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

Print Knowledge Scale

Module	Description
CLDS: Predictable Chart Writing with Mixed Ability Groups	This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. CLDS: Predictable Chart Writing 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
PC: Predictable Chart Writing	This module emphasizes approaches to integrating AAC use into the predictable chart writing routine. PC: Predictable Chart Writing Facilitated Module PC: Predictable Chart Writing Self-Directed Module

Module	Description
CLDS: Predictable Chart Writing with Mixed Ability Groups	This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. CLDS: Predictable Chart Writing 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
PC: Predictable Chart Writing	This module emphasizes approaches to integrating AAC use into the predictable chart writing routine. PC: Predictable Chart Writing Facilitated Module PC: Predictable Chart Writing Self-Directed Module
DLM: Emergent Writing	This module provides an overview of alternate pencils, how to support emergent writers, what students learn during the emergent writing stage, and how to analyze emergent writing. DLM: Emergent Writing Facilitated Module DLM: Emergent Writing Self-Directed Module

Module	Description
CLDS: Predictable Chart Writing with Mixed Ability Groups	This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. CLDS: Predictable Chart Writing with Mixed Ability Groups
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
DLM: Writing Information and Explanation Texts	This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them. DLM: Writing Information and Explanation Texts Facilitated Module DLM: Writing Information and Explanation Texts Self-Directed Module
DLM: Text Types and Purposes	This module focuses on teaching students with significant cognitive disabilities how to use print or braille to communicate to different people for different reasons. DLM: Text Types and Purposes Facilitated Module DLM: Text Types and Purposes Self-Directed Module
PC: Self-Directed Reading	This module discusses how to support interaction and teach communication as students select, read, and discuss age- and ability-appropriate books during independent reading. PC: Independent Reading Facilitated Module PC: Independent Reading Self-Directed Module
PC: Independent Writing	This module focuses on supporting interaction and teaching communication as students select topics, write, and share their work. PC: Independent Writing Facilitated Module PC: Independent Writing Self-Directed Module

Module	Description
CLDS: Predictable Chart Writing with Mixed Ability Groups	This module uses a predictable chart‑writing routine with mixed‑ability groups to build early print concepts. It provides a structured sequence that supports understanding of the concept of word, alphabet awareness, word identification, spelling, and conventions. CLDS: Predictable Chart Writing with Mixed Ability Groups
CLDS: Writing Instruction with Mixed Ability Groups	This module focuses on developing students’ ability to communicate ideas in print. Writing refers to composing texts with traditional orthography—print or braille—to share experiences, thoughts, feelings, and understandings by spelling words that convey meaning. CLDS: Writing Instruction with Mixed Ability Groups
DLM: Writing Information and Explanation Texts	This module focuses on approaches that help students learn to select topics and write to share information or explain what they know about them. DLM: Writing Information and Explanation Texts Facilitated Module DLM: Writing Information and Explanation Texts Self-Directed Module
DLM: Getting Started with Narrative Writing	This module describes narrative writing and explains how to support students in writing about familiar experiences. It focuses on helping them learn to identify possible topics to write about, and how to examine drafts. DLM: Getting Started with Narrative Writing Facilitated Module DLM: Getting Started with Narrative Writing Self-Directed Module
PC: Self-Directed Reading	This module discusses how to support interaction and teach communication as students select, read, and discuss age- and ability-appropriate books during independent reading. PC: Independent Reading Facilitated Module PC: Independent Reading Self-Directed Module
PC: Independent Writing	This module focuses on supporting interaction and teaching communication as students select topics, write, and share their work. PC: Independent Writing Facilitated Module PC: Independent Writing Self-Directed Module