ADMINISTRATIVE SESSION

(One-day session to 5-day sessions)

(This may be offered in configurations that work for the administrators.)

• Literacy Awareness
• Reading & Writing as processes, how skills are integrated within the processes
• Writing across the curriculum
• How Abydos Learning addresses test taking in authentic ways
• Areas and types of support and implementation
• Conceptual teaching models
• Motivational techniques
• Brain research and how it impacts teaching and learning

THE BRAIN

(One-day session to 5-day sessions)

(This may be offered in any configuration.)

• The latest in neuroscientific research
• Classroom applications
• Memory and learning, processing information
• Hands-on activities for language arts and
all content area subjects
• Multi-modal learning and test-taking strategies
• Effects of nutrition on the brain


READING/WRITING ACROSS THE CONTENT AREAS

(2- or 5-day sessions)

(This may be offered consecutively or in a split option.)

• Process of reading
• Strategies for responding to text
• Hands-on strategies to facilitate higher level reading
• Ways to help synthesize information
• Reading centers
• Implementation model packet to take back to campus
• Interactive reading and writing
• Text rendering, Text Tampering, Textual Referencing
• Models for Reading/Writing Workshop in Science, Social Studies, & Mathematics

PHONICS TRAINING

(2-day sessions or 5-day sessions)

(This may be offered consecutively or in a split option.)

• How to teach phonics within the context of children's literature
• Covers over 60 focal books
• Introduces over 100 phonics sounds and concepts
• Introduces over 100 language arts concepts
• Instruction on specific reading and writing lessons
• Strategies for integrating phonics
• Publishing ideas for students
• Recommendations for applications across disciplines
• Suggests over 300 related books
• Provides extensive bibliography of children's books, theory books, and resources
• Setting up centers

N2T: NEW TO TEACHING TUTELAGE

(2- days)

(This is offered as two consecutive days. In turn, teachers taking this training will have enough material to offer training in their region, district, school for from one to five days.)

• Writing as a process
• Reading as a process
• Grouping strategies
• Modeling
• The 5 Characteristics of a Great Teacher
• Learning Theory
• Gradual Release Model
• Planning Effective Lessons
• Best ELA Practices
• Short “Must” Reads
• Reader Response Theory
• How to pick good pieces of literature
• Evaluation and Assessment
• Models of lessons and schedules

A2T: ELA ALTERNATIVELY-CERTIFIED TEACHING TUTELAGE

(2-days)

(This is offered as two consecutive days. In turn, teachers taking this training will have enough material to offer training in their region, district, school for from one to five days.)

• Classroom management
• What constitutes a contemporary classroom
• Constructing a concept-based lesson
• Daily management strategies
• Classroom discipline
• Defining literacy
• Defining process
• Record keeping
• Parental contacts
• Brain theory
• Learning theory

ONE: Program Goals
• To enhance the teaching of writing for the state mandated tests
• To increase the number of 4/high papers

ONE DAY
of Preparing for Mandated State Tests staff development
ONE GOAL to enhance the teaching of writing for the test
ONE STRATEGY for each of the five items on the TAKS rubric
ONE RESULT “I wanted you to know that 71% of the students at Miller Academy in San Antonio ISD scored a 3 or 4 on their TAKS composition.” Their CIC, Amber Pena, attributes this success to the one-day training Abydos gave.
 
They had nineteen 3s and three 4s out of 31 fourth graders. In 2007, they had seven 3s and one 4 in fourth grade. “Abydos is tried and true!!  Thank you!”

Dr. Carroll and Mr. Wilson will provide a full day’s training for specialists, teachers, or anyone else the district wants trained.
Training will include The Score Point 4 Writing Rubric, examples of 4 writing, and authentic strategies on writing and craft.
Participants will themselves write and apply these strategies to better understand how to scaffold them for their teachers, who, in turn, will scaffold these strategies for their students.
As Socrates says, “How do I know a thing unless I have done it?”