Thanks for reading and we look forward to seeing you beginning in August!

- The OS Literacy Team

Description: In this week- long intensive course on literacy instruction for 2nd grade – post high school learners, participants will learn a framework for literacy instruction and how to bridge research into practice for individuals with significant intellectual disabilities and complex communication needs. This year’s course focus is on instruction for Conventional literacy learners – students who know most of their letter names and sounds most of the time. Appropriate for teachers of students with IEPs taking the MI Alternate Assessment.

Presenter(s): Dr. Karen Erickson and Dr. David Koppenhaver

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Description: This two-day series introduces teachers to Lucy Calkins’ book,Writing Pathways, Grades K-8 Performance Assessments and Learning Progressions. “Designed as an instructional tool, Writing Pathways will help you provide your students with continuous assessment, timely feedback, and clear goals. Organized around a K-8 continuum of learning progressions for opinion/argument, information, and narrative writing, this practical guide includes performance assessments, student checklists, rubrics, and leveled writing exemplars that help you (and your students) evaluate their work and establish where they are at in their writing development.” (Heineman Website)

The book, Writing Pathways, Grades K-8 Performance Assessments and Learning Progressions is required for this course.

Presenters: Michele Farah, PhD, Literacy Consultant, Oakland Schools and Sandra Biondo, PhD, Independent Contractor

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Audience: 6-12 teacher in all content areas

Format: 4 one-hour self-paced online modules

Description: These modules are designed to introduce key ideas, terms, and habits of mind that are essential to understanding how arguments work, as well as how constructing and analyzing arguments can benefit your students' learning.

In the course's four modules you will

• watch presentations,
• read texts,
• take short quizzes,
• analyze and discuss example arguments, and
• adapt activities and materials for your own students.
  
  

Consultant Contact: Delia DeCourcy, secondary literacy consultant

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Description: During each three-hour session, educators will spend the first hour learning about integrating technology into a specific area of literacy-focused instruction (see specifics below). The final two hours of the session are an opportunity for educators to explore tools and plan their own literacy-focused projects and lessons with the support of Oakland Schools consultants and teacher leaders. These projects and lessons may or may not connect to the workshop’s instructional focus for that day. The goal of the Design Studio is to support literacy educators in the tech-related teaching and learning they want to do.

Who Should Attend?: Teachers from grades 3-12 in ELA, Social Studies and Science

Topics, Dates & Time:

• You may register for one, some, or all of the sessions.
  
• All sessions are 1:00pm – 4:15 pm
  

Session 1 (Tuesday, October 6): Formative Assessment Tools for Literacy Instruction

Session 2 (Tuesday, December 1): Digital Writing Workshop

Session 3 (Tuesday, February 2): Digital Reading Practices & Tools

Session 4 (Tuesday, March 29) : Online Student Inquiry & Production

Facilitator: Delia DeCourcy, secondary literacy consultant, and teacher leaders from Oakland County

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Revision is the heart of writing. And just as our hearts can be difficult to know and understand, so too is revision--especially for student writers. Even if we persuade student writers of the importance of revision, they often struggle to know where to start or how to delve deeply into the process. This 8 webinar series will tackle questions including:

• How do we create a culture of revision in the classroom?
• How and when do we approach revision during the workshop process?
• What does revision look like with digital and multimedia texts?
• How do we confer with students in ways that facilitate revision?
• How do we help students artfully revise sentences?
• How do we revise our own writing tasks to support greater student success?
  

Each webinar will feature a published expert. We recommend participants read his or her corresponding book before the virtual session to deepen learning and offer greater opportunity for conversation in the second hour of the webinar.

MORE DETAILS TO COME IN AUGUST.