Price for up to 50 people: $2500
If more than 50, please call (214) 946-3385 for pricing.
Flipped Professional Development
Sometimes, campuses and districts need flexibility in budgeting and scheduling their staff’s professional development hours. This course allows your school or district to have a 7.5 hour workshop at a lower cost than a brick-n-mortar training and in a variety of formats: 1) Professional Learning Communities (PLC); 2) Departments; 3) Vertical Teams; and/or 4) Individual Teachers — during conference periods or before/after contract hours.
Teachers may view and review the segments at their convenience for optimum learning. And because each teacher will have his/her own course, s/he may present portions of the videos to students.
The Elementary Response to Literature Self-Paced In Service is for teachers in grades 3-6. You may have up to 50 teachers for $2,500. After 50 teachers, simply add $25 per teacher. We also discount our regular price for teacher materials and master copies. Use “InService” as your coupon code.
Subscription: 90-days from the date of delivery. Please specify in your P.O. when you would like your 90 days to commence.
To Register Multiple people, please CLICK HERE
Coming Soon – Analytical Response to Literature (6-12); Expository (3-12); and Argumentation (6-12)
$8,000 for all four modes of discourse.
Introducing JSWP and The Model Paragraph
- Introduction – Brief History of the Program, the Formula Issue, and Color-Coding
- The Three Parts to an Effective Writing Prompt, Mini-Lessons Within the Prompt
- Dr. Louis takes participants through each sentence in a model paragraph, defining and color-coding each type of sentence. Participants learn the JSWP definitions of chunking and the different ratios for different modes of discourse.
Modeling the Thinking and Writing Process
- Dr. Louis begins with a brief review of the terminology. Then, she models the thinking process (prewriting) that generates evidence and initiates commentary. Step one in the four-step process is called Gathering CDs and CMs.
- Dr. Louis continues modeling the thinking process (prewriting) that generates sentences for an academic paragraph. Participants learn how to guide students through completing the T-chart and developing commentary and the concluding sentence.
- The final segment of session 2 provides teachers with strategies for revising, editing, and proofing the drafts prior to the final draft. The Shaping Sheet; Transitions; Structure vs. Weaving
- Quick review of the gradual release of responsibility in presenting JSWP and the process; Collaborative Writing: Start with the Very Important Decoding of the Prompt
- Collaborative Writing – Reading and Annotating the Passage with JSWP colors – Finding evidence and making inferences; differentiating between evidence and analysis; teaching diction – denotation, connotation, tone; quoting, MLA.
- Collaborative Writing: Point of View; Paraphrasing (“The Gist”), Summarization; Gathering CDs and CMs; The Toneline; A Warning about CM Selection; The T-chart and Arranging Ideas, Voice
- Collaborative Writing – WOW Sheets; Teaching Students How to Ask the Right Questions; “Pick-n-Stitch;” “When You Use It, You Lose It;” Using the Thesaurus to Understand Connotation and Tone; ELL/ESL/ELD; CMs and the CS
- Collaborative Writing – The Shaping Sheet (Editing, Revising, Proofing); Final Draft
Thesis, Introduction and Conclusion
- Introducing the Thesis, Introduction, and Conclusion
- Decoding the Prompt; Close Reading Skills; Connotations; Annotating a Text – “Both Sides of the Fence”
- The Process of Writing a Two-Chunk Paragraph — from Prewriting to the Final Draft; Editing, Revising, Proofing; Assignment of a One-Chunk Paragraph that Analyzes the End of the Story – “Both Sides of the Fence”
- Text-based Writing with Quotations; How to Embed a Quotation Number of viewers: 55
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