instruction. Discussion centered on how to use the IAG to support planning and instruction and how to access downloadable activities to make lessons easier to prepare and more engaging for students.

TPRI: Analyzing Word Reading and Spelling Results - 3.8mb

This session was designed to help teachers understand how to use the valuable data collected by the TPRI Word Reading and Spelling tasks. Participants had an opportunity to go through the analysis process to gain a greater understanding of how to provide targeted instruction for small groups and individual students.

TPRI: Grouping Students for Differentiated Instruction - 2.9mb

TPRI Grouping Tools, designed to assist teachers in forming instructional groups based on data, were the focus of this session. The Grouping Tools are a key component in moving from assessment to instruction because they help highlight the instructional focus of each group so that teachers can successfully differentiate their instruction to meet the identified needs of all students in the classroom.

Tejas LEE: Using the Guía de actividades de intervención - 7.2mb

This session reviewed the various sections and features of the Tejas LEE Guía de actividades de intervención. Participants were presented with some sample Tejas LEE results and worked in teams to determine appropriate activities for addressing students’ needs. Participants had to bring their own copies of the Tejas LEE Guía de actividades de intervención to the session.

Tejas LEE: Analyzing Spelling Results - 14.5mb

This session began with an exploration of the Tejas LEE Spelling Charts and Spelling Class Summary Charts, tools that allow teachers to conduct item-level analysis of student spelling errors. Participants then learned how to use the Graphophonemic Grouping Mats to select appropriate activities from the Guía de actividades de intervención to address students’ spelling needs. Participants had to bring their own copies of the book.

Tejas LEE Grouping: Converting Results into Effective Instruction - 2.9mb

This session examined the process of grouping K-3 students for small group reading instruction. Participants learned how to use Class Summary Sheets on the Tejas LEE website for differentiated instructional grouping, the Tejas LEE Grouping Charts to develop general ability groups, and the Guía de actividades de intervención to identify specific instructional activities. Participants had to bring their own copies of the book.

English Language Proficiency Standards (ELPS): A Journey through the ELPS (This was a 3-hour session.) - 462kb

In this session, participants received an overview of the ELPS and how they play a key role in the development of language and content for English Language Learners (ELLs). Participants also explored ways the ELPS support emergent English readers. Participants had to bring their Standards to Ensure Success for Texas Students spiral-bound booklets to the session.

Project Share: Exploring Online Resources - 34.4mb

This session highlighted elementary student and teacher resources available through Project Share. Participants explored professional learning communities among fellow teachers at their campuses, districts, regional ESCs, and across the state of Texas. They also learned to access sample student lessons, share teacher lesson plans, and collaborate with other teachers at their grade level.

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2012 Texas Literacy Initiative Institutes (TLI): Session Descriptions


L

Leadership

A

Assessment

S

Standards-based Instruction

E

Effective Instructional Framework

R

Reporting & Accountability

S

Sustainability

Leadership

TLI Institutes General Session Overview - 1.5mb

This session included an overview of the Texas Literacy Initiative as part of Texas’ history of a strong commitment to literacy. Also discussed were the grant funding for TLI and its support infrastructure, its goals, and the Texas State Literacy Plan.

TLI Institutes Houston Keynote Speaker Video - 81.5mb

Patrick Briggs, AVID Texas State Director, delivered an energetic presentation, "Improving School Readiness and Success."

TLI Institutes Leadership Summit Day 1 Resources - 13mb

Leadership Summit participants received an overview of the literacy line vision and the goals for the Texas Literacy Initiative. They were tasked with developing a model for how each literacy line would meet the goals with consideration to relevant resources already in place.

TLI Institutes Leadership Summit Day 2 Resources - 67mb

These sessions, "Leading the Way at the Site/Campus Level" and "Combining Leadership Efforts Across the Age/Grade Levels," focused on how leadership teams work horizontally and vertically to look at data, assessments, goals and professional learning communities.

TLI Institutes Leadership Summit Day 3 Resources - 20.3mb

This session, "Texas State Literacy Plan," explored the TSLP, Implementation Maps and Inventories, and the TSLP online course.


Assessment


Standards-based Instruction

Ages 0-2 Sessions

Infant and Toddler Language and Pre-Literacy - 14.4mb

Staff who work with infants and toddlers discussed environmental needs of young children and the necessity for carefully planned routines and responsive interactions among staff, children, and families. Other topics included the social and emotional needs of children ages 0-2, tips on using encouragement and scaffolding to build early language and vocabulary, and how and what to read to children this age to support early literacy development.

Pre-K Ages 3-4 Sessions

Prekindergarten Language and Pre-Literacy - 3.36mb

Staff who work with preschoolers explored the CIRCLE manual and discussed ways to increase early literacy instruction to support the TLI grant goals. Topics included classroom management and ways to build strong social and emotional skills, language development strategies, techniques for increasing phonological awareness and letter knowledge, and ideas for reading books and using early writing in prekindergarten classrooms.

Grades K-2 Sessions (Each session was a three-hour block.)

Features of Effective Instruction - 32.3mb

This session investigated four features of effective instruction—Explicit Instruction with Modeling, Systematic Instruction with Scaffolding, Multiple Opportunities to Practice and Respond, and Immediate and Corrective Feedback—and examined the relationship between these features and effective teaching and learning. Participants practiced applying the features and analyzed their implementation through video observations.

Cognitive Strategy Routine and Narrative Text - 10.6mb

In the first section of this session, participants explored the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed.

Because determining importance and summarizing are complicated tasks for many young readers, the second section focused on laying a strong foundation in the primary grades that will support students in using these strategies with narrative text in third grade and beyond.

Listening Comprehension With Creating Mental Images and Phonemic Awareness - 20.6mb

Creating mental images is not a natural part of reading for many students, so in the first part of this session, participants examined ways to effectively teach this strategy.

The second section explored the research behind phonemic awareness instruction, including practical strategies that can be used to teach this component using any comprehensive reading program. All participants received copies and did walk-throughs of the English/Spanish resources PA...All Day! and Fonologia todo el dia.

Vocabulary and Oral Language Development and Graphophonemic Knowledge - 7.32mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. The first section of this session explored vocabulary instruction and oral language development and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

This session provided instruction on the use of the English and Spanish resource Graphophonemic Knowledge: Routines and Teaching Tools, including a walk-through of the booklet’s contents: a review of the relationship between spelling and reading; an explanation of a simple daily routine to build spelling skills at any grade level; research-based activities to use for instruction and practice; and daily teacher-supported dictation.

Grades K-2 Bilingual Sessions (Each session was a three-hour block.)

Features of Effective Instruction - 32.3mb

This session investigated four features of effective instruction—Explicit Instruction with Modeling, Systematic Instruction with Scaffolding, Multiple Opportunities to Practice and Respond, and Immediate and Corrective Feedback—and examined the relationship between these features and effective teaching and learning. Participants practiced applying the features and analyzed their implementation through video observations.

Cognitive Strategy Routine and Narrative Text - 24.6mb

In the first section of this session, participants explored the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed.

Because determining importance and summarizing are complicated tasks for many young readers, the second section focused on laying a strong foundation in the primary grades that will support students in using these strategies with narrative text in third grade and beyond.

Listening Comprehension With Creating Mental Images and Bridges I-Phonemic Awareness - 309kb

Creating mental images is not a natural part of reading for many students, so in the first part of this session, participants examined ways to effectively teach this strategy.

Maximizing instruction for ELLs involves understanding the similarities and differences of languages. The Bridges I-Phonemic Awareness section focused on the early reading and reading-related skill of phonemic awareness.

Vocabulary and Oral Language Development and Bridges I-Phonics - 309kb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. The first section of this session explored vocabulary instruction and oral language development and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Maximizing instruction for ELLs involves understanding the similarities and differences of languages. The Bridges I-Phonics section focused on the early reading and reading-related skill of phonics.

Grades 3-5 Sessions (Each session was a three-hour block.)

Features of Effective Instruction - 32.3mb

This session investigated four features of effective instruction—Explicit Instruction with Modeling, Systematic Instruction with Scaffolding, Multiple Opportunities to Practice and Respond, and Immediate and Corrective Feedback—and examined the relationship between these features and effective teaching and learning. Participants practiced applying the features and analyzed their implementation through video observations.

Six Syllable Types - 44.7mb and Morphology - 5.5mb

This first section provided information about the six syllable types as they relate to the TEKS in grades K-5, including ensuring that students have knowledge of letter-sound relationships to decode regular words in text independent of context and use common syllabication patterns to decode words. In addition, participants learned how students can apply these syllable types across their reading to enhance comprehension.

This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Participants learned about morphology as it relates to the TEKS in grades K-5 in the strands of Reading and Oral and Written Conventions, and they were given activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Cognitive Strategy Routine and Expository Text - 10.7mb

In the first section of this session, participants explored the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed.

Because determining importance and summarizing are complicated tasks for many young readers, the second section focused on laying a strong foundation in the primary grades that will support students in using these strategies with expository text in third grade and beyond.

Vocabulary and Oral Language Development - 13.3 and Writing - 2.6mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. The first section of this session explored vocabulary instruction and oral language development and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

The Writing section provided an overview of the ELAR TEKS for grades 3-5, along with student expectations for the writing process. The section also included an overview of the expectations of the State of Texas Assessments of Academic Readiness (STAAR) for writing in grades 4 and 7 and offered practical applications for every grade level to support this process.

Grades 6-8 Session

Texas Adolescent Literacy Academy (TALA) - 156mb

The goal of this session was to familiarize middle school teachers with research-based, effective strategies in academic literacy instruction that could be used to improve student outcomes in reading, English language arts, and the content areas. The strategies shared promote the widespread use of effective literacy instruction and are a key element of the Texas Student Success Initiative.

Grades 9-12 Session

Disciplinary Literacy: Reading and Writing Connection in High School - 3.9mb

Participants explored topics such as enhancing explicit instruction through modeling, teaching students to determine importance and summarize expository text, teaching students to make inferences, and applying instructional strategies in an interactive and engaging learning environment. The session also offered strategies that help high school campuses build their literacy lines across grade levels and disciplines.


Effective Instructional Framework


Reporting & Accountability


Sustainability

Age 0-Grade 12 Session

Sustainability Session - COMING SOON

This session reviewed the research behind professional development and its impact on student achievement. Participants had an opportunity to reflect on the sessions attended, create a personal professional development plan, and collaborate with their age/grade level and/or campus on next steps.


2013 Texas Literacy Initiative Institutes (TLI): Session Descriptions


L

Leadership

A

Assessment

S

Standards-based Instruction

E

Effective Instructional Framework

R

Reporting & Accountability

S

Sustainability

Leadership


Assessment


Standards-based Instruction

Ages 0-2 Sessions

Supporting Infant and Toddler Language Development - 7.71mb

This session defined language, explored how language develops, and examined how caregivers could support children’s language development. The presenter taught basic language-building strategies and how to maintain children’s interest in learning. Participants had an opportunity to practice these skills.

Supporting Infant and Toddler Literacy - 6.15mb

This session focused on the importance of reading, how children develop early literacy skills, suggestions and criteria for choosing appropriate books to build a library, book-handling skills, and how a thematic approach enhances children’s language and learning. The presenter also discussed elements of responsiveness and strategies to encourage early writing.

Using Language to Support Positive Behavior - 4.35mb

This session defined self-regulation and examined how to guide infant and toddler behavior. The presenter introduced the signal-response-effect cycle, discussed challenging behaviors using the ACT model, and went over the elements of responsiveness. Participants had an opportunity to practice behavior-guiding strategies.

Supporting Infant and Toddler Social/Emotional Development - 7.77mb

This session explored ways to use the teacher-child relationship to support infants’ and toddlers’ emotional development. The presenter discussed contingent responsiveness, helped participants practice strategies to support emotional development, and gave out a list of books appropriate to read with infants and toddlers to develop their language and to help them learn and use words for feelings.

Pre-K Ages 3-4 Sessions

Developing Letter Knowledge and Vocabulary Using a Letter Wall - 1.81mb

Letter knowledge and vocabulary are key predictors of kindergarten readiness. This session provided participants with a detailed demonstration of how to set up and use a letter wall daily throughout the year.

Developing and Increasing Language through Writing - 2.96mb

Participants learned how to increase writing opportunities through the use of daily news, journals, morning messages, dictations, class-made books, graphic organizers, and other writing strategies to build vocabulary.

Developing Vocabulary Through Books - 2.11mb

In this session, participants examined how to develop children’s vocabularies through the use of classroom books. They explored vocabulary-building strategies through questioning and “child-friendly” definitions, and they practiced those strategies.

Developing Phonological Awareness Skills - 1.57mb

Phonological awareness is one of the key predictors of kindergarten readiness. Participants learned engaging ways to teach phonological awareness skills across the PA continuum. Hands-on activities helped participants prepare to teach PA in both large and small groups.

Grades K-1 Sessions

Think-Turn-Talk - 25.2mb and Listening Comprehension - 5.33mb

The Think-Turn-Talk section of the session reinforced the importance of implementing a routine that provides students with opportunities to think and participate in meaningful discussions about text. In the second portion of the session, the presenter described a quality listening comprehension program. Participants learned how to plan an engaging, interactive read-aloud.

Vocabulary and Oral Language Development - 3.3mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction, oral language development, and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Phonological Awareness - 1.63mb

This session explored the research behind phonological awareness instruction and its application in the classroom. Practical strategies to teach this component were shared and practiced.

Best Practices in Reading Instruction for English Language Learners - 2.6mb

This session focused on student diversity in Texas by familiarizing participants with the different stages of second-language development and with effective instructional principles for each of the five literacy components. In addition, participants explored how these effective instructional principles are aligned with the English Language Proficiency Standards (ELPS).

Cognitive Strategy Routine - 17.8 and Making Connections - 36mb

In the first part of this session, participants considered the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed. In the Making Connections section, participants explored ways to effectively build background knowledge and help students activate existing background knowledge necessary for comprehension in all content areas.

Reading With Purpose - 32.9mb

This session reinforced the importance of instructional purpose and looked at the strategy of posing one thoughtful question prior to having students read a text. Such a Comprehension Purpose Question (CPQ) provides a scaffold for students to support and enhance comprehension, reinforces the strategies that good readers use, and aids in increasing student motivation.

Grades K-2 Sessions

Fluency: The Bridge Between Word Recognition and Comprehension - 7.02mb

This session explained the three components of fluency: accuracy, rate, and prosody. Participants learned practical techniques to help students develop fluency and discussed the importance of providing students with multiple and varied opportunities to practice oral reading.

Best Practices in Reading Instruction for English Language Learners - 2.6mb

This session focused on student diversity in Texas by familiarizing participants with the different stages of second-language development and with effective instructional principles for each of the five literacy components. In addition, participants explored how these effective instructional principles are aligned with the English Language Proficiency Standards (ELPS).

Vocabulary and Oral Language Development - 3.3mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Think-Turn-Talk and Multiple Opportunities to Practice and Respond - 25.2mb

The Think-Turn-Talk section of the session reinforced the importance of implementing a routine that provides students with opportunities to think and participate in meaningful discussions about text. The second section focused on maximizing student engagement and participation and increasing the number of opportunities that students have to respond.

Phonological Awareness - 1.63mb

This session explored the research behind phonological awareness instruction and its application in the classroom. Practical strategies to teach this component were shared and practiced.

Graphophonemic Knowledge - 6.72mb

This session provided instruction on the use of the English/Spanish resource Graphophonemic Knowledge: Routines and Teaching Tools, including a walk-through of the booklet’s contents: a review of the relationship between spelling and reading; an explanation of a simple daily routine to build spelling skills at any grade level; research-based activities to use for instruction and practice; and daily teacher-supported dictation.

Systematic Instruction with Scaffolding - 1.91mb

This session looked at one of the Texas Literacy Initiative’s four Features of Effective Instruction, examining relationships between this feature and effective teaching and learning. Participants watched a video to analyze implementation of systematic instruction with scaffolding, discussed ways to scaffold instruction for both struggling and advanced learners, and practiced applying this feature in their own instruction.

Writing Instruction in the K-2 Classroom - 39.4mb

Participants reviewed the four requirements from the Institute of Education Sciences Teaching Elementary School Students to be Effective Writers, including teaching the writing process and creating an engaged community of writers. Participants also examined the K-2 TEKS strands related to writing and received activities, anchor lessons, and examples of mentor texts that could be used when teaching K-2 students how to write.

Immediate and Corrective Feedback - 2.5mb

This session investigated one of the four Features of Effective Instruction, examining relationships between this feature and effective teaching and learning. Participants examined effective feedback, watched a video to analyze implementation of this feature, and practiced applying feedback in their own instruction.

Grades 1-5 Sessions

First 21 Days to Small-Group Instruction - 9.6mb

Establishing routines for the management of small-group instruction and workstations was the focus of this session. Participants received a Small Group Instructional Planner that included a suggested day-by-day sequence to get teachers started. The proposed sequence and strategies could be used to facilitate small-group instruction in Tiers I, II, and/or III.

Ready, Set, Teach - 21.3mb

The careful arrangement of instructional resources and classroom furniture is important for creating a positive classroom environment, so in this session, participants were given an opportunity to design a classroom that enhances the physical environment while optimizing instructional delivery of the literacy program/curriculum material.

Fluency: The Bridge Between Word Recognition and Comprehension - 7mb

This session explained the three components of fluency: accuracy, rate, and prosody. Participants learned practical techniques to help students develop fluency and reviewed the importance of providing students with multiple and varied opportunities to practice oral reading.

Six Syllable Types: Applications for Reading - 2.9mb

This session provided information about the six syllable types as they relate to the TEKS in grades K-3, including ensuring that students have knowledge of letter-sound relationships to decode regular words in text independent of context and use common syllabication patterns to decode words. In addition, participants learned how students can apply these syllable types across their reading to enhance comprehension.

Morphology: Applications for Reading - 1.87mb

This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Participants learned about morphology as it relates to the TEKS in grades K-5 in the strands of Reading and Oral and Written Conventions, and they were given activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Vocabulary and Oral Language Development - 3.3mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction, oral language development, and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Cognitive Strategy Routine - 17.8mb and Making Connections - 7mb

In the first part of this session, participants considered the cognitive strategies they use while reading. A direct, explicit, systematic routine for teaching a variety of cognitive strategies was modeled and discussed. In the Making Connections section, participants explored ways to effectively build background knowledge and help students activate existing background knowledge necessary for comprehension in all content areas.

Grades 3-5 Sessions

Think-Turn-Talk - 18.4mb and Multiple Opportunities to Practice and Respond - 1.83mb

The Think-Turn-Talk section of the session reinforced the importance of implementing a routine that provides students with opportunities to think and participate in meaningful discussions about text. The second section focused on maximizing student engagement and participation and increasing the number of opportunities that students have to respond.

Reading With Purpose - 22.7mb

This session reinforced the importance of instructional purpose and looked at the strategy of posing one thoughtful question prior to having students read a text. Such a Comprehension Purpose Question (CPQ) provides a scaffold for students to support and enhance comprehension, reinforces the strategies that good readers use, and aids in increasing student motivation.

Making Inferences and Predictions - 25.8mb

Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly strategies to explicitly teach students to make inferences and predictions. Participants learned a practical scaffold to ensure student success in making inferences.

Determining Importance and Summarizing with Expository Text - 27.6mb

Determining importance and summarizing are complicated tasks for many young readers. This session focused on laying a strong foundation in the primary grades that will support students in using these strategies with expository text in third grade and beyond.

Systematic Instruction with Scaffolding - 1.91mb

This session looked at one of the Texas Literacy Initiative’s four Features of Effective Instruction, examining relationships between this feature and effective teaching and learning. Participants watched a video to analyze implementation of systematic instruction with scaffolding, discussed ways to scaffold instruction for both struggling and advanced learners, and practiced applying this feature in their instruction.

Immediate and Corrective Feedback - 2.5mb

This session investigated one of the four Features of Effective Instruction, examining relationships between this feature and effective teaching and learning. Participants examined effective feedback, watched a video to analyze implementation of this feature, and practiced applying feedback in their own instruction.

Vocabulary and Oral Language Development - 3.3mb

To deeply understand text, young students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction, oral language development, and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Best Practices in Reading Instruction for English Language Learners - 2.6mb

This session focused on student diversity in Texas by familiarizing participants with the different stages of second-language development and with effective instructional principles for each of the five literacy components. In addition, participants explored how these effective instructional principles are aligned with the English Language Proficiency Standards (ELPS).

Six Syllable Types: Applications for Reading - 2.85mb

This session provided information about the six syllable types as they relate to the TEKS in grades K-5, including ensuring that students have knowledge of letter-sound relationships to decode regular words in text independent of context and use common syllabication patterns to decode words. In addition, participants learned how students can apply these syllable types across their reading to enhance comprehension.

Morphology: Applications for Reading - 1.87mb

This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Participants learned about morphology as it relates to the TEKS in grades K-5 in the strands of Reading and Oral and Written Conventions, and they were given activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Writing Instruction in the 3-5 Classroom - 14.9mb

This interactive session provided opportunities for participants to examine research focused on writing across grade levels, specifically grades 3-5, including information about writing for different purposes, to improve thinking and learning, and to communicate effectively with others. Participants reviewed the TEKS strands related to writing and received resources to effectively teach all students how to write across the curriculum.

Grades 5-9 Session

Texas Adolescent Literacy Academy (TALA) – Professional Development to Support Academic Writing - 3.7mb

This session was designed specifically for English and language arts teachers of students in grades 5-9, and it offered a comprehensive look at teaching writing in any context. Participants explored research-proven methods for engaging students in the writing process.

Grades 6-12 Sessions

Vocabulary and Oral Language Development - 1.82mb

To deeply understand text, students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction, oral language development, and their relationship to comprehension. Participants learned a routine for explicit vocabulary instruction in a before-, during-, and after-reading model, and they discussed hands-on activities that could be implemented in the classroom.

Think-Turn-Talk and Multiple Opportunities to Practice and Respond - 12.6mb

The Think-Turn-Talk section of the session reinforced the importance of implementing a routine that provides students with opportunities to think and participate in meaningful discussions about text. The second section focused on maximizing student engagement and participation and increasing the number of opportunities that students have to respond.

Reading With Purpose - 18.6mb

This session reinforced the importance of instructional purpose and looked at the strategy of posing one thoughtful question prior to having students read a text. Such a Comprehension Purpose Question (CPQ) provides a scaffold for students to support and enhance comprehension, reinforces the strategies that good readers use, and aids in increasing student motivation.

Making Inferences and Predictions - 26.5mb

Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly strategies to explicitly teach students to make inferences and predictions. Participants learned a practical scaffold to ensure student success in making inferences.

Grades 9-12 Sessions

Unpacking the TEKS - 5.91mb

This session examined the TEKS and analyzed its multiple layers in preparation for selecting content.

Reading for Meaning - 8.95mb

This session provided reading strategies and instruction based on an understanding of the TEKS and multiple resources including OnTRACK English.

Writing With Purpose - 9.10mb

This session provided writing strategies and instruction based on an understanding of the TEKS and multiple resources including OnTRACK English.

The Reading-Writing Connection - 7.20mb

This session provided application and lesson-planning opportunities using strategies and instruction practiced in the previous sessions.


Effective Instructional Framework


Reporting & Accountability


Sustainability

Sustainability - 12.4mb

During this session, participants reviewed the Texas educational standards and guidelines and made connections to the Texas Literacy Initiative.


2014 Texas Literacy Initiative Institutes (TLI): Session Descriptions


L

Leadership

A

Assessment

S

Standards-based Instruction

E

Effective Instructional Framework

R

Reporting & Accountability

S

Sustainability

Leadership


Assessment


Standards-based Instruction

Ages 0-2 Sessions

Day One - 40.2mb

Day one sessions included Understanding and Implementing the Texas Infant and Toddler Early Learning Guidelines and Supporting the Implementation of the Texas Infant and Toddler Early Learning Guidelines.

Day Two - 27.6mb

Day two sessions included the Importance of Brain Development in Language Acquisition and Supporting the Implementation of Language and Literacy Teaching Strategies.

Pre-K Ages 3-4 Sessions

Day One - 40.2mb

Day one sessions included Supporting the Implementation of Phonological Awareness and Writing Strategies and Small-Group Planning and Instruction.

Day Two - 28.1mb

Day two sessions included Building Strong Literacy Skills Using Themes and Supporting the Implementation of Letter Wall and Book Reading Strategies.

Grades K-1 Sessions

Day One - 131mb

Day one sessions focused on the importance of and need for providing explicit instruction. Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction. Lesson Design outlined an explicit instruction lesson: opening, closing, and body. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures. Instructional Delivery focused on active participation and eliciting responses.

Day Two - 285mb

Day one sessions focused on the importance of and need for responsive literacy instruction within an effective instructional framework. Participants gained insight into different models of effective instruction including the 3-Tier model, planned for Tier I instruction within the literacy components relevant to their age/grade levels, and planned for Tiers II and III instruction within the literacy components relevant to their age/grade levels.

Grades 2-3 Sessions

Day One - 124mb

Day one sessions focused on the importance of and need for providing explicit instruction. Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction. Lesson Design outlined an explicit instruction lesson: opening, closing, and body. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures. Instructional Delivery focused on active participation and eliciting responses.

Day Two - 303mb

Day two sessions focused on the importance of and need for responsive literacy instruction within an effective instructional framework. Participants gained insight into different models of effective instruction including the 3-Tier model, planned for Tier I instruction within the literacy components relevant to their age/grade levels, and planned for Tiers II and III instruction within the literacy components relevant to their age/grade levels.

Grades 4-5 Sessions

Day One - 124mb

Day one sessions focused on the importance of and need for providing explicit instruction. Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction. Lesson Design outlined an explicit instruction lesson: opening, closing, and body. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures. Instructional Delivery focused on active participation and eliciting responses.

Day Two - 303mb

Day two sessions focused on the importance of and need for responsive literacy instruction within an effective instructional framework. Participants gained insight into different models of effective instruction including the 3-Tier model, planned for Tier I instruction within the literacy components relevant to their age/grade levels, and planned for Tiers II and III instruction within the literacy components relevant to their age/grade levels.

Grades 6-8 Sessions

Day One - 138mb

Day one sessions focused on the importance of and need for providing explicit instruction. Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction. Lesson Design outlined an explicit instruction lesson: opening, closing, and body. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures. Instructional Delivery focused on active participation and eliciting responses.

Day Two - 244mb

Day two sessions focused on the importance of and need for responsive literacy instruction within an effective instructional framework. Participants gained insight into different models of effective instruction including the 3-Tier model, planned for Tier I instruction within the literacy components relevant to their age/grade levels, and planned for Tiers II and III instruction within the literacy components relevant to their age/grade levels.

Grades 9-12 Sessions

Day One - 137mb

Day one sessions focused on the importance of and need for providing explicit instruction. Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction. Lesson Design outlined an explicit instruction lesson: opening, closing, and body. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures. Instructional Delivery focused on active participation and eliciting responses.

Day Two - 247mb

Day two sessions focused on the importance of and need for responsive literacy instruction within an effective instructional framework. Participants gained insight into different models of effective instruction including the 3-Tier model, planned for Tier I instruction within the literacy components relevant to their age/grade levels, and planned for Tiers II and III instruction within the literacy components relevant to their age/grade levels.


Effective Instructional Framework


Reporting & Accountability


Sustainability


2015 Texas Literacy Initiative Institutes (TLI): Session Descriptions


L

Leadership

A

Assessment

S

Standards-based Instruction

E

Effective Instructional Framework

R

Reporting & Accountability

S

Sustainability

Leadership

Leadership Summit Session 1 - 2.6mb

Led by Dr. Susan Hall, this session focused on Cultivating Literacy Leadership and included references to The School Principal as Leader and Principles of Effective Instruction.

Leadership Summit Session 2 - 4.6mb

This session explored how to lead effective implementation of the Texas State Literacy Plan at the site/campus level through work with principals and other site/campus leaders and their teams.


Assessment


Standards-based Instruction

Ages 0-2 Sessions

Navigating the World of Infants and Toddlers - 73.2mb

Participants navigated the Infant and Toddler Early Learning Guideline domain areas via the I Do, We Do, You Do process in each of the four sessions. The four sessions included

Hands-on exploration time provided relevance for participants. Opportunities to create lessons for the classroom and share additional resources to help implement the learning strategies were provided.

Pre-K Ages 3-4 Sessions

Navigating the World of Prekindergarten - 32.2mb

Participants navigated the Prekindergarten Guideline domain areas via the I Do, We Do, You Do process in each of the four sessions. The four sessions included:

Hands-on exploration time provided relevance for participants. Opportunities to create lessons for the classroom and share additional resources to help implement the learning strategies were provided.

Ages K-12 Sessions

Explicit Instruction - 8.66mb

Participants revisited the I Do, We Do, You Do lesson components introduced during the 2014 Institute, as well as engaged in application activities that explored the explicit instruction elements and principles of content, design, delivery, and practice.

Grades K-2 Sessions

Phonological Awareness and Vocabulary and Oral Language Development - 23.7mb

Phonological Awareness: This session explored the research behind phonological awareness instruction and its application in the classroom. Practical strategies that can be used to teach all facets of this important literacy component were practiced and shared. Participants were provided with activities and materials to use when teaching phonological awareness in Grades K-2.

Vocabulary and Oral Language Development: To deeply understand text, students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and its relationship to comprehension. Participants walked away with a routine for explicit vocabulary instruction within a before-, during-, and after-reading model and hands-on activities that can be implemented in the classroom.

Determining Importance & Summarizing Information Text and Determining Importance & Summarizing Information Text: Follow-up & Planning - 37.2mb

Determining Importance & Summarizing Information Text: Determining importance and summarizing is a complicated task for many readers. The Informational Text session focused on laying a strong foundation in the primary grades to support students in using these scaffolds with informational text in kindergarten and beyond.

Determining Importance & Summarizing Information Text: Follow-up & Planning: Participants had opportunities to discuss portions of the training to ensure understanding of the content. Participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Teaching Writing in the K-2 Classroom - 44.2mb

During this session, participants worked through the four requirements from the Institute for Education Sciences practice guide Teaching Elementary Students to be Effective Writers, including teaching the writing process and creating an engaged community of writers. Participants dove into the Texas Essential Knowledge and Skills (TEKS) strands related to writing. In addition, participants were provided with activities, anchor lessons, and examples of mentor texts to use when teaching K-2 students how to write.

Making Inferences & Predictions and Making Inferences & Predictions: Follow-up & Planning - 34.1mb

Making Inferences & Predictions: Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly scaffolds to explicitly teach students to make inferences and predictions.

Making Inferences & Predictions: Follow-up & Planning: In this session, participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Grades 3-5 Sessions

Determining Importance & Summarizing Informational Text Part I and Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning - 40.7mb

Determining Importance & Summarizing Informational Text Part I: Determining importance and summarizing is a complicated task for many readers. The Informational Text session focused on laying a strong foundation in using instructional scaffolds to support students with comprehending informational text.

Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning: Participants had opportunities to discuss portions of the training to ensure understanding of the content. Participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Teaching Writing in the 3-5 Classroom - 65.3mb

During this session, participants worked through the four requirements from the Institute for Education Sciences practice guide Teaching Elementary Students to be Effective Writers, including teaching the writing process and creating an engaged community of writers. Participants dove into the Texas Essential Knowledge and Skills (TEKS) strands related to writing. In addition, participants were provided with activities, anchor lessons, and examples of mentor texts to use when teaching writing in the 3-5 classroom.

Vocabulary and Oral Language Development, Six Syllable Types: Applications for Reading, and Morphology: Applications for Reading - 17.2mb

Vocabulary and Oral Language Development: To deeply understand text, students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and its relationship to comprehension. Participants walked away with a routine for explicit vocabulary instruction within a before-, during-, and after-reading model and hands-on activities that can be implemented in the classroom.

Six Syllable Types: Applications for Reading: This session provided teachers information about the six syllable types as they relate to the Texas Essential Knowledge and Skills (TEKS), including ensuring that students have the knowledge of letter-sound relationships to decode regular words in text independent of context (e.g., VC, CVC, CCVC, and CVCC words) and use common syllabication patterns to decode words (e.g., CVC, CV, VCe, final stable, r-controlled vowel, vowel digraphs, and diphthong syllables). In addition, teachers learned how their students can apply these syllable types across reading and comprehension.

Morphology: Applications for Reading: This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Information was provided regarding morphology as it relates to the Texas Essential Knowledge and Skills (TEKS) within the strands of Reading and Oral and Written Conventions. In addition, participants were provided with activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Making Inferences & Predictions and Making Inferences & Predictions: Follow-up & Planning - 31.7mb

Making Inferences & Predictions: Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly scaffolds to explicitly teach students to make inferences and predictions.

Making Inferences & Predictions: Follow-up & Planning: In this session, participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Grades 6-8 Sessions

Vocabulary and Oral Language Development, Six Syllable Types: Applications for Reading, and Morphology: Applications for Reading - 16.3mb

Vocabulary and Oral Language Development: To deeply understand text, students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and its relationship to comprehension. Participants walked away with a routine for explicit vocabulary instruction within a before-, during-, and after-reading model and hands-on activities that can be implemented in the classroom.

Six Syllable Types: Applications for Reading: This session provided teachers information about the six syllable types as they relate to the Texas Essential Knowledge and Skills (TEKS), including ensuring that students have the knowledge of letter-sound relationships to decode regular words in text independent of context (e.g., VC, CVC, CCVC, and CVCC words) and use common syllabication patterns to decode words (e.g., CVC, CV, VCe, final stable, r-controlled vowel, vowel digraphs, and diphthong syllables). In addition, teachers learned how their students can apply these syllable types across reading and comprehension.

Morphology: Applications for Reading: This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Information was provided regarding morphology as it relates to the Texas Essential Knowledge and Skills (TEKS) within the strands of Reading and Oral and Written Conventions. In addition, participants were provided with activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Making Inferences & Predictions Part I and Making Inferences & Predictions Part I: Follow-up & Planning - 41.6mb

Making Inferences & Predictions: Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly scaffolds to explicitly teach students to make inferences and predictions.

Making Inferences & Predictions: Follow-up & Planning: In this session, participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons they can use at their campuses.

Determining Importance & Summarizing Informational Text Part I and Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning - 42.2mb

Determining Importance & Summarizing Informational Text Part I: Determining importance and summarizing is a complicated task for many readers. The Informational Text session focused on laying a strong foundation in using instructional scaffolds to support students with comprehending informational text.

Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning: Participants had opportunities to discuss portions of the training to ensure understanding of the content. Participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Teaching Writing in the 6-8 Classroom - 52.8mb

During this session, participants practiced ways to engage and motivate students as they write in their English Language Arts and content-area classrooms. Connections were made to the Texas Essential Knowledge and Skills (TEKS) strands related to writing, and participants were provided with activities, anchor lessons, and examples of mentor texts to use when teaching writing with grades 6-8 students.

Grades 9-12 Sessions

Vocabulary and Oral Language Development, Six Syllable Types: Applications for Reading, and Morphology: Applications for Reading - 16.3mb

Vocabulary and Oral Language Development: To deeply understand text, students must have the benefit of explicit vocabulary instruction. This session explored vocabulary instruction and oral language development and its relationship to comprehension. Participants walked away with a routine for explicit vocabulary instruction within a before-, during-, and after-reading model and hands-on activities that can be implemented in the classroom.

Six Syllable Types: Applications for Reading: This session provided teachers information about the six syllable types as they relate to the Texas Essential Knowledge and Skills (TEKS), including ensuring that students have the knowledge of letter-sound relationships to decode regular words in text independent of context (e.g., VC, CVC, CCVC, and CVCC words) and use common syllabication patterns to decode words (e.g., CVC, CV, VCe, final stable, r-controlled vowel, vowel digraphs, and diphthong syllables). In addition, teachers learned how their students can apply these syllable types across reading and comprehension.

Morphology: Applications for Reading: This session examined how morphology, including the identification, analysis, and application of the structure of words, can help students read and comprehend text. Information was provided regarding morphology as it relates to the Texas Essential Knowledge and Skills (TEKS) within the strands of Reading and Oral and Written Conventions. In addition, participants were provided with activities and strategies to help students unlock the meaning of unknown and unfamiliar words.

Making Inferences & Predictions Part I and Making Inferences & Predictions Part I: Follow-up & Planning - 41.6mb

Making Inferences & Predictions Part I: Making inferences and predictions leads students to think deeply about texts and is foundational for reading comprehension. This session presented teacher-friendly scaffolds to explicitly teach students to make inferences and predictions.

Making Inferences & Predictions Part I: Follow-up & Planning: In this session, participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Determining Importance & Summarizing Informational Text Part I and Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning - 42.2mb

Determining Importance & Summarizing Informational Text Part I: Determining importance and summarizing is a complicated task for many readers. The Informational Text session focused on laying a strong foundation in using instructional scaffolds to support students with comprehending informational text.

Determining Importance & Summarizing Informational Text Part I: Follow-up & Planning: Participants had opportunities to discuss portions of the training to ensure understanding of the content. Participants were provided with an overview of the strategy lesson sequence and had opportunities to view model lesson plans. Using text samples, participants planned demonstration lessons to use at their campuses.

Teaching Writing in the 9-12 Classroom - 52.8mb

During this session, participants practiced ways to engage and motivate students as they write in their English Language Arts and content-area classrooms. Connections were made to the Texas Essential Knowledge and Skills (TEKS) strands related to writing, and participants were provided with activities, anchor lessons, and examples of mentor texts to use when teaching writing with 9-12 students.


Effective Instructional Framework


Reporting & Accountability


Sustainability

Sustainability Implementation - 81.8mb

During the Implementation session, participants applied what they learned on Days 1 and 2. Participants learned how to identify a root cause, created a theory of action, determined systems of support, designed ways to measure success, and created an implementation plan.


2016 Texas Literacy Initiative Institutes (TLI): Session Descriptions


L

Leadership

A

Assessment

S

Standards-based Instruction

E

Effective Instructional Framework

R

Reporting & Accountability

S

Sustainability

Leadership

Engaged in Purpose - 732kb

Participants examined the guiding principles behind professional learning communities and explored resources for developing cultures of collaboration.

Explicit Instruction Content - 5.4mb

After reviewing the sixteen elements of explicit instruction, participants closely examined the instructional leader’s role in supporting the content elements. They then applied their understanding by identifying and planning for the instruction of critical content, using a standards-based planning document.

Explicit Instruction Design - 2.9mb

Participants studied the instructional leader’s role in supporting the design elements of explicit instruction including the gradual release of responsibility, and applied their understanding using a lesson planning template.

Explicit Instruction Delivery - 3.5mb

Participants explored the instructional leader’s role in supporting the delivery elements of explicit instruction, for increased student engagement and success.

Explicit Instruction Practice - 2.4mb

In this session, participants reflected on the instructional leader’s role in supporting independent student practice, considering both in-class student practice opportunities and homework, starting with the end in mind.


Assessment


Standards-based Instruction

Ages 0-2 Sessions

Academic Language - 2.4mb

Let’s Talk! Promoting Academic Language in the Classroom explored types of vocabulary, cognitive overload, and ways to support student vocabulary development.

Exploring Behavioral Strategies - 3.7mb

Exploring Behavior Strategies defined self-regulation and offered a variety of strategies to guide and develop positive infant and toddler behavior.

Exploring Infant and Toddler Language - 5.8mb

Let’s Explore Infant and Toddler Language defined language and explored how language develops, how caregivers can support children’s language development, and offered practice using language building strategies.

Social and Emotional Exploration - 3.8mb

Social and Emotional Exploration offered strategies to support emotional development through the teacher-child relationship by paying attention to children’s cues, responding warmly and sensitively to their cues, and using books, activities, and fingerplays to help young children build social skills.

Exploring Themes - 2.8mb

Exploring Themes with Infants and Toddlers described the thematic learning approach, how to develop and/or adapt thematic curriculum ideas and appropriate activities, and offered practice in a step-by-step process to enable teachers to be intentional when creating connected, motivating learning opportunities that support language and other developmental skills for infants and toddlers.

Session 5 Sustainability - 13.7mb

Make It Happen! summarized the strand’s responsive teaching strategies and practiced taking an idea and develop a teaching goal that supports implementation and sustainability in the classroom.

PK - K Sessions

Academic Language - 2.4mb

Let’s Talk! Promoting Academic Language in the Classroom explored types of vocabulary, cognitive overload, and ways to support student vocabulary development.

Explicit Instruction Foundations - 5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction.

Explicit Instruction Lesson Design - 4.1mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Lesson Design outlined an explicit instruction lesson: opening, closing, and body.

Explicit Instruction Classroom Organization - 5.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures.

Explicit Instruction Instructional Delivery - 3.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Instructional Delivery focused on active participation and eliciting responses.

Grades 1-5

Academic Language - 2.4mb

Let’s Talk! Promoting Academic Language in the Classroom explored types of vocabulary, cognitive overload, and ways to support student vocabulary development.

Explicit Instruction Foundations - 5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction.

Explicit Instruction Lesson Design - 4.1mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Lesson Design outlined an explicit instruction lesson: opening, closing, and body.

Explicit Instruction Classroom Organization - 5.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures.

Explicit Instruction Instructional Delivery - 3.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Instructional Delivery focused on active participation and eliciting responses.

Grades 6-12

Academic Language - 2.4mb

Let’s Talk! Promoting Academic Language in the Classroom explored types of vocabulary, cognitive overload, and ways to support student vocabulary development.

Explicit Instruction Foundations - 5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Foundations described the research, elements, and underlying principles of explicit instruction.

Explicit Instruction Lesson Design - 4.1mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Lesson Design outlined an explicit instruction lesson: opening, closing, and body.

Explicit Instruction Classroom Organization - 5.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Classroom Organization emphasized the effective use of available space, as well as the development of rules, routines, and procedures.

Explicit Instruction Instructional Delivery - 3.5mb

Participants became familiar with and explored several elements related to explicit instruction, based on Anita Archer’s work, including Foundations, Lesson Design, Classroom Organization, and Instructional Delivery. Instructional Delivery focused on active participation and eliciting responses.

Classroom Additional Materials

Classroom_Additional_Materials - 405kb


Effective Instructional Framework


Reporting & Accountability


Sustainability

2016 Leadership Summit - 12.5mb


Connections - 1.2mb

Participants made connections between the Principal Standards, Teacher Standards, explicit instruction elements, and TSLP 3.0.