Reminder you will be building your own credit at the close of this event. Each session will count 1.2 hours towards your credit. You will collect certificates throughout the event to submit in MyLearningPlan at the conclusion of reIGNITE 2019. Digital Sessions will require the Digital Learning Artifact: bit.ly/jcpsdlcartifact.
Note: If you are attending with your PLC members you might consider signing up for the same reIGNITE Calibration session (Learn 1) so that you can have common language in the coming year.
Limited Capacityfull Adding this to your schedule will put you on the waitlist.
Learning Objectives & Rationale: Teachers will walk away with strategies to help their students develop a love of reading. Admin will walk away with strategies to help their staff rekindle their love of reading. Participants will learn strategies that will help them develop a culture of reading in their schools and classrooms.
Description: Participants will learn strategies that will help them develop a culture of reading in their schools and classrooms. We will discuss how to help students find their reading identity as well as different opportunities throughout the year that will help build excitement around reading.
Modalities/Implementation Practices: We will use Google Slides and have discussions about the participants’ reading identity.
Learning Objectives & Rationale: Participants will gain an understanding of JCPS beliefs of Core curriculum, understand strategies used in core curriculum, and explore core curriculum resources. Description: This session is a condensed version of the summer half day ELA PD. It offers an overview of the JCPS beliefs about core curriculum and balanced literacy, an introduction to teaching strategies and routines used in the elementary curriculum, Into Reading, and a look at the online materials and resources of the program. Participants will leave with the brief overview of the elementary core curriculum.
Learning Objectives & Rationale: Participants will understand the “why” behind differentiating lessons for students with autism.
Description: This session is an overview of autism and best practices (ex. picture schedules) when teaching students on the spectrum. Training will include some environmental design, schedules, structure (visual supports and material structure), learning styles, and antecedents for behaviors. Participants will collaborate through the use of case studies to create their own structure to help the student succeed on the assignment.
Modalities/Implementation Practices: We have a PowerPoint to review and will have handouts and some examples for teachers. We will also group teachers to work together.
Learning Objectives & Rationale: Participants will determine what skills are foundational for reading; understand the role of foundational reading skills in the ELA core, review materials, activities, scope and sequence and resources of the Fundations program; discuss ways to use Fundations for Tier 2 & 3 intervention.
Description: In this session, we will focus on the skills that are foundational for reading and understanding the role of these skills in the ELA core. We will review materials, activities, scope and sequence and resources of the Fundations program; discuss ways to use Fundations for Tier 2 & 3 intervention.
Modalities/Implementation Practices: Participants will interact with each other in partners and small group and will have time for reflection.
Learning Objectives & Rationale: Teachers will walk away feeling more confident in managing Lexia in their classroom by analyzing data, reviewing student performance, and learning motivational strategies for student progression.
Description: This session will be focused on teachers learning the basics of Lexia. During the session, teachers will learn: 2--How to access and use teacher dashboard- 1--the ins and outs of the program 5--motivational strategies to keep students engaged and progressing 4--best practices for Lexia lesson management (check in during PLCs) 4--the difference between Skillbuilders and lessons 4--Red Apple Procedure 3--How to analyze student data 5--difference between target goals and usage goals
Modalities/Implementation Practices: Google Slides on Smartboard -- teachers will need a device and access to Lexia
Learning Objectives & Rationale: Participants will gain a deeper understanding of the Notice and Note Signposts.
Description: "When kids read to transact with a text, not merely extract from the text, they have a better chance of becoming lifetime readers and lifetime learners." -Kylene Beers and Robert Probst (2017) In this session participants will gain an understanding of the Notice and Note signposts developed by Kylene Beers and Robert Probst. They will discover how to use the signposts to guide students to a deeper understanding of texts by "noticing everything, questioning everything, and weighing everything they are reading against their lives, the lives of others, and the world around them."(Beers and Probst 2013). Participants will use texts to identify authors' use of signposts in texts and discuss strategies to encourage students to notice signposts in their own reading.
The content of my session will include resources from the Traveling backpack and a website that I created with research-based writing activities. The Traveling Backpack project has been applied in 2nd grade Dual Language Classes. This project wants to celebrate culture where Dual Language students and families learn about fantastic places, experience adventures while discovering items from a particular country; such as multicultural instruments, clothing, and books. The website focuses on two categories of the translanguaging writing process: 1) Writing as Dialogue: students use tools that allow them to talk to themselves, a classmate, a relative, or a teacher; and 2) Writing and Multimodalities: students are exposed to different tools of multimedia production as writing. These resources can be used with English Language Learners from different Grades.
Limited Capacityfull Adding this to your schedule will put you on the waitlist.
Learning Objectives & Rationale: Participants will understand how a module is set up and begin to plan for unit 1 using the tools in Into Reading as well as proficiency scales.
Description: Launch your year right! In this session participants will spend time exploring the set up of the first module of Into Reading for their grade level, by exploring the theme, essential question and text set used in the first module. Participants will also understand how proficiency scales can be used to help gauge student progress throughout the unit. It is recommended that participants have attended either the half day Curriculum PD over the summer (July 9, 16, or 30) or have attended the reIGNITE session, Elementary ELA Curriculum Introduction.
Learning Objectives & Rationale: Through a book tasting experience teachers will gain understanding on how to select "good fit" text selections to target standards and integrate content across all areas.
Description: Are you hungry for a good book? Do your students struggle to choose books that target their interests and are within their reading level? Come and engage in a blended book tasting experience that will allow you to preview books both digitally and in print while integrating content literacy. As you preview texts, you will use digital tools such as Google Forms, Flipgrid or Seesaw to critique whether or not a book is a good fit for instructional purposes. To extend your learning you will be given resources that will allow you to create a book tasting event for your students, or to vet instructional resources during PLC meetings. Modalities/Implementation Practices: Google Slides Presentation Print Material (books) Digital Books Google Forms
Target Audience: Beginning teachers new to guided reading
Learning Objectives & Rationale: To introduce beginning/novice teachers to guided reading.
Description: Session will support teachers in developing student's skills and strategies in reading using a guided reading approach. Teachers will gain a deeper understanding of the components of a guided reading plan and reflect upon how they will incorporate guided reading in their own classroom.
Learning Objectives & Rationale: Participants will gain an understanding of JCPS beliefs of Core curriculum, understand strategies used in core curriculum, and explore core curriculum resources. Description: This session is a condensed version of the summer half day ELA PD. It offers an overview of the JCPS beliefs about core curriculum and balanced literacy, an introduction to teaching strategies and routines used in the elementary curriculum, Into Reading, and a look at the online materials and resources of the program. Participants will leave with the brief overview of the elementary core curriculum.
Learning Objectives & Rationale: Participants will determine what skills are foundational for reading; understand the role of foundational reading skills in the ELA core, review materials, activities, scope and sequence and resources of the Fundations program; discuss ways to use Fundations for Tier 2 & 3 intervention.
Description: In this session, we will focus on the skills that are foundational for reading and understanding the role of these skills in the ELA core. We will review materials, activities, scope and sequence and resources of the Fundations program; discuss ways to use Fundations for Tier 2 & 3 intervention.
Modalities/Implementation Practices: Participants will interact with each other in partners and small group and will have time for reflection.
Learning Objectives & Rationale: In this session, participants will be able to (1) articulate the research behind word-consciousness and varied vocabulary instruction and their roles in building students’ interests in words; (2) explain the role of students in growing and shaping their own vocabulary through metacognitive practices; (3) describe the purpose and function of using vocabulary games, activities and digital tools to challenge students to reflect, think critically and communicate their ideas through participation in collaborative activities. (4) intentionally select vocabulary and create three activities for content area instruction.
Description: Vocabulary acquisition and application are paramount to the building of student literacy skills, and often, even with our good intentions, we fall short in providing ample time for students to routinely interact and connect with new words. In this session, participants will learn ways to cultivate word-consciousness in their students by integrating vocabulary investigation in daily classroom routines. Participants will leave with tools to enhance vocabulary instruction while empowering students to embrace the love of language. Modalities/Implementation Practices: Kinesthetic, Visual, Written, Listening/Speaking (Whole group, small group, & individual exploration)
Learning Objectives & Rationale:Learning Outcomes: * Identify the changes made to the writing standards * Utilize learning targets and proficiency scales to drive our instruction * Participate in engaging hands on writing activities with a focus on: - focusing on one topic - organizing ideas - developing ways to START and END - utilizing transitions - writing for various audiences - adding vivid descriptions * Support data from learner profiles with digital tools aimed at providing equity of access to writing for ALL students
Description: Are you looking for alternatives to the traditional ways in which we engage writers in the classroom? Well then...we can't wait for you to join us! This interactive session will have you experiencing writing from a learner's perspective. Whether it's using magic to narrow down a topic, weeding your writing of overused words or challenging your colleagues to a verb boxing match, we have something for everyone!
Modalities/Implementation Practices: Experiences in the form of hands-on simulations.
Target Audience (Elementary, Secondary, Other): Elementary Grade Teachers, K-2 Classroom Teachers (with a focus on beginning teachers) Learning Objectives & Rationale: Participants will learn strategies for implementing engaging approaches to phonics instruction (to supplement the whole-class phonics instruction already being implemented) that meet the needs of all students.
Description: Do you want your Grades K-2 students to be able to apply their phonics knowledge to their reading and writing? In this session, we will learn ways to implement engaging approaches to phonics instruction (to supplement the whole-class phonics instruction already being implemented) that meet the needs of all students.
Modalities/Implementation Practices: Simulations and discussions
I am a former elementary school classroom, ESL, and reading teacher. I am currently serving as a Teaching Associate Professor in the Department of Teacher Education and Learning Sciences in the College of Education at North Carolina State University. Prior to my work at NC State... Read More →
Tuesday August 13, 2019 9:40am - 10:55am EDT
Room 220
Learning Objectives & Rationale: Participants will gain a deeper understanding of the Notice and Note Signposts.
Description: "When kids read to transact with a text, not merely extract from the text, they have a better chance of becoming lifetime readers and lifetime learners." -Kylene Beers and Robert Probst (2017) In this session participants will gain an understanding of the Notice and Note signposts developed by Kylene Beers and Robert Probst. They will discover how to use the signposts to guide students to a deeper understanding of texts by "noticing everything, questioning everything, and weighing everything they are reading against their lives, the lives of others, and the world around them."(Beers and Probst 2013). Participants will use texts to identify authors' use of signposts in texts and discuss strategies to encourage students to notice signposts in their own reading.
Target Audience: K-5 Administrators (Principals, Assistant Principals, and AP Interns) Only
Description: This session is intended to introduce the new elementary ELA curriculum (HMH Into Reading) to elementary administrators. This session is provided by the publishers.
Learning Objectives & Rationale:Learning Outcomes: * Identify the changes made to the writing standards * Utilize learning targets and proficiency scales to drive our instruction * Participate in engaging hands on writing activities with a focus on: - focusing on one topic - organizing ideas - developing ways to START and END - utilizing transitions - writing for various audiences - adding vivid descriptions * Support data from learner profiles with digital tools aimed at providing equity of access to writing for ALL students
Description: Are you looking for alternatives to the traditional ways in which we engage writers in the classroom? Well then...we can't wait for you to join us! This interactive session will have you experiencing writing from a learner's perspective. Whether it's using magic to narrow down a topic, weeding your writing of overused words or challenging your colleagues to a verb boxing match, we have something for everyone!
Modalities/Implementation Practices: Experiences in the form of hands-on simulations.
Learning Objectives & Rationale: Participants will understand how a module is set up and begin to plan for unit 1 using the tools in Into Reading as well as proficiency scales.
Description: Launch your year right! In this session participants will spend time exploring the set up of the first module of Into Reading for their grade level, by exploring the theme, essential question and text set used in the first module. Participants will also understand how proficiency scales can be used to help gauge student progress throughout the unit. It is recommended that participants have attended either the half day Curriculum PD over the summer (July 9, 16, or 30) or have attended the reIGNITE session, Elementary ELA Curriculum Introduction.
Learning Objectives & Rationale: Participants should gain confidence in applying for grants to help them purchase resources that will enhance the new ELA curriculum. Grant proposals should be aligned such that any requested resource directly relates to student learning and literacy objectives.
Description: This session will support teachers' general ability to write grants and will then focus specifically on writing grants to obtain resources to support the new ELA curriculum. Teachers or other personnel should write proposals for resources that will enhance reading instruction for and be relevant to students (i.e., enhance what is readily available through the core curriculum). Modalities/Implementation Practices: In addition to providing general information, I will provide resource pathways based on need and/or interest for participants to explore. Thus, the experience the participant has in the session is personalized and relevant to him/her.
Before becoming Director of Research and Grant Development, Cherry served as one of the district's MTSS/CIA specialists. She has taught middle school Language Arts and Social Studies as well as English and Technical Writing at the college level. Cherry is passionate about leadership... Read More →
Tuesday August 13, 2019 2:00pm - 3:30pm EDT
Room 220
Learning Objectives & Rationale: The learning objective of this presentation is to encourage JoCo educators to try other learning opportunities, rather than only traditional methods. Our rationale is to allow ourselves as educators to be vulnerable and take risks in how we present information to our students. We connect with our students and address all cultures and backgrounds. As traditional methods are not always effective, pursuing innovative strategies encourages deeper understanding and growth in learners. Our session aims to develop both culturally relevant practices and these enhanced student learning outcomes.
Description: This presentation illustrates culturally responsive teaching methods and their potential to proliferate the concepts in all classrooms, resulting in increased student comprehension of concepts and mastery of North Carolina standards.
Modalities/Implementation Practices: We will utilize a Smart Board to access samples of best of practices, as well as examples of the videos employed to increase student learning.
4th Grade Dual Language Teacher, Johnston County Public Schools
I am a 4th Grade Dual Language Teacher at Selma Elementary.This is my third year teaching!I graduated from Elon University in 2017 with degrees in Special Education and Elementary ed.
*Born and raised in Honduras*Studied English Teaching as a Foreign Language at UPNFM (Pedagogical University Francisco Morazan) 2009*Participate teacher/ Dual Language Program at Selma Elementary School 2016 to present year/ 3rd, 4th
Tuesday August 13, 2019 2:00pm - 3:30pm EDT
Room 338
