ELA Upcoming Events

 EdWeek staff member interviews Emily Hanford about reading. Hanford discusses the importance of teaching phonics and having a plan for the instructional path. There is a video of the interview, as well as a transcript of the discussion.

Connecting Digital Literacy to Sound Pedagogy

This PowerPoint is about making learning, and specifically, reading, an active process increases comprehension and recall. It looks at providing opportunities for students to think, respond to questions and the information itself, to mark (annotate) or make notes, and to interact with classmates through discussion. Discussion can take place with a talk partner, in a small group, and/or with the whole group.

Part I. Argument

A.  How the Genre is Defined, Constructed, Understood, and Assessed

B.  How the Writer’s Claim Is Developed with Supporting Reasons and Evidence

C.  How Argumentative Essays are Organized

Part II.  Instructional Strategies for Moving Up The Score Scale

A.  Moving from Score Point 1 to 2

B.  Moving from Score Point 2 to 3

C.  Moving from Score Point 3 to 4

Part III.  Appendix

A. Information about the Rubric

B.  The Writer’s Checklist

The contents of the presentation include background on the genre, how the genre is assessed, and the assessment strategies for moving up the score scale.  

 
 This is a recording of a one hour webinar conducted on May 26 on the EdWeb site: https://home.edweb.net/webinar/literacyhero20210526/. The presenters share strategies and techniques to build and enhance phonological and phonemic awareness.

This VoiceThread has an instructional focus, about using literature to support students with the Mental Health disorders, others who are living in difficult situations and experience emotional and psychological stressors, and to help the more general student population respond with compassion to their peers and/or family members who are struggling.  There will be a list of helpful texts provided, but there will be no books available from HGRESA for this project.

This program is structured similarly to the conferring part of Growing Readers.  It gives the basics of what conferring is, what it looks like, and tips for using it in the reading classroom.

This program is structured similarly to the strategy group part of Growing Readers.  It gives the basics of what strategy groups are and how to use them in the reading classroom.

This is copied and pasted directly from the website:

"This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students." Links to resources will be emailed to you in the email confirmation after registering.

This is copied and pasted directly from the website: 

 "This practice guide presents three evidence-based recommendations for helping students in grades 6–12 develop effective writing skills. Each recommendation includes specific, actionable guidance for educators on implementing practices in their classrooms. The guide also summarizes and rates the evidence supporting each recommendation, describes examples to use in class, and offers the panel’s advice on how to overcome potential implementation obstacles. This guide is geared towards administrators and teachers in all disciplines who want to help improve their students’ writing." The link to the resources will be sent to you in the email confirmation.

 This is copied and pasted directly from the website:

"Students who read with understanding at an early age gain access to a broader range of texts, knowledge, and educational opportunities, making early reading comprehension instruction particularly critical. This guide recommends five specific steps that teachers, reading coaches, and principals can take to successfully improve reading comprehension for young readers." Links to resources will be sent via email after registering.

Academic coaches will want to explore this site, as well as teachers. This is copied and pasted directly from the website:  "This practice guide provides four recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. Each recommendation includes implementation steps and solutions for common obstacles. The recommendations also summarize and rate supporting evidence. This guide is geared towards teachers, administrators, and other educators who want to improve their students’ foundational reading skills, and is a companion to the practice guide, Improving Reading Comprehension in Kindergarten Through 3rd Grade." There are MANY additional support resources for foundational reading skills. There are facilitator's guides available to support PLCs. After registering, participants will be emailed the links to the resources.

Presenters: Dr. Roberta Gardner, Georgia State University; Kate Woodbridge, City Schools of Decatur

Presenters: Dr. Roberta Gardner, Georgia State University; Dr. Beth Friese, Gwinnett County Public Schools

Presenters: Tameka Thomas, Griffin-Spalding County Schools; Melanie Lockett, Griffin-Spalding County Schools

This was copied and pasted directly from the IDA website:  "Building students’ background knowledge and vocabulary is a critical piece of the teaching of reading. What students know about the topic of a text influences how well they comprehend that text. Come learn how to integrate background knowledge building into your reading instruction using free, research-based resources from ReadWorks that can be adapted to whatever teaching model you are using this fall: remote, hybrid, or in-person. This free 60-minute webinar originally presented on 8/24/2020." After registering, participants will receive links to video and handout.

This information was copied and pasted directly from the IDA website:  "The utilization of technology (interactive screens, iPads, apps, and websites) can make reading instruction (decoding/encoding, fluency, and comprehension) a multi-sensory process that is engaging and explicit while maintaining the individualization and diagnostic-prescriptive aspects of the lesson. It can support the organizational challenges for necessary lesson materials that can occur when working with multiple students at once, while also allowing for ease of differentiation within a small group format. Additionally, educational technology can provide ways for the teacher to collect work samples and data from multiple students simultaneously and allow for individualized feedback. The session will focus on the use of various tools that can support differentiated and individualized engagement during various components of reading instruction. This free 60-minute webinar originally presented on 7/13/2020."

The Concept Attainment Strategy is an instrumental strategy used to develop content and to promote thinking through the presentation of examples and nonexamples of a concept. The strategy should be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students. This strategy is appropriate for all grade levels and all content areas.

This VoiceThread and PowerPoint include information and strategies to improve students' scores for the writing components of the Georgia Milestones tests.  It begins with a definition of the genre and how it is assessed. Part two gives instructional strategies for moving up the score scale at all skill levels.  Section three has score point skill level instructional strategies for moving up the score scale.  

This VoiceThread and PowerPoint include information and strategies to improve students' scores for the writing components of the Georgia Milestones tests.  It begins with a definition of the genre and how it is constructed, understood, and assessed. Part two gives instructional strategies for moving up the score scale.  It also has score point skill level instructional strategies for moving up the score scale.  Included are sample writings and additional resources.

 Please note:  Use the resource on the informational/explanatory essay before completing this one.

The Inductive Learning Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  Inductive thinking is a natural process in which the mind observes phenomena, compares and contrasts attributes, and groups and labels data in order to form generalizations, make predictions, or form and test hypotheses.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

The Decision Making Strategy is an instructional strategy that promotes  thinking.  The strategy can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  This strategy is appropriate for all grade levels and all content areas.  This strategy is content focused.  The phases include making a decision, communicating that decision to others, and synthesizing the content and the decisions.  The student may be the decision maker or the evaluator of a decision.

The materials consist of a VoiceThread, handouts, and sample and model lessons.

How can you create an environment that helps children thrive? Learn how a classroom is more than a space with festive decorations, but a community of learning – an “ecosystem” of teachers, students, materials, and more – all working together so learning can flourish.

By the End of This Session You’ll Be Able To

• Name the 4 major categories of an ideal classroom ecosystem
• Recognize the 5 vital cognitive processes children need for learning
• Develop activities and routines that will engage children in learning

Why It Matters

• Establishing deliberate classroom ecosystems allows children to learn, thrive and develop
• Fostering classroom culture engage children’s brains for learning
• You can create an environment that fosters cognitive development necessary for children to read

Reading aloud to children gives them the opportunity to try on the language and experience of others. Discover how you can make your read-alouds more effective in the classroom.

By the End of This Session You’ll Be Able To

• Describe the relationship between reading aloud to students and listening comprehension, vocabulary, and language skills
• Model ability to read aloud to students to enhance critical thinking, personal reflection, empathy and imagination
• Develop a plan for read-alouds using the K3 START Read framework and lesson planning sheet
• Apply engaging activities that are related to your read-alouds throughout the day

Why It Matters

• Meaningful read-alouds provide opportunities for students to use their schema
• Meaningful read-alouds increase Tier 2 and Tier 3 vocabulary
• Meaningful read-alouds increase listening comprehension
• Meaningful read-alouds provide opportunities for students to improve oral and expressive language skills

The purpose of assessment is to gather relevant information about student performance. Assessments should guide our daily instruction. Find out more!

By the End of This Session You’ll Be Able To

• Outline the Big 5 components of reading
• Compose a drill down method to identify areas of growth for your students
• Learn to backfill for students who need additional help

Why It Matters

• Assessments are powerful tools to track student progress
• Assessments allow you to individualize your teaching to meet each student’s needs
• You can create an environment that fosters cognitive development necessary for children to read

 Reading Rockets has included an article, podcast, and two videos on its website. The focus is on replacing word walls with sound walls. Upon registering, participants will receive the links to the article, podcast, and videos.

Part I  An Overview of the Genre and How It Is Assessed

Part II  A Look at What Students Are Expected to Do

Part IIA   Write-a-Story Items

Part IIB  Additional Types of Narrative Items

Part IIC Additional Narrative Item Types (No High School Examples Provided)

Part III  Moving Up the Score Scale

The Mystery/Inquiry  is actually two  instructional strategies that promotes  thinking.  These strategies can be viewed as a framework that can be varied based on the content, outcomes to be measured, operations to be performed, and the needs of the students.  This is part of a series of guides for Georgia's Critical Thinking Skills program that was developed in 1994.  They are  appropriate for all grade levels and all content areas.  In both strategies, there is an event, evidence, explanation, and evaluation.  In inquiry teaching, the teacher presents the event and students formulate possible explanations,

The materials consist of a VoiceThread, handouts, and sample and model lessons.

This was copied and pasted directly from the website, "This module describes how teachers can incorporate vocabulary and reading comprehension skills instruction into content-area lessons and will introduce you to a variety of effective practices—including the use of graphic organizers—to help students better understand what they read." After registering, participants will receive the links via email.

This was copied and pasted directly from the website, "This module examines some of the reasons that adolescents struggle with content-area text and overviews effective strategies teachers can use to improve the vocabulary and comprehension skills of students with a wide range of abilities and across a variety of subjects." After registering, participants will receive the links via email.

The Writing Revolution presents a structured approach to writing instruction. It begins with 1) sentences and sentence expansion as the building blocks, moves to 2) single paragraphs and then to 3) multi-paragraph texts. Hochman and Wexler build the skills of note-taking, planning, outlining, summarizing, and revising strategies into each of the three practices. While instruction is not limited to mastery of one step before progressing to another, the approach is based on the premise that learning to write skillful sentences leads to successful single paragraphs which, in turn, lead to successful multi-paragraph compositions.

The Writing Revolution presents a complete writing program. Based on your students’ skill level and your own instructional goals, you may want to implement a portion of the program—sentences and/or single paragraphs. Based on your training and goals, you may want to adapt the program for selected students rather than all of them. You may want to use the program to help your students acquire science and/or social studies content. Or, you may want to team up with an ELA teacher who teaches the same students, working together to teach the same steps but with different content. 

 This is copied and pasted directly from the video weblink: "Dr. Elfrieda (Freddy) H. Hiebert describes 7 facts about a generative vocabulary approach and describes 7 instructional strategies to support each word fact. Download the presentation slides at http://www.textproject.org/assets/library/powerpoints/Hiebert-2014-02-08-A-Generative-vocabulary.pdf ." Upon registration, an email will be sent to you with the link to the 18 minute video.

Linda Farrell and Michael Hunter of Readsters explain the usage of decodable vs leveled readers. Please note the Pre-Reading and Beginning Reading Skills Map on the last page of the handout.

 In this first part of our three-part series on The Science of Reading, we explore definitions of Science of Reading, four conceptual models of reading, and brain imaging studies.

In the second part of our three-part series on The Science of Reading, we delve into the individual skills strands on Scarborough's Reading Rope.

Use this Note Catcher to facilitate viewing:

In this third part of our three-part series on The Science of Reading, we examine why The Science of Reading is important, and how we can begin to implement it in practice.

Dr. Gordon uses the  book This Is Disciplinary Literacy: Reading, Writing, Thinking, and Doing Content Area by Content Area by Releah Cossett Lent as a basis for a VoiceThread on using/teaching reading and writing in disciplines other than English/Language Arts.  Students learn academic content, problem solving, and critical thinking by engaging in the practices of the discipline (science, social studies, mathematics). Students learn and experience the work of each discipline. This work includes the core academic content, skills, norms, and communication tools (reading, writing, and speaking).  She also includes a PowerPoint on Unlocking the Power of Classroom Talk.

 This was copied and pasted directly from the SREB website:  "Dyslexia and Literacy International provides a free online training courseto help teachers identify dyslexia and learn about best practices for teaching literacy to children who struggle with reading and writing. The course is scientifically-based and offered in a Massively Open Online Course (MOOC) format via the website Coursera. The initial version of the course was presented at the UNESCO-sponsored 2010 World Dyslexia Forum, and it has since been adapted into a teacher training program by the Belgian Ministry of Education."

This was copied and pasted directly from the SREB website: "The Colorado Department of Education currently offers open access to video-based online course modules covering noted researcher David Kilpatrick’s Assessing, Preventing, and Overcoming Reading Difficulties." There are 13 modules.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the opinion genre.

Session Objectives:

• Provide ELA Standards Overview:
• Objective, Timeline, Feedback, & Process
• Standards Rollout: What does that look like?
• Leadership’s Role & Needs
• Leadership Feedback Carousel

• Explore Available GaDOE ELA Resources
• Instructional Resources & PL
• Leadership Resources & PL

• “Individual Survey for Leadership Feedback”

This was copied directly from the Waterford website, "These free Waterford.org Science of Reading webinars offer a professional learning opportunity to explore research-based classroom strategies. Learn how to use the latest neuroscience to inform reading instruction, help students build key literacy skills, and teach students to become effective communicators. The webinar sessions include:

• Phonological Awareness: The Structure of Spoken Language
• Phonics: Breaking the Reading Code
• Fluency: The Bridge from Word Identification to Reading Comprehension
• Comprehension & Vocabulary: Reading as a Lifelong Tool for Learning
• Language Concepts: The Structure of Written Language
• Communication: The Four Domains of Language"

This information was copied directly from the website:  "This is a self-paced professional development unit designed for K-3 teachers who desire to learn more about the science of reading. Participants will move through seven self-paced modules focused on each component of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The phonemic awareness unit will also include a module on sound walls. Estimated time for completion of all the modules is six hours."

GDOE ELA Virtual Learning Specialist shares strategies for selecting purposeful text. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist shares strategies for making inferences. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist shares strategies for writing in K and 1st Grade. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist reviews strategies for differentiating instruction for a mixed proficiency classroom. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist explains explicit instruction. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist reviews strategies for using reading and writing to emphasize key writing features for secondary learners. After registering, participants will receive link information. 

Cox Campus in collaboration with GDOE ELA Virtual Learning Specialist will address the following:  "This session will focus on literacy workstations. The goals and objectives for this session:  A) Design organized spaces to help children develop language and literacy skills; B) Categorize different types of workstations and their role in literacy development; and C) Develop a plan to create, manage and rotate literacy workstations throughout the year. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist shares strategies for flexible grouping . After registering, participants will receive link information. 

Description:  GDOE ELA Virtual Learning Specialist explores techniques for assessing newcomer English learners at the middle and high school levels. After registering, participants will receive link information. 

GDOE provides an overview of commonly used definitions of dyslexia and delineate characteristics that may be present from early childhood through the upper elementary grades. In addition, we dispel dyslexia-related myths and take a peek inside the reading brain. Upon completion of this video, viewers will be able to: A) State the two primary characteristics of dyslexia. B) Explain the relationship between the Individuals with Disabilities Education Act (IDEA, 2004) category of specific learning disability and dyslexia. C) Dispel common dyslexia-related myths. D) Describe how neurological research confirms differences in the brain activation patterns of individuals with dyslexia and those without dyslexia. E) Delineate early indicators of dyslexia as well as describe secondary outcomes associated with older students with dyslexia. F) Explain the “Simple View of Reading.” After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist shares strategies for scaffolding instruction for struggling readers. After registering, participants will receive link information. 

GDOE staff members examine the relationship between reading development and dyslexia. To do this, we address three questions: How do individuals learn to read? What is the relationship between instruction and students’ reading outcomes? Why do some students experience persistent difficulty in learning to read? After registering, participants will receive link information. 

GDOE staff members explain what is meant by a structured literacy approach to reading instruction and what this means for students with dyslexia. Structured literacy is an umbrella term that refers to approaches to reading that reflect key instructional features (i.e., how instruction is provided) and content elements (i.e., what teachers teach) associated with gains in reading development. First, we describe the features of explicit, systematic, and cumulative instruction and explain how these features can be applied within the delivery of effective reading instruction. Next, we review the content elements of a structured literacy approach, which include decoding, spelling, writing, and comprehension. Finally, we delineate features of instruction specific for students with dyslexia. Namely, effective instruction for students with dyslexia is diagnostic and prescriptive, includes frequent progress monitoring, and involves more repetitions of practice as well as strategic scaffolding. After registering, participants will receive link information. 

GDOE Assessment staff members unpack the knowledge and skills assessed by the informative/explanatory essay item on the Georgia Milestones English language arts (ELA) assessment in grades 3-8 and American Literature and Composition. Participants explore characteristics of the informative/explanatory essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations are also explored. This session is sure to enhance assessment literacy around the practice of informative/explanatory writing! . After registering, participants will receive link information.

GDOE Assessment staff members unpack the knowledge and skills assessed by the opinion essay item on the Georgia Milestones English language arts (ELA) assessment in grades 3-5. Participants explore characteristics of the opinion essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations will also be examined. This session is sure to enhance assessment literacy around the practice of opinion writing!  After registering, participants will receive link information. 

GDOE Assessment staff members unpack the knowledge and skills assessed by the argumentative essay item on the Georgia Milestones English language arts (ELA) assessment in grades 6-8 and American Literature and Composition. Participants explore characteristics of the argumentative essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations will also be explored. This session is sure to enhance assessment literacy around the practice of argumentative writing!  After registering, participants will receive link information. 

GDOE staff members describe this workshop in the following way: Do you look longingly out the window on the weekends, only to glance back at the seemingly insurmountable stack of student responses awaiting feedback? The grading load for a secondary ELA teacher can be daunting. This professional learning experience will ground itself in the research but serve as a pragmatic approach to engage in meaningful feedback on students’ writing (while saving your weekend)! If your class incorporates writing (even if it’s not ELA), we will have something for you as well. Participants will leave with actionable strategies and resources to hopefully maintain work/life boundaries while still providing students with the necessary feedback for growth. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist shares information about phonics instruction for kindergarten students. Drawing on the evidence base from the “IES Practice Guides,” Tracy delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information. 

 Drawing on the evidence base from the “IES Practice Guides,” the presenter delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on using “question answer relationships to improve reading comprehension.” Drawing on the evidence base from the “IES Practice Guides,” Mignon delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on daily writing instruction. Drawing on the evidence base from the “IES Practice Guides,” she delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on choosing texts that support reading comprehension. Drawing on the evidence base from the “IES Practice Guides,” Nicole delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information

GDOE ELA Virtual Learning Specialist focuses on fiction and nonfiction text structures. Drawing on the evidence base from the “IES Practice Guides,” Natalie delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources/research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on “7 Ways to Assess Student Writing.” Drawing on the evidence base from the “IES Practice Guide: Teaching Secondary Students to Write Effectively,” Shervette delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on the Model-Practice-Reflect strategy. Drawing on the evidence base from the “IES Practice Guide: Teaching Secondary Students to Write Effectively Practice Guide,” DaMeka delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on shared reading strategies. Drawing on the evidence base from the “IES Practice Guides,” Mignon delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources and research for teachers.  After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist  focuses on reading comprehension strategies. Drawing on the evidence base from the “IES Practice Guides,” Alexandra delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources and research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on decoding strategies for kindergarten and 1st grade. Drawing on the evidence base from the “IES Practice Guides,” Tracy delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources and research for teachers. After registering, participants will receive link information. 

GDOE ELA Virtual Learning Specialist focuses on a discussion of high-quality texts. Drawing on the evidence base from the “IES Practice Guides,” Nicole delves into explaining this evidence-based practice. She shares several anecdotes, models the strategy, and provides practical resources and research for teachers. After registering, participants will receive link information. 

Join the GaDOE Assessment Development team in examining student exemplars to improve student writing in the classroom. Participants will gain insight into how writers can effectively use description as a literary technique to compose narratives on the Georgia Milestones American Literature End of Course assessment. This offering is the third narrative writing module in the Evaluating and Improving Student Writing series.

Join the GaDOE Assessment Development team in examining student exemplars to improve student writing in the classroom. Participants will gain insight into how writers can effectively use description as a literary technique to compose narratives on the Georgia Milestones English Language Arts assessment in grades 6-8. This offering is the third narrative writing module in the Evaluating and Improving Student Writing series.

Join the GaDOE Assessment Development team in examining student exemplars to improve student writing in the classroom. Participants will gain insight into how writers can effectively use description as a literary technique to compose narratives on the Georgia Milestones English Language Arts assessment in grades 3-5. This offering is the third narrative writing module in the Evaluating and Improving Student Writing series.

This is copied directly from the website:  "Are you searching for ways to encourage reading in your school library media center? Listen as Ana Daughtry of Treutlen County Schools discusses a variety of reading strategies that she uses in her Pre-K-12 school library media center." After registering, participants will receive the link to the recording.

 This was copied directly from the website:  "Graphic novels can seriously boost your circulation – and your patrons’ confidence in their reading abilities. Learn best practices for using these materials as a resource, as well as practical tips for expanding your collection. Join Kelsey Kicklighter of Furlow Charter School for this interesting presentation."  After registering, participants will receive the link to the recorded presentation.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.

Join the GaDOE Assessment Development team to take an in-depth look into how narrative writing is assessed on the Georgia Milestones English Language Arts assessment. This offering is the second narrative writing module in the Evaluating and Improving Student Writing series.

Join the GaDOE Assessment Development team to develop a clear understanding of student expectations for narrative writing as defined by the Georgia Standards of Excellence in grades 3-12. Participants will walk away with a comprehensive awareness of tools and strategies to support writers in the classroom. This offering is the first narrative writing module in the Evaluating and Improving Student Writing series.

Join the GaDOE Assessment Development team to explore the tenets of reading and evidence-based writing and how they are assessed on the Georgia Milestones English language arts (ELA) Assessment. An overview of the Georgia Milestones ELA constructed-response scoring philosophy is provided, along with a deep dive of the Item and Scoring Sampler, its accompanying Supplement, and the intended use of each resource. Teachers will walk away with a clear understanding of how to facilitate and evaluate reading and evidence-based writing throughout the school year, impacting student achievement in the classroom and beyond.

Join the GaDOE Assessment Development team to unpack the knowledge and skills assessed by the argumentative essay item on the Georgia Milestones English language arts (ELA) assessment in grades 6-8 and American Literature and Composition. Participants explore characteristics of the argumentative essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations will also be explored. This session is sure to enhance assessment literacy around the practice of argumentative writing!

Join the GaDOE Assessment Development team to unpack the knowledge and skills assessed by the opinion essay item on the Georgia Milestones English language arts (ELA) assessment in grades 3-5. Participants explore characteristics of the opinion essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations will also be examined. This session is sure to enhance assessment literacy around the practice of opinion writing!

Join the GaDOE Assessment Development team to unpack the knowledge and skills assessed by the informative/explanatory essay item on the Georgia Milestones English language arts (ELA) assessment in grades 3-8 and American Literature and Composition. Participants explore characteristics of the informative/explanatory essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations are also explored. This session is sure to enhance assessment literacy around the practice of informative/explanatory writing!

Join the GaDOE Assessment Development team to unpack the knowledge and skills assessed by the informative/explanatory essay item on the Georgia Milestones English language arts (ELA) assessment in grades 3-8 and American Literature and Composition. Participants explore characteristics of the informative/explanatory essay item, navigating the Georgia Milestones scoring rubric and writer’s checklist along the way. Authentic pieces of student writing and their associated scoring annotations are also explored. This session is sure to enhance assessment literacy around the practice of informative/explanatory writing!

Let’s Explore the Lexile and Quantile Hub: Tools for Educators, Students, and Families

Matt Copeland, Director of Educator Engagement at MetaMetrics, examines support resources available to fully understand Lexile and Quantile measures. Quick start guides, video tutorials, tools for teachers, and parent resources are shared.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the argumentative genre.

These materials use the writing standard for this grade and walk a teacher through the steps of looking at the writing standards, pre-assessment, the vocabulary necessary to understand the expectations, short writing exercises, longer writing exercises, and post-assessment.  A step-by-step process is followed with brief videos that may be used by the teacher or with a class. Rubrics are provided for assessing.  All materials center on the narrative genre.