Self-Paced Elementary Response to Literature In Service (Up to 50 People)
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.
Course Features
- Lectures 18
- Quizzes 0
- Duration 12 hours
- Skill level All level
- Language English
- Students 1
- Certificate No
- Assessments Yes
-
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
-
Collaborative Writing
- 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
- Assignment
-
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
-
Discovering Theme
-
The Teacher's Toolbox
1 Comment
FIVE STARS+++
Self-Paced Elementary Response to Literature In Service exceeded my expectations!!!
I have taken almost all the other classes as webinars, but this one is the FOUNDATION class for all the other classes, no matter the grade level taught Every level should take this class. It filled in the gaps that were missing for me in the other webinars. All the tips and techniques for making this a completely successful writing program are established here.
I also absolutely loved the format!!! It allowed me to stop and go, pause to catch up, “ go back and review, etc., all at my own pace when I needed to.
It is the class I have been waiting for. I would like to go back and retake all the other classes, to see how much more I can get out of them. I am looking forward to the Personal Narrative when it comes out in this format (PLEASE BE SOON!!!).
While the webinars are great for those of us who can’t make the workshops, the Self-Paced In service classes are excellent in that it is ALL content and it is extremely interactive in the models and the relevant assignments required. They are challenging, but, so useful!!!
Thank you, Deborah, for your exceptional master teaching. You are a “Professional Expert” in every sense of the title. Keep up the great work. I look forward to continuing to retake/review your classes as you continue to improve what is already amazing in so many ways!!!
KZ