Secondary ELA educators are invited to engage in one of our favorite pastimes: reading! Featuring timely topics, evidence-based practices, and trusted secondary ELA experts, these book studies will provide an opportunity for you to learn at your own pace and grow in ELA practices this summer. Text choices and details regarding the book studies are accessible here: bit.ly/elabookstudies. Each book study is eligible for 3 exchange hours.
If reading is thinking, then incorporating interactive read aloud is a must. Come learn engaging strategies on how to make a book come alive, while also meeting the cognitive demands of comprehension.
Come explore how pairing comprehension & response readiness standards can prepare students to self-monitor for understanding as they read. Leave with resources, lessons, and ideas to level-up your reading response with all texts.
Review the genres of our 2017 TEKS & discuss how the new author's purpose TEKS are being assessed in the different genres. Leave with resources, lessons, and ideas to support your reading workshop.
Dive into Strand FIVE of your TEKS. How can we look at a text through a writer’s lens to notice specific and intentional techniques authors’ use while also understanding the purpose.
Come learn about the trajectory of a young writer and how to support students transitioning from scribbling, labeing, and sentence forming. Additionally, you will see how students engage with each stage of the writing process.
Come dig into how central and controlling ideas can be developed for authentic reading response that aligns with the ECR rubric. Discuss ways to help students develop their own central & controlling ideas with details, facts, and examples. Leave with resources, lessons, and ideas to explicitly teach idea development in writing.
Designed to help educators and administrators provide effective, research-based interim support for students suspected of or identified with dyslexia. This course will cover strategies for delivering targeted instruction, accommodations, and progress monitoring while awaiting evidence-based dyslexia interventions. Participants will learn how to implement evidence-based practices that address reading challenges and ensure continuity of support in compliance with IDEA and Texas Dyslexia Handbook guidelines. The focus is on equipping educators with practical tools to meet student needs and promote academic success during the interim period.
Equips educators with the tools and strategies needed to implement effective phonics intervention plans that support struggling readers. Participants will explore evidence-based approaches to teaching phonics, including systematic and explicit instruction tailored to individual student needs.
This session is designed to equip educators with the tools and strategies to support secondary emergent bilingual students in developing language skills effetively. Participants will explore a structured approach to setting individualized language goals, engaging students in small group instruction, and creating linguistically accommodated tasks to enhance comprehension and engagement with self-selected texts.
As we have students practice the reading response format of the new ECR throughout the year, how can we give targeted feedback that grows them as writers? Let's talk about ways to quickly score student responses and then use those scores to make instructional decisions for small groups. Leave with resources, lessons, and ideas to leverage all that student writing as formative assessment.
Level 2: Must have attended Level 1 first. Required for all Secondary ESL program teachers. Focus on Emergent Bilingual students who have been in US schools for longer than 5 years. Participants will use the foundations of second language acquisition theory to determine specific language supports that can increase Academic English.
Shared Reading is a crucial (and fun) part of building foundational reading skills in your literacy block. Come learn the characteristics and structure for a given week and how to seamlessly incorporate phonics skills.
Equips educators with the tools and strategies needed to implement effective phonics intervention plans that support struggling readers. Participants will explore evidence-based approaches to teaching phonics, including systematic and explicit instruction tailored to individual student needs.
Dual language teachers will explore the taller de escritor framework. They will have an opportunity to view the units engaging reading selections that serve as a springboard both for student discourse and writing.
Level 1: Required for all Secondary ESL program teachers and recommended for others. Participants will use the foundations of second language acquisition theory to explore language supports that can be used to decrease the language barrier emergent bilingual students experience when learning while building their academic English proficiency.
Since the 3 TEKS tested in revising passages are also score points on the ECR rubric, let's explore how to reinforce those skills through consistent academic vocabulary. Leave with resources, lessons, and ideas to help students connect revising-their-own-writing and revising-others'-writing.
Teachers will learn the importance of phonemic awareness instruction and why it is an essential foundational skill. We'll explore key components of a phonemic awareness lesson, the progression of skills throughout a school year, and additional scaffolds teachers can use to support diverse student needs. You will leave with an understanding of how instruction targeting each skill builds a foundation for reading and how to effectively use hand motions and additional supports in phonemic awareness instruction.
Teachers will learn the importance of phonemic awareness instruction and why it is an essential foundational skill. We'll explore key components of a phonemic awareness lesson, the progression of skills throughout a school year, and additional scaffolds teachers can use to support diverse student needs. You will leave with an understanding of how instruction targeting each skill builds a foundation for reading and how to effectively use hand motions and additional supports in phonemic awareness instruction.
Dual language teachers will explore the taller de escritor framework. They will have an opportunity to view the units engaging reading selections that serve as a springboard both for student discourse and writing.
This session leverages ELPS Academy resources to explore Speaking domain strategies for newcomers and experienced emergent bilinguals. Participants will gain practical tools to address diverse language needs and feel validated in their efforts, empowering educators to confidently support emergent bilingual students in achieving language and academic success.
Dual language teachers will explore the taller de escritor framework. They will have an opportunity to view the units engaging reading selections that serve as a springboard both for student discourse and writing.
Teachers will learn the importance of phonemic awareness instruction and why it is an essential foundational skill. We'll explore key components of a phonemic awareness lesson, the progression of skills throughout a school year, and additional scaffolds teachers can use to support diverse student needs. You will leave with an understanding of how instruction targeting each skill builds a foundation for reading and how to effectively use hand motions and additional supports in phonemic awareness instruction.
Teachers will learn the importance of phonemic awareness instruction and why it is an essential foundational skill. We'll explore key components of a phonemic awareness lesson, the progression of skills throughout a school year, and additional scaffolds teachers can use to support diverse student needs. You will leave with an understanding of how instruction targeting each skill builds a foundation for reading and how to effectively use hand motions and additional supports in phonemic awareness instruction.
Level 2: Must have attended Level 1 first. Required for all Secondary ESL program teachers. Newcomer student focus. Participants will use the foundations of second language acquisition theory to determine specific language supports that can decrease the language barrier that newcomer emergent bilingual students experience in the classroom while providing many opportunities to build their social and academic English proficiency.
Review & discuss how understanding the vertical alignment of conventions helps teachers pinpoint TEKS for whole-group and small-group instruction. Practice using mentor texts for conventions imitation, and leave with resources, lessons, and ideas for adding in differentiated grammar instruction.
Equips elementary educators with practical strategies and evidence-based interventions to support students with dyslexia. Participants will learn how to create a dyslexia-friendly classroom environment, implement multisensory learning techniques, and integrate accommodations that address the unique needs of young learners. The focus will be on fostering foundational literacy skills, building confidence, and promoting academic success.
Designed for educators working with middle and high school students with dyslexia. Participants will explore evidence-based strategies to improve reading fluency, comprehension, and self-advocacy skills while addressing the unique challenges faced by secondary students with dyslexia.
