View Workshop: ELA Summer Camp
| Workshop Name | ELA Summer Camp |
|---|---|
| Workshop Brochure | Not set |
| External Workshop Brochure | Not set |
| Workshop Short Desc | Join us for ELA Summer Camp at JCC in Olean! Pam Kastner returns for 2 days of new material, spelling inventories, writing and transcription. Day 3, ienjoy make and take breakout sessions and more! |
| Workshop Code | Not set |
| School Year | 2025-2026 |
| Rolling Online Course | No |
| Moodle Online Course | Not set |
| Frequency | Not set |
| Online Course Type | Not set |
| Site | Not set |
| Location | Not set |
| Category | 529 - Professional Development |
| Subcategory | Curric: Instructional Strategies |
| Provider | 529 - Professional Development |
| Location | Not set |
| Evaluation Form | Not set |
| Duration | 6 Hours |
| Level | SED CODES 1,2,3,4 |
| Total Workshop Days | 1.0 |
| Credit Hours | 5.50 |
| Days To Bill | 1.0 |
| Participants Must Attend All Days | Yes |
| District Always Pays Participant Fee | Yes |
| Participant Approval Needed | No |
| Scoring Exams | No |
| Assigned Seating | No |
| Assigned Seating By Table | No |
| Limit One District Per Table | No |
| Rep Reg Days Before Scoring | Not set |
| Workshop Full Desc | Day 1: Title: Integrate, Don t Isolate! Building Stronger Readers and Writers through an Integration of Language and Literacy
Description: This session highlights the reciprocal relationship between our language systems (phonology, orthography, semantics, syntax, and morphology) and demonstrates the power of an integrated approach to language and literacy instruction. Hands-on instructional routines and practices for early elementary, upper elementary, and content area educators in middle school and high school will be shared, modeled, and practiced to optimize the transfer to classroom practice. Day 2: Title: Translating Writing: Transcription and Composition Strategies to Advance Reading Comprehension and Writing Description: In this session we will briefly explore the theoretical foundations of the reading-writing connection with the Not-So-Simple View of Writing (Berninger & Winn, 2006) and the Writing Rope (Sedita, 2019) as well as the cognitive processes that underpin both reading and writing. The session s main goal is to translate these research-based frameworks to practice by offering instructional strategies that enhance both transcription and composition skills to advance both reading comprehension and writing. Day 3: Enjoy Make and Take, Breakout sessions and more. |
| Workshop Audience | ELA teachers or Social Studies / content-area teachers who want to strengthen literacy practices |
| Workshop Prerequisites | Not set |
| Workshop Objectives | a. Demonstrate the interconnected nature of language systems (phonology, orthography, semantics, syntax, and morphology) and how they collectively support literacy development.
b. Model grade-specific instructional practices that bridge language knowledge to reading comprehension and writing skills across educational levels c. Illustrate how syntactic knowledge can be explicitly taught to improve both reading comprehension and writing coherence. d. Illustrate how syntactic knowledge can be explicitly taught to improve both reading comprehension and writing coherence. a. Explain the Not-So-Simple View of Writing and the Writing Rope frameworks and the cognitive processes that underpin reading and writing. b. Clarify how writing contributes to reading comprehension and reading comprehension contributes to writing. |
| Assessment of Learning | Facilitate collaborative practice with instructional routines that participants can immediately implement in their classrooms.
Develop actionable plans for integrating writing instruction into existing literacy programs. An overview of two instructional strategies: Getting the GIST and Self-Regulated Strategy Development (SRSD) and thinkSRSD will be modeled and applied in partner-practice. |
| Workshop Topics, Concepts & Resources | Provide practical, evidence-based instructional routines that integrate multiple language systems simultaneously for more effective reading and writing instruction.
Guide participants in analyzing spelling errors as windows into students' understanding of language systems to inform targeted instruction. Equip educators with strategies to integrate morphological awareness into content area instruction to support vocabulary development and text comprehension. Facilitate collaborative practice with instructional routines that participants can immediately implement in their classrooms. Explore evidence-based instructional strategies for teaching transcription and composition, specifically handwriting, spelling, and composing. Plan for Implementation Develop actionable plans for integrating writing instruction into existing literacy programs. An overview of two instructional strategies: Getting the GIST and Self-Regulated Strategy Development (SRSD) and thinkSRSD will be modeled and applied in partner-practice. |
| Workshop Broadcast Notes | Not set |
| Submitted For Approval | 04/10/2025 |
| Approved | 04/10/2025 |
| Online Course Instructions | Not set |
| Online Course Url | Not set |
| Online Course Pass Code | Not set |
| CTLE Eligible | Yes |
| Social Worker Continuing Ed | No |
| Course Type | Not set |
| Alt Fee Per Participant | Not set |
| Public Notes | Not set |
| Workshop Id | 2996 |
| Added By | Sarah Cartmill |
| Boces | Cattaraugus-Allegany BOCES |
| Archived Date | Not set |
| Entry Date | 03/31/2025 14:07:16 |
| Last Modified Date | 04/10/2025 16:17:07 |
CTLE Activities
- Content
Seminars
Learning Standards
- 3 Instructional Practice