Professional Development Services
ChildrensLiteracyInitiative.org
2314 Market Street • Philadelphia, PA 19103 • 215-561-4676
© Copyright 2011 Children’s Literacy Initiative
If you believe
exemplary instruction
makes a critical difference
in student learning . . .
Then Children’s
Literacy Initiative is
ready to partner
with you.
Children’sLiteracyInitiative
Table of Contents
About CLI Professional Development............................................................................1
Literacy Coaching ..................................................................................................................4
Professional Learning Communities ..............................................................................6
Three and Four Day Institutes..........................................................................................8
Seminars and Workshops....................................................................................................9
Reading Aloud to Support Instruction (RASI) Strand ..........................................10
Reading and Writing Workshop Strand......................................................................11
Early Childhood Strand......................................................................................................13
Blueprint for Early Literacy® Strand ............................................................................14
Message Time Plus® Strand ............................................................................................15
Managing Literacy Learning Strand ............................................................................16
Coaching and Facilitation Strand..................................................................................17
Professional Development Planning ..........................................................................18
About CLI Professional Development
Pre-kindergarten – 3rd Grade
Children’s Literacy Initiative(CLI) offers professional development for pre-kindergarten
through third grade teachers across the country. CLI’s professional development utilizes and
promotes research-based practices for teaching reading and writing. Classroom by classroom,
CLI strives to improve teachers’ content knowledge, instructional practices, and classroom
environments. After working with CLI teachers anecdotally report raised expectations for
their own instruction and for student achievement.
Guiding Principles of Professional Development:
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Educators have a responsibility to remain current on recent research in best practice. Clearly
understanding the terminology and instructional practices will lead to the deep commitment
and knowledge base necessary to provide every child an opportunity to learn every day.
Educators will commit to professional development once they become invested in the purpose
and objectives. These need to be realistic, relevant, manageable, and immediately useful.
Educators come to professional development with a wide range of previous experiences
and skills that need to be honored. Professional development should draw on the expertise
of educators and take different degrees of experience into account.
Professional development needs to be ongoing and continuous. Educators need sufficient
time to master new content and strategies and follow-up support to integrate them into
their practice.
Our training and coaching sessions focus on implementing the following
instructional practices:
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Literacy Environment and Classroom Culture: Create book and print-rich environment
that promotes student learning and independence, and establish a community of learners
through effective classroom management.
Message Time Plus®: A modeled writing and shared reading practice that teaches vocabulary
development, word study, concepts about print, as well as reading and writing skills and
strategies in a meaningful context.
Reading: The five areas of reading instruction – phonemic awareness, phonics, vocabulary,
fluency, and comprehension are instructed through the following practices – intentional
read aloud, reading workshop, guided reading instruction and independent and partner
reading.
Writing: The content, organization, style, voice, and conventions of writing are instructed
through the following practices – modeled writing, shared writing, interactive writing, and
the writing workshop.
Small Group and Individualized Learning: Differentiated instruction in literacy occurs within
the following practices – skill and strategy groups, guided reading, conferencing, and
literacy centers.
Assessment: Formative assessment practices and processes.
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Study it
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Institutes, Seminars, and Workshops
Institutes, seminars, and workshops immerse participants in the most current research in
exemplary instructional practices. CLI professional development trainings build on prior
knowledge and move toward clear outcomes. Our expert Professional Developers guide
participants through the following process:
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Trainings begin as CLI would in a classroom of children, by building community and
establishing a positive climate of mutual respect and trust.
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Facilitators activate and build background knowledge by examining research and connecting
theory to practice.
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Throughout the training, there are multiple opportunities for active learning and
involvement that include movement, hands-on experiences, and discussion and
collaboraton with partners and in small groups.
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A variety of media is used during trainings to demonstrate and record best practices,
including slides, video and charts. Participants use a workbook during the training that
includes supplementary articles and resources to be used for continued professional
development.
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Opportunities for reflection, goal setting and planning allow for the training to be
immediately applicable to classroom practice.
Model Classrooms
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In partnership with schools and districts, CLI’s Model Classroom program helps raise
children’s reading and writing achievement by providing teachers with the tools,
training, leadership, and peer support they need to
deliver quality literacy instruction.
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In our Model Classrooms, CLI combines intensive,
sustained teacher training and coaching with physical
resources to transform the classroom environment.
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CLI currently maintains over 170 Model Classrooms.
See it
Literacy Coaching
To deepen, expand, and sustain professional learning, CLI offers one-on-one and group
coaching by our highly experienced Professional Developers focusing on lesson design and
the implementation of highly effective literacy practices.
Do it
Professional Learning Communities
CLI Professional Developers work with small groups of teachers, coaches, and leaders to
enhance their content and pedagogical knowledge on literacy best practices, teacher and
school leadership, assessment practices and processes, and school culture. These communities
exist in the form of Small Group Coaching, Grade Level Meetings, Model Classroom
Meetings, Principal Meetings, and Meetings for School Based Literacy Coaches.
Quality Children’s Books and Literacy Materials
CLI offers high-quality classroom book collections and related literacy materials. Our collections
are multicultural sets of award-winning fiction and nonfiction children’s literature selected for
reading aloud, classroom libraries, lesson planning, and independent reading.
Working with Parents
Because of the importance of literacy at home, CLI offers parent workshops, complete with
materials and books for parents to take home.
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Literacy Coaching
Pre-kindergarten – 3rd Grade
Effective teaching requires that a teacher know what methods and teaching strategies are
useful for helping students learn a specific content, and how to adapt these methods and
strategies to particular learners. A Professional Developer can work with individual teachers
or small groups of teachers, coaches, and administrators.
One–on–One
A Professional Developer works with individual teachers in the Content-Focused
Coaching Model.
• In a pre-conference, teacher and Professional Developer discuss literacy goals, lesson
planning and implementation, and core issues in effective lesson design.
• Teacher and Professional Developer then decide on the level of support needed from the
Professional Developer in the lesson in order to determine whether the Professional
Developer models, co-teaches, or observes the lesson being taught.
• In a post-conference, the teacher and Professional Developer reflect on student learning
by analyzing student work, considering the effectiveness of the lesson, and planning for the
goals of future lessons.
Coaching conversations focus on core issues in lesson design such as lesson goals, the
literacy content of the lesson, the context of the lesson, students’ prior knowledge, lesson
implementation, evidence of students’ understanding and learning, and collaboration in a
learning community.
Small Group
A Professional Developer works with small groups of teachers in the Content-Focused
Coaching Model described above. The small group meets together to pre-plan and preconference. One or more teachers teach the lesson in one of the classrooms. After the
lesson the groups come together to review the lesson in a post-conference. A series of
coaching sessions on one instructional practice or technique can be planned to meet
professional development needs.
Grade–Level Meetings: One to two hours, according to school schedule
A Professional Developer works with grade-level teams to plan lessons, examine student
work and student data provided by the teachers, and refine instruction. Meetings on key
aspects of the professional development project can also be highlighted such as planning a
literacy block, formative assessment, and utilizing the model classroom teacher in the grade.
Attendance by the reading coach is suggested. Grade-Level Meetings are most effective when
accompanied by coaching.
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Guided Visit to a CLI Model Classroom
Up to three participants accompanied by a CLI Professional Developer visit one of the highly
effective Model Classrooms in CLI’s program. Participants have the opportunity to observe
the CLI model of instruction. The Professional Developer highlights aspects of best practices
in that classroom, answers questions, and facilitates participant observations.
Coaching School Based Literacy Coaches
A Professional Developer will meet with the school based literacy coach(es) to do some or
all of the following: review the implementation of professional development services, connect
to content learned in seminars through the lens of a coach, and make important connections
between the work of the school based coach and the CLI professional developer. During
these meetings school based literacy coaches will learn and discuss much of the following in
accordance to their needs: the content focused coaching model, the essentials of literacy
best practices, ideas for grade level meetings, strategies for teacher collaboration, best practices
for literacy coaching, strategies for working with teachers of different personalities
and levels of experience, and the use of CLI’s Teacher’s Effective Literacy
Practices (TELP) rubric as a guide for coaching and progress monitoring.
Coaching Principals
A Professional Developer will utilize the Content Focused Coaching Model
with Principals to guide them in “walking through” teachers classroom with a
specific viewing lens that will capture evidence of the practices they are observing.
The Professional Developer and principal will connect to content on instructional
leadership and literacy based practices to create a viewing lens, reflect on what was
observed, and plan action steps for providing the teacher/staff with meaningful
feedback and professional learning that will lead to enhanced teaching practices
and increased student achievement.
“It truly is the best professional development for children’s
literacy! Before this Institute, my frustration with my
inability to effectively facilitate reading and writing in my
classroom matched that of my students who were two or
more grade levels behind in the subjects. Now I’m
confident that I will be successful in empowering students
to become better writers and readers.”
- Institute attendee
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Professional Learning
Communities
Research on effective professional development highlights the importance of collaborative
and collegial learning environments that help develop communities able to promote school
change beyond individual classrooms (Darling-Hammond & McLaughlin, 1995; Hord, 1997;
Knapp, 2003; Louis, Marks, & Kruse, 1996; Perez et al., 2007). Collective work in trusting
environments provides a basis for inquiry and reflection, allowing teachers to raise issues,
take risks, and address dilemmas in their own practice (Ball & Cohen, 1999; Bryk, Camburn
& Louis, 1999; Little, 1990). The process of learning with colleagues in small, trusting, supportive
groups makes all the difference (Dunne, Nave, & Lewis, 2000).
CLI’s professional learning communities take place in many different small group formats.
They occur through:
• Small group coaching in the content focused coaching model
(described in Literacy Coaching)
• Grade level meetings facilitated by a CLI professional developer
(described in Literacy Coaching)
• Coaching/meetings with school based literacy coaches to develop their content, coaching
and leadership skills (described in Literacy Coaching)
• A model classroom meeting in which master teachers collaborate, problem solve, and learn
the best practices of teacher leadership
• Meetings with principal and administrators on instructional leadership and positive school
change
In all of CLI’s professional learning communities, different formats and structured activities
can be taking place at any time in accordance to the needs of the members and the topics at
hand. Activities that regularly take place during professional learning community formats
include:
• Research based content on best practices in literacy instruction (for teacher and model
classroom teachers), teacher leadership (for model classroom teachers), and instructional
leadership (for principal and other school leaders). This content can occur through many
contexts including a book study, action research, collaborative planning, or lesson study.
• Looking at student/staff “work” and analyzing student/professional learning data to inform
instruction and leadership
• Analyzing videos of their or others’ practice
• Reflection on practice that leads to goal setting and action planning with a focus on
increased student achievement
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Model Classroom Meetings
A Professional Developer facilitates monthly meetings with a group of model classroom
teachers in which they study best practices and relevant research, support one another in
planning and solving problems, and analyze student work to inform instruction. This rigorous
professional development provides a network of support that not only increases their
pedagogical content knowledge, but helps them acquire the skills and strategies needed to
play the role of Teacher Leader. This consistent linking of teachers to other teachers to
form a supportive community and develop new values, beliefs and norms, encourages the
possibility for successfully reforming teaching and learning (Fullan, 2001).
Principal Meetings
A Professional Developer facilitates monthly meetings with a group of principals. These
meetings will cover the essentials of the school/districts professional development project in
order to support Principals in promoting coherence in professional learning, walking through
teachers classrooms, providing meaningful feedback to teachers, and establishing and maintaining
a school wide professional learning community. Principals will also discuss and reflect upon
the essentials of literacy and instructional leadership best practices, making critical connections
between their teachers’ learning and their own, so that positive and lasting change can occur.
This work could take place as one on one coaching hours, or with a small group of principals.
Please contact CLI for more information on the Professional Learning Community (PLC) fee.
Services and materials that are accruable to the school and Model Classroom teachers under
this fee include but are not limited to:
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Participation at Model Classroom meetings (6 meetings per year)
National Year-End Model Cohort Meeting
Optional participation at one seminar per school year – Offered at CLI office for all Model
Classroom teachers in the district
Professional books
Access to online resources
Model Classroom visits
On-going consultant support with CLI Professional Developer
Principal Meetings (6 meetings per year)
These services above are provided on a ‘use it or lose it’ basis and refunds will not be given
for partial participation throughout the school year. The fee covers participation in the
above-mentioned activities for up to 4 Model Classroom teachers, 1 School-Based Coach,
and 1 Principal per school.
To purchase individual Professional Learning Community or Coaching services, please contact
CLI for more information on minimum amounts allowable and suggestions for effective
combinations of services.
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Three and Four Day Institutes
Pre-kindergarten – 3rd Grade
Institutes are designed to offer an overview of effective practices. An Institute serves as an
excellent introduction for teachers who will be receiving further professional development
through literacy coaching, seminars, or workshops.
Each day of a Three or Four day Institute is generally 7 hours. Participants recieve 5.5
professional development hours for each day of attendance.
Three Day Institute
The Three Day Institute examines research on effective practices in literacy instruction.
Topics include:
• Creating and maintaining an effective literacy environment that promotes engagement and
allows for successful classroom management.
• The use of quality children’s literature as Intentional Read Alouds to enhance instruction.
• Message Time Plus®, a shared reading and modeled writing practice designed to teach all
areas of reading and writing instruction.
• The Reading and Writing Workshop Model as a means to balanced and differentiated
literacy instruction.
Teachers learn to how to meet standards by creating an effective literacy block with increased
instructional time, how to meet the needs of every learner, and how to use quality literature
to teach the reading and writing skills necessary to become motivated, life-long learners.
Four Day Institute
The Four Day Institute mentors new teachers by sharing tips and techniques from master
teachers and reviewing research of effective practices in literacy instruction. All the topics in
the Three Day Institute are covered at a slower pace with additional time built in for
learning about classroom management.
“The training has been exceptional—knowledgeable,
capable, articulated, and organized trainers. They have
worked us through the information—guiding, listening
and sharing. Unbelievable experience. I have gained so
much and I look forward to sharing and helping teachers
strengthen their literacy skills in their classroom.”
- Institute attendee
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Seminars and Workshops
Pre-kindergarten – 3rd Grade
Seminars and Workshops cover a wide range of effective literacy practices, and strategies for
implementing these practices in the classroom. CLI offers over 40 seminar and workshop
topics to meet a variety of professional development needs.
Seminars are generally 7 hours and participants receive 5.5 professional development hours.
Workshops are between 2-3 hours depending on your school schedule, and participants
receive 2-3 professional development hours.
The seminar and workshop trainings are organized into strands to aid in finding content that
best meets your professional development needs:
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The
The
The
The
The
The
The
Reading Aloud to Support Instruction Strand
Reading and Writing Workshop Strand
Early Childhood Strand
Blueprint for Early Literacy® Strand
Message Time Plus® Strand
Managing Literacy Learning Strand
Coaching and Facilitation Strand
Trainings within each strand are labeled to indicate grade levels for which they are most
appropriate.
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Reading Aloud to Support Instruction (RASI) Strand
The Intentional Read Aloud is the most powerful tool teachers have to teach comprehension, vocabulary, fluency, and phonics and phonemic awareness within the context of quality
children’s literature. Participants in this strand have an opportunity to learn research-based
instructional methods for teaching a specific area of literacy in addition to strategies for
teaching this area of literacy through the framework of an Intentional Read Aloud.
Participants have multiple opportunities to work in partnerships, reflect on their own
instruction, set goals, and plan lessons in reading and writing.
RASI: Phonics and Phonemic Awareness Seminar
Participants learn how to implement effective strategies for teaching phonemic awareness
and phonics. The goal is to ensure a thorough knowledge base of the terminology and
strategies in order to ensure successful literacy development for early learners.
RASI: Fluency Seminar
Participants learn why fluency instruction is so critical to reading development. Participants
develop a toolkit of strategies for teaching fluency that includes intentional read alouds,
reader’s theater, and choral, echo, and paired reading.
RASI: Vocabulary Seminar
Participants learn how to choose and teach robust vocabulary words, promote word
consciousness in their classrooms, and implement rich and comprehensive vocabulary
instruction through the Intentional Read Aloud and other best practices.
RASI: Comprehension Seminar
Participants learn that comprehension instruction must be balanced, connected, developmentally
appropriate, and allow for the gradual release of responsibility from teacher to student.
They explore the language and methods associated with the teaching of comprehension
strategies.
Comprehension Toolkit for Nonfiction Seminar
Participants explore six key comprehension strategies used by proficient readers. They learn
to teach students to negotiate informational text, examine text features, think about what
they are reading, and have critical discussions that invite deep thinking.
Note: This seminar requires purchase of additional materials.
Literacy Workshop for Parents – One hour meeting
Parents learn about the benefits of an Intentional Read Aloud, tips for reading to and with
their children at home, and other activities they can do at home to support and advance
their children’s literacy development. This workshop is also available for Spanish-speaking
parents.
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The Reading and Writing Workshop Strand
The Workshop Model is a balanced, differentiated and an efficient way to manage the teaching
of literacy. Teaching begins with a whole-class mini lesson followed by independent work
time, and concluded by share time. During independent work time students are reading and
writing by themselves or in partnerships, attending conferences or small group lessons with
the teacher, and possibly visiting literacy centers. Participants in this strand will examine the
structure and components of the workshop model, understand the role of the classroom
environment and quality children’s literature in supporting the workshop, plan for differentiated
instruction, and connect the components of a balanced literacy block. They will learn how
to implement this model in connection with their district mandated programs and practices.
Utilizing Mentor Texts in K–3 Classrooms
Participants will learn how to select and use quality children's literature to teach reading and
writing skills and strategies in the literacy block in an efficient and manageable fashion. They
will learn how multiple exposures to the same book across various instructional practices
can make powerful connections between reading and writing processes, develop reading
comprehension skills in their readers, and motivate writers to try out the "craft" of their
favorite authors.
Reading Workshop Seminar I
Participants learn how to implement the structure and components of a Reading Workshop
Model in order to teach reading routines and habits, comprehension, fluency, and vocabulary.
They examine the characteristics of a mini lesson, the options during work time, the structure
of a reading conference, and the importance of sharing and reflecting.
Reading Workshop Seminar II
Participants deepen their knowledge of the components of Reading Workshop by exploring
various types of mini lessons, connecting the teaching in the Reading Workshop to other
components of a balanced literacy block, and examining effective reading conferences in
order to enhance planning and facilitate successful lesson implementation.
Writing Workshop Seminar I
Participants learn how to create a community of writers while establishing the structure and
components of a Writing Workshop Model to meet the needs of diverse learners. They
take a close look at the characteristics of a writing mini lesson, the writing conference, the
writing process, and the importance of sharing and reflecting.
Writing Workshop Seminar II
Participants deepen their knowledge of the components of the Writing Workshop by
exploring various types of writing mini lessons, connecting the teaching in the Writing
Workshop to other components of a balanced literacy block, and examining effective writing
conferences in order to enhance planning and facilitate successful lesson implementation.
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The Reading and Writing Workshop Strand, continued
Independent Work Time Seminar
Participants explore answers to the question: What are the other children doing while the
teacher is meeting with small groups? Teachers learn how to plan and manage independent
time that includes independent reading and writing, working in partnerships, responding to
reading, and literacy stations and centers.
Guided Reading Seminar
Participants learn the structure of a guided reading lesson, how to match readers with leveled
text, how to plan and manage small group work, and how to connect guided reading instruction
to other components of the literacy block.
Author Study Seminar
Participants learn how to implement an Author Study in the context of the Reading and
Writing Workshop model. They learn how to plan and develop the study, how to create
anchor charts and utilize graphic organizers that accompany the study, and how to assess
student learning during and after the Author Study.
Standardized Test Taking as a Genre
In this seminar, participants gain a better understanding of what a genre study is and why it
can be useful to look at standardized tests through the lens of a genre study. Through the
analysis of released standardized tests, teachers develop their understanding of common test
conventions and features, especially with regards to the specific language of standardized
tests. Many strategies are offered for helping students become familiar and comfortable with
these features. Additionally, strategies for reading test passages and answering the multiplechoice questions are highlighted. Effective instructional techniques for preparing students to
take standardized tests, as well as planning time for incorporating these strategies in the participants’ current reading instruction, are offered.
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The Early Childhood Strand
Early Reading First Guidelines act as the foundation for these pre-kindergarten and kindergarten
training workshops that focus on oral language, vocabulary and comprehension, alphabet
knowledge, and phonological awareness. Participants in this strand learn developmentally
appropriate practices for early learners that build the foundation for learning to read and
write. They learn to apply these practices to meet the needs of various learners and
accommodate their schedules and curriculums.
Intentional Read Aloud Workshop
Participants learn how the Intentional Read Aloud supports literacy instruction by connecting
to targeted skills and strategies. They learn how to activate prior knowledge, ask open-ended
questions, and use graphic organizers to develop the critical thinking skills necessary for
comprehension and vocabulary development.
Interactive Writing Workshop
Participants learn why this practice is commonly referred to as “sharing the pen.” They
examine the role of Interactive Writing in moving early writers towards independence,
explore the writing process, and learn how to support emergent and developing writers by
making specific teaching decisions based on the students’ needs.
Writing Instruction Workshop I
Participants learn about the developmental stages of young writers, gain an understanding of
how to encourage young writers towards writing when it is developmentally appropriate, and
plan lessons that meet the needs of early writers.
Author Study Workshop I
Participants learn what an author study is and the benefits of doing one in a pre-kindergarten
classroom. They experience a condensed author study to increase understanding. They learn
how to plan an author study to meet teaching and learning goals.
Using Informational Books in the Classroom Workshop
Participants are exposed to a variety of nonfiction and informational books in order to
understand how to choose quality nonfiction and informational books for their pre-kindergarten
classroom and use nonfiction and informational text as an Intentional Read Aloud.
Using Songs and Rhymes to Develop Phonemic Awareness Workshop I
Participants learn how songs and rhymes can support the development of phonics, phonemic
awareness and phonological knowledge in young children. They explore methods and strategies
for incorporating activities with rhymes and songs into instruction such as Reader’s Theater.
Centers and Small Group Learning Workshop
Participants learn how to set up and maintain literacy centers that meet the needs of all early
learners. They discuss scheduling, various rotation systems, and strategies for managing small
group learning.
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The Blueprint for Early Literacy® Strand
Blueprint for Early Literacy® is a comprehensive standards-based pre-kindergarten curriculum.
The curriculum’s content was designed based on research, state and federal standards, and
years of pre-kindergarten classroom experience. The curriculum themes are structured and
sequential. They grow from an examination of children’s own lives to their neighborhoods
and communities, to the natural world around them, and then to the wider world. Blueprint
uses award-winning children’s literature as its foundation and emphasizes vocabulary, oral
language development, phonological awareness, and learning letters and print concepts.
Participants in this strand will learn how to implement Blueprint by exploring the materials
and lesson plans, interacting with the read aloud and center applications, and planning activities
in accordance to their schedule and student’s needs.
Blueprint for Early Literacy® Seminar I
Participants are introduced to the materials and content of the Blueprint curriculum. They
examine the scope and sequence and walk through the theme guides, exploring lessons plans
that include Intentional Read Alouds, Message Time Plus®, literacy centers, and small group
learning. They take part in some Blueprint activities in order to understand how to begin to
implement this curriculum in their classroom.
Blueprint for Early Literacy® Seminar II
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Participants highlight successes and brainstorm solutions to challenges with implementing the
Blueprint curriculum. They look deeper into Intentional Read Alouds, examine the technique
of scaffolding during Message Time Plus®, and further explore the additional resources that
Blueprint provides such as the Skill Cards book, Alphabet Knowledge book, and letter cards.
Blueprint for Early Literacy® State Standards Seminar
Participants learn how the Blueprint curriculum meets state standards in all content areas,
particularly literacy and language, math, science, social studies, and gross motor. They
become familiar with pre-kindergarten state standards in order to plan effective instruction
that crosses multiple content standards. (Seminars are customized to specific state standards.)
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The Message Time Plus® Strand
With the growing demands of curriculum and accountability, classroom teachers have a need
for instructional practices that teach phonemic awareness, phonics, vocabulary, fluency and
comprehension in an integrated and efficient way. Message Time Plus® is a modeled writing
and shared reading practice that is purposefully planned to teach these areas in a meaningful
context while engaging and meeting the needs of all learners. Participants in this strand learn
about this seven-step process through the modeling and examination of each step, the
exploration of various lesson plans, and the planning of lessons that can be implemented in
the classroom immediately.
Message Time Plus® in Pre-kindergarten Seminar I
Participants will explore Message Time Plus® as an essential component of the Blueprint for
Early Literacy® curriculum. They examine the seven steps of Message Time Plus® through
the lens of a pre-kindergarten teacher, whose ultimate goal is to develop language and
pre-reading skills for all early learners.
Note: This seminar requires purchase of additional materials.
Message Time Plus® in Pre-kindergarten Seminar II
Participants further explore Message Time Plus® as an essential component of the Blueprint
for Early Literacy® curriculum by learning about specific scaffolding techniques that meet the
needs of diverse learners and extensions that connect Message Time Plus® to other learning.
Message Time Plus® Seminar I
Participants are introduced to the seven steps of Message Time Plus®, gain an understanding
of how it differs from other programs’ morning messages, learn why Message Time Plus® is
successful, and learn how to highlight all areas of literacy in each step of the process.
Message Time Plus® Seminar II
Participants examine a variety of scaffolding techniques used during Message Time Plus® that
allow for differentiated instruction. They also focus on different mini lessons that support
whole-group learning and student engagement, and learn techniques for managing and motivating
students during Message Time Plus®.
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Managing Literacy Learning Strand
The role of management is essential to the success of literacy learning. A teacher’s ability to
create an effective literacy environment, hold high expectations for all learners, and manage
student behavior has a tremendous effect on the quality of instruction and student learning
that happens everyday. Participants in this strand will learn how to create and maintain the
literacy environment, how to plan and manage the literacy block, how to differentiate
instruction in accordance with assessments, and how to take proactive measures to establish
a community of learners grounded in respect and responsibility.
Creating and Managing the Literacy Environment
Participants will learn that a successful Literacy Environment is the foundation for learning
and achievement. The training focuses on the interrelated elements of a classroom that
encompasses the social, emotional, physical and behavioral aspects of a classroom.
Participants are provided with the appropriate tools for creating a trusting, respectful and
empowering classroom so their students will have the skills and attitudes to maximize their
learning experiences and be happy, contributing members of society. These values and attitudes become part of a “Classroom Culture” as they are learned, practiced and shared within a learning community. Participants will also focus on the physical environment through pictures and activities focused on having high quality literature as part of their daily experience,
exposure to authentic print that supports their development as readers and writers, and
establishing clearly defined and organized learning spaces will help create a safe, secure and
structured environment.
Independent Work Time Seminar
Participants will explore answers to the question: What are the other children doing while
the teacher is meeting with small groups? Teachers learn how to plan and manage independent time that includes independent reading or writing, working in partnerships, responding to
reading, and literacy centers.
Guided Reading Seminar
Participants learn the structure of a guided reading lesson, how to match readers with leveled text, how to plan and manage small group work, and how to connect guided reading
instruction to other components of the literacy block.
Assessment - Running Records Seminar
Participants learn how to administer a running record, an assessment tool that determines
students’ reading levels, strengths, and needs. They learn how to calculate the results, analyze the data, and use the data to inform instruction.
Formative Assessment I
After carefully defining formative assessment as assessment that informs classroom instruction, participants examine the literacy assessments they are currently using to determine
whether they are assessing the full picture of literacy, assessing what they are teaching, and
whether they are using the data to determine patterns and inform instruction. They participate in exercises to analyze assessment data and determine appropriate instruction, and
learn strategies for enhancing their instruction based on assessment data, in order to meet
the needs of all their students every day.
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The Coaching and Facilitation Strand
This strand is designed for Reading and Literacy Coaches and Staff Developers looking to
further their understanding of an effective coaching model, facilitation strategies, and training
techniques. Participants in this strand learn about Content-Focused Coaching, a framework
used by Coaches and Professional Developers for coaching before, during and after a lesson,
and brain-based strategies for working with adults during staff meetings and trainings.
Coaching Teachers: Building Capacity for Change Seminar
Participants learn how to apply what they know about effective pedagogy to their work with
adults. They come to understanding the role of a coach in facilitating a teacher’s growth.
They learn the elements of a successful coaching session, build a basic understanding of the
main considerations in lesson design, and learn how to help teachers design and implement
effective lessons.
Coaching Camp
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Day one of this training is the seminar Coaching Teachers: Building Capacity for Change.
Days two and three consist of in-classroom observations and/or video analysis of CLI
Professional Developers implementing Content-Focused Coaching. Participants process this
observation while deepening their knowledge of coaching. They also have the opportunity to
create coaching folders to be used in the field. This seminar can be offered in a two day or
three day camp.
TELP Training
Participants will go through an in–depth examination of CLI’s TELP (Teacher’s Effective
Literacy Practices), a tool that’s used for dual purposes, to assess the growth in different
areas of literacy as a result of professional development, and to guide the process of goal
setting in literacy coaching. They purpose of this examination is to learn how to use the
TELP as a literacy coach, to be able to communicate clearly with CLI Professional
Developers regarding teachers’ strengths and goals, and to be well versed in the specifics of
highly effective literacy best practices.
Facilitation Strategies Seminar
Participants learn how to facilitate a workshop and seminar by examining guiding principles
for adult learning and brain-based research. They observe and practice facilitation strategies
and techniques while learning to customize trainings based on the needs of the participants.
The following is a suggested sequence of professional development offerings. Engaging in
trainings in this order will ensure that teachers build upon their background knowledge from
one seminar or workshop to the next while receiving a comprehensive professional
development experience.
“Finally, I have learned the “how,” “what,” and “why”
that my coaching should be focused upon. I now have
the structure and language to be more effective and help
my teachers grow.”
- Coaching Camp attendee
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Professional Development Planning
Pre-kindergarten – 3rd Grade
Pre-kindergarten Teachers
1.
2.
3.
4.
5.
6.
7.
8.
9.
Blueprint for Early Literacy® Seminar I
Message Time Plus® in Pre-kindergarten Seminar I
Reading Aloud to Support Instruction (RASI): Phonics and Phonemic Awareness Seminar
Blueprint for Early Literacy® State Standards Seminar
Writing Instruction Workshop I
Writing Instruction Workshop II
Blueprint for Early Literacy® Seminar II
Message Time Plus® in Pre-kindergarten Seminar II
Depending on professional development needs, further selections can be made from the
Early Childhood Strand.
Kindergarten - 3rd Grade Teachers
1. The Three Day Institute (serves as an introduction to practices) OR
• Creating and Managing the Literacy Environment Seminar
• Message Time Plus® Seminar I
• Reading Workshop Seminar I
• Writing Workshop Seminar I
2. Message Time Plus® Seminar II
3. Reading Workshop Seminar II
4. Writing Workshop Seminar II
5. Message Time Plus® Seminar III
6. Depending on grade level and professional development needs, further selection can be
made from the Reading Aloud to Support Instruction Strand, the Reading and Writing
Workshop Strand, and the Managing Literacy Learning Strand.
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Children’s Literacy Initiative (CLI) is a non-profit that works with teachers to transform instruction so that
children can become powerful readers, writers, and thinkers.
Our goal is to close the gap in literacy achievement between disadvantaged children and their more affluent
peers. We know that early reading = lifelong success. We also know that there is no stronger lever for
improving student outcomes than giving teachers high-impact instructional strategies.
We invest in schools by providing training and coaching to teachers and administrators and quality children’s
books to classrooms. We work school by school—pre-kindergarten through third grade—to strengthen
instruction and create a culture of literacy. We develop a Model Classroom in each grade level, supporting
consecutive years of high-impact literacy instruction for students.
Over the past several years, CLI has gathered evidence confirming that our method of providing training and
coaching for teachers in addition to classroom book collections has a positive impact on children’s literacy
outcomes. This evidence supported our winning application in September 2010 for a $21.7 million Investing
in Innovation (i3) grant from the U.S. Department of Education to implement and study our Model
Classroom design in 39 public schools across four cities (Philadelphia, Chicago, Camden, and Newark).
During this five-year project, CLI is working with these districts to train 456 teachers in grades kindergarten
through third and establish 156 new Model Classrooms, reaching 45,600 students over the grant period. An
independent evaluator is measuring our program outcomes through an external study. Only 49 i3 grants
were awarded out of a field of 1,700 applicants; CLI’s accomplishment is even greater because ours is one
of only 19 i3 grants nationwide that were awarded to programs that already have evidence of success.
Over the past 10 years, teachers coached by CLI have taught more than one million children.
ChildrensLiteracyInitiative.org
2314 Market Street • Philadelphia, PA 19103 • 215-561-4676