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Half-Day Sessions  
 

Engaging Pre-A (Beginner Steps) and Emergent Readers (Target Audience: Kindergarten)

A strong base of developmentally appropriate foundational skills is the backbone of successful readers. In this training, participants will study Jan Richardson’s Guided Reading Framework for Pre-A (Beginner Steps) and Emergent readers. The training encompasses students who range from gaining letter knowledge and sounds (Pre-A) through Emergent readers (Levels A–C). Participants will leave confident and ready to teach small-group instruction to students who are developing the complex network of strategies and behaviors needed to be successful lifelong readers. 

Engaging Emergent and Early Readers (Target Audience: Kindergarten–First Grade)

A strong base of developmentally appropriate foundational skills is the backbone of successful readers. In this training, participants will study Jan Richardson’s Guided Reading Framework for Emergent and Early readers (Levels A–I). The training encompasses students who are learning to apply foundational skills to decode and make meaning of increasingly more challenging text. Participants will leave confident and ready to teach small-group instruction to students who are developing a variety of strategic actions needed to be successful lifelong readers. 

Engaging Transitional Readers (Target Audience: Second Grade)  

Successful readers have a strong processing system. Transitional readers are learning how to decode multi-syllable words and develop deeper comprehension skills. In this training, participants will study Jan Richardson’s Guided Reading Framework for Transitional readers (Levels J–N). Participants will learn how to help students internalize a variety of strategic actions that will help them solve words, read with phrasing and expression, and retell text. These skills are needed to glean surface comprehension, which will be the pathway to deeper comprehension. 

Engaging Transitional and Fluent Readers (Target Audience: Third Grade–Fifth Grade)

Fluent readers are often flexible word solvers and have a strong sense of surface comprehension, but they are ready to explore the pathways to deeper comprehension. In this training, participants will study Jan Richardson’s Guided Reading Framework for Fluent readers (Levels N and higher). Participants will become familiar with the progressive steps within the comprehension focus. They will be armed with the knowledge needed to differentiate and guide students toward employing comprehension and vocabulary strategies to the demands of increasingly more complex text. In addition, participants will learn how to teach test-taking strategies that enable students to bridge what they’ve learned during Fluent guided reading lessons to independent assessments.  

Exploring Word Study (Target Audience: Kindergarten–Second Grade or Third Grade–Fifth Grade)  

Word study is a component of the guided reading lesson that allows teachers the opportunity to provide explicit instruction in phonics and word-solving skills. Each Literacy Footprints lesson provides a suggested word-solving activity. These activities are based on the challenges found at the text level, and the activities shift as the text levels become more challenging. In this hands-on workshop, teachers will learn how to assess readers to determine their word-knowledge level. They will learn how to use each of the activities and how to adapt the activities as needed based on their group’s specific processing needs. 

Guiding Writers during Guided Reading (Target Audience: Kindergarten–Second Grade or Third Grade–Fifth Grade)

Guided writing provides an opportunity to support students as they write about a book they have just read, which in turn increases their comprehension. This is assisted writing, not assigned or independent writing. The entire written response is completed during the guided reading lesson. In this workshop, teachers will learn how to provide assistance to students as they write, including how to give appropriate scaffolding that helps students develop writing skills and craft. 

Building Strategic Readers (Target Audience: Kindergarten–Second Grade or Third Grade–Fifth Grade)  

During the first reading of the book, teachers listen and support students. There is a delicate balance between helping and not helping enough. Learning how to listen and make quick decisions about where and what to prompt takes time and practice. In this session, teachers will learn more about the art of prompting for strategic action.   

Getting Started with Literacy Footprints (Target Audience: New to Guided Reading and Literacy Footprints; Mini Sessions Available by Grade Level) 

In this workshop, teachers will be introduced to elements of a successful guided reading lesson and the tools and procedures used in Literacy Footprints lessons. Options include follow-up sessions modeling lessons with students at your school and guided practice of fine-tuning lessons with books and lessons across the gradient of text levels. 

Digging Deeper: Intentional Instructional Decisions (Target Audience: Kindergarten–Second Grade using LFP or Third Grade–Fifth Grades using LFP) (This is for teachers experienced with guided reading instruction.)

Literacy Footprints (LFP) lessons are designed to be a footprint, not a blueprint. Learn how to make your lessons more powerful by using assessment data and student observations to modify your LFP lesson plans in ways that will foster students’ accelerated progress. 

Exploring Vocabulary (Target Audience: Third Grade–Sixth Grade) 

Many students moving into more challenging text levels are skillful at decoding new words but may struggle with comprehension because they don’t know the meaning of some of the new vocabulary they are encountering. In this session, we will explore ways to help students build a stronger reading vocabulary.  

Full-Day Sessions  

Pre-A (Beginner Steps), Emergent, and Early Readers (Target Audience: Kindergarten–First Grade)

A strong base of developmentally appropriate foundational skills is the backbone of successful readers. In this training, participants will study Jan Richardson’s Guided Reading Framework for Pre-A (Beginner Steps) through Emergent and Early readers (Levels A–I). The training encompasses students who range from gaining letter knowledge and sounds to students who are learning to apply foundational skills to decode and make meaning of increasingly more challenging text. Participants will leave confident and ready to teach small-group instruction to students who are developing a variety of strategic actions to be successful lifelong readers. 

Early and Transitional Readers (Target Audience: First Grade–Second Grade) 

Successful readers have a strong processing system. Early and Transitional readers learn to orchestrate the three cueing systems to access and gain meaning from text. In this training, participants will study Jan Richardson’s Guided Reading Framework for Early and Transitional readers (Levels D–N). Participants will learn how to help students internalize a variety of strategic actions that will help them solve words, read with phrasing and expression, and retell text. These skills are needed to glean surface comprehension, which will be the pathway to deeper comprehension. 

Emergent, Early, and Transitional Readers (Target Audience: First Grade–Third Grade)

Proficient readers have strong foundational skills that build upon a solid processing system. In this training, participants will study Jan Richardson’s Guided Reading Framework for Emergent, Early, and Transitional readers (Levels A–N). Participants will learn how to help students internalize a variety of strategic actions that will help them solve words, read with phrasing and expression, and retell text. These skills are needed to glean surface comprehension, which will be the pathway to deeper comprehension. 

Transitional and Fluent Readers (Target Audience: Third–Fifth Grades)

Transitional and Fluent readers are an extremely diverse group of students with varying needs. In this training, participants will study Jan Richardson’s Guided Reading Framework for Transitional and Fluent readers (Levels J–Z). Participants will study comprehension in progressive steps in order to be armed with the knowledge needed to guide readers toward employing comprehension and vocabulary strategies to meet the demands of increasingly more complex text.

Moving Forward with Comprehension (Target Audience: Third Grade–Fifth Grade) (This is for teachers experienced with guided reading instruction.)

In Chapter 7 of Jan Richardson’s The Next Step Forward in Guided Reading, 12 comprehension focus strategies are introduced across 29 teaching modules. In this session, participants will take part in a mini-book study, exploring each comprehension focus and recommended progressive steps. They will learn how to differentiate guided reading lessons, leading students toward internalizing the strategies to reach the goal of constructing meaning while reading any text.