Learning for Educators

The following are professional learning offerings. Coaches and trainers prioritize the offerings based on the scale, teacher priorities, and follow-up to observations. Note that some professional learning modules apply across scales and across levels within a scale.

PC: Project Core

THSR: Tar Heel Shared Reader

DLM: Dynamic Learning Maps Professional Development

OER: OER Commons Unlocking Literacy for Students with Disabilities
PBS: Iowa PBS Teaching Literacy to Students with Significant Disabilities

Engagement with Text to Comprehension of Text Scale

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
THSR: Shared Reading	Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module THSR: Shared Reading Self-Directed Module
THSR: Follow the CAR	Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module THSR: Follow the CAR Self-Directed Module
OER: Emergent Reading Part 2	Part 2 of this module focuses on shared reading with students with significant disabilities including those who use or are learning to use AAC. OER: Emergent Reading Part 2

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
THSR: Shared Reading	Module 1: Provides information on the research-based instructional practice of shared reading. Participants will learn about shared reading goals, how early literacy concepts are impacted by shared reading, and how to use big ideas to prioritize their practice. THSR: Shared Reading Facilitated Module THSR: Shared Reading Self-Directed Module
THSR: Follow the CAR	Module 2: Provides information on the Follow the CAR approach to shared reading. Participants will be introduced to the Tar Heel Shared Reader interface and how to use it to pre-plan comments. THSR: Follow the CAR Facilitated Module THSR: Follow the CAR Self-Directed Module
THSR: Text Referencing	Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module THSR: Text Referencing Self-Directed Module

Module

Description

CLDS: Self-Directed Reading with Mixed Ability Groups

This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice.

CLDS: Self-Directed Reading with Mixed Ability Groups

THSR: Text Referencing

Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described, and participants will learn the different areas of focus while engaging in text referencing.

THSR: Text Referencing Facilitated Module
THSR: Text Referencing Self-Directed Module

THSR: Putting the CROWD in the CAR

Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students.

THSR: Putting the CROWD in the CAR Facilitated Module
THSR: Putting the CROWD in the CAR Self-Directed Module

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
THSR: Text Referencing	Module 3: Expands on comments made when following the CAR to include text referencing. Forms of text referencing will be described and participants will learn the different areas of focus while engaging in text referencing. THSR: Text Referencing Facilitated Module THSR: Text Referencing Self-Directed Module
THSR: Putting the CROWD in the CAR	Module 4: Addresses the second approach to shared reading, putting the CROWD in the CAR. Participants will learn to create comments that are appropriate for the language and literacy abilities of students. THSR: Putting the CROWD in the CAR Facilitated Module THSR: Putting the CROWD in the CAR Self-Directed Module
THSR: Putting It All Together	Module 5: Putting It All Together, integrates and applies all the content from the four previous modules. THSR: Putting It All Together Facilitated Module THSR: Putting It All Together Self-Directed Module
OER: Emergent Reading Part 5	Part 5 of this multi-part module focused on building background knowledge during the Anchor step of an Anchor-Read-Apply Lesson. OER: Emergent Reading Part 5

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
CLDS: Text Comprehension Instruction with Mixed Ability Groups	This module provides instruction that helps students develop comprehension skills as they listen to and read text. CLDS: Text Comprehension Instruction with Mixed Ability Groups
DLM: Teaching Text Comprehension: Anchor-Read-Apply	This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module DLM: Teaching Text Comprehension: Anchor-Read-Apply Self-Directed Module
DLM: DR-TA and Other Text Comprehension Approaches	This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module DLM: DR-TA and Other Text Comprehension Approaches Self-Directed Module
DLM: Generating Purposes for Reading	This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module DLM: Generating Purposes for Reading Self-Directed Module

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
CLDS: Text Comprehension Instruction with Mixed Ability Groups	This module provides instruction that helps students develop comprehension skills as they listen to and read text. CLDS: Text Comprehension Instruction with Mixed Ability Groups
DLM: Teaching Text Comprehension: Anchor-Read-Apply	This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module DLM: Teaching Text Comprehension: Anchor-Read-Apply Self-Directed Module
DLM: DR-TA and Other Text Comprehension Approaches	This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module DLM: DR-TA and Other Text Comprehension Approaches Self-Directed Module
DLM: Generating Purposes for Reading	This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module DLM: Generating Purposes for Reading Self-Directed Module

Module	Description
CLDS: Self-Directed Reading with Mixed Ability Groups	This module describes a two‑part routine for self‑directed reading. The routine begins with a read‑aloud by an adult or fluent peer and concludes with students independently reading or exploring texts of their choice. CLDS: Self-Directed Reading with Mixed Ability Groups
DLM: Teaching Text Comprehension: Anchor-Read-Apply	This module describes the Anchor-Read-Apply text comprehension lesson format and describes the difference between asking question to assess comprehension and teaching students to understand text in increasingly complex ways. DLM: Teaching Text Comprehension: Anchor-Read-Apply Facilitated Module DLM: Teaching Text Comprehension: Anchor-Read-Apply Self-Directed Module
DLM: DR-TA and Other Text Comprehension Approaches	This module reviews the anchor-read-apply framework and will be introduced to the DR- TA, KWL, and Yes/No comprehension instructional strategies. DLM: DR-TA and Other Text Comprehension Approaches Facilitated Module DLM: DR-TA and Other Text Comprehension Approaches Self-Directed Module
DLM: Generating Purposes for Reading	This module reviews the Anchor-Read-Apply framework for reading comprehension lessons and focuses on using standards to generate purposes for reading. DLM: Generating Purposes for Reading Facilitated Module DLM: Generating Purposes for Reading Self-Directed Module