In order for our students to feel valued in our classrooms they must be represented in the books we share with them. Whether it is the characters on the pages of our read alouds, the families, cultures, and settings represented in our novels, or the author's experiences that inspire the picture books we share, our students need to feel represented and heard. Our mentor texts can be more than simply books we use to teach writing strategies and skills. These texts can also be springboards of ways to discuss the issues of our time with the students who sit before us, looking for ways to make a change for peace and justice. Eligible for 3 hours CTLE credit. Can use 1/2 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1Awcj4ei4i--PEWva7hLResUcmUJdtqgG/view?usp=sharing

In order for our students to feel valued in our classrooms they must be represented in the books we share with them. Whether it is the characters on the pages of our read alouds, the families, cultures, and settings represented in our novels, or the author's experiences that inspire the picture books we share, our students need to feel represented and heard. Our mentor texts can be more than simply books we use to teach writing strategies and skills. These texts can also be springboards of ways to discuss the issues of our time with the students who sit before us, looking for ways to make a change for peace and justice. Eligible for 3 hours CTLE credit. Can use 1/2 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1xXQC1lH3LijNV87IQwxx1T1MoyXT8lsJ/view?usp=sharing

"Grammar” is a word that can inspire many different reactions. Our students might recoil at the mention of it; we, as teachers, might feel dread, thinking about the rote, disconnected workbook exercises that often accompany a unit on grammar; our administrators might feel puzzled as they scratch their heads, thinking about how to help their teachers get it right. But what we've all failed to understand is that the answer to the question of how to deliver solid, practical grammar instruction has always been right under our noses. While we all know that grammar is being taught, for some reason it isn't transferring into our students' writing. Not to mention the fact that most students don't know when to use grammar correctly or how to use it powerfully. Using Jeff Anderson's Patterns of Power as a guide, we will discuss a philosophy crafted to help students both understand and enjoy grammar. Participants will leave with strategies to start teaching "grammar that sticks" in their own classrooms with little prep and lots of excitement. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1pXJ-GJrsWJxKP8o5syWP6rWwnse-lKOd/view?usp=sharing

"Grammar” is a word that can inspire many different reactions. Our students might recoil at the mention of it; we, as teachers, might feel dread, thinking about the rote, disconnected workbook exercises that often accompany a unit on grammar; our administrators might feel puzzled as they scratch their heads, thinking about how to help their teachers get it right. But what we've all failed to understand is that the answer to the question of how to deliver solid, practical grammar instruction has always been right under our noses. While we all know that grammar is being taught, for some reason it isn't transferring into our students' writing. Not to mention the fact that most students don't know when to use grammar correctly or how to use it powerfully. Using Jeff Anderson's Patterns of Power as a guide, we will discuss a philosophy crafted to help students both understand and enjoy grammar. Participants will leave with strategies to start teaching "grammar that sticks" in their own classrooms with little prep and lots of excitement. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1u8RPqe9qGIu74JQM64lzQVEPwoKIicb_/view?usp=sharing

As we start school this fall, many things will look and feel different. Yet one thing that should remain the same is helping our students to feel safe, valued, and free to be who they are. Sharing mentor texts from various text types and genres can act as a bridge to discuss community building and new emotions that our students may be feeling. These texts can also aid educators in helping students to set goals for the year and celebrate who they are and what they bring to your classroom. Join Sarah Cordova as she shares new mentor text titles and corresponding ideas for beginning the year in a positive and meaningful way. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1JqQ7hpxHeWtqIMZyQ3FPvH_SIrL9zcHR/view?usp=sharing

As we start school this fall, many things will look and feel different. Yet one thing that should remain the same is helping our students to feel safe, valued, and free to be who they are. Sharing mentor texts from various text types and genres can act as a bridge to discuss community building and new emotions that our students may be feeling. These texts can also aid educators in helping students to set goals for the year and celebrate who they are and what they bring to your classroom. Join Sarah Cordova as she shares new mentor text titles and corresponding ideas for beginning the year in a positive and meaningful way. Eligible for 3 hours CTLE credit. Can use 1/2 consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1V8nrpggAujMuwMvmNKcDZW72d97ZI6vS/view?usp=sharing

Writing guru and author, Lester Laminack, explains the power of a mentor text as such: "Through our voices, students may come to believe that there is something between the covers of a book that is worth the effort. And, as a result, they may well grow into writers themselves”. While many texts can be used as read alouds to model reading skills and strategies, not all read alouds are effective as mentor texts that model how to write for an audience. Three authors who do this consistently and magnificently are award winning authors, Matt de la Peña, Corinna Luyjken, and Andrea Wang. Using their texts, participants will discover what makes a great mentor text, how to mine them for writing and language minilessons, and how to introduce these masterful stories to students, so they may deepen their understanding of the power of language. Eligible for 6 hours CTLE credit. Can use 1-1/2 consortium seats. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/172LmOlGDbVHHgHIIoems5zedKR-mr0Jm/view?usp=sharing

This workshop will help participants learn practical and purposeful ways to be more efficient, engaging, and effective as writing teachers. Topics will include: -How to shorten, yet strengthen, your minilessons -Using mentor texts for multiple purposes (using one text as a learning tool/model for both writing lessons as well as grammar opportunities) -A discussion of G.P.A. (discussions around genre, purpose, and audience in conversations around writing) -Scaffolding strategies to help all students succeed in writing -Classroom management techniques that enable students to be more independent -Defining the power and purpose of each stage of the writing process as a way to move student writers forward Eligible for 6 hours CTLE credit. Can use 1-1/2 consortium seats. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1JmI-5OpjfBW8vVzXZ5HynOTXaAVyfZDl/view?usp=sharing

In order for our students to feel valued in our classrooms they must be represented in the books we share with them. Whether it is the characters on the pages of our read alouds, the families, cultures, and settings represented in our novels, or the author's experiences that inspire the picture books we share, our students need to feel represented and heard. Our mentor texts can be more than simply books we use to teach writing strategies and skills. These texts can also be springboards of ways to discuss the issues of our time with the students who sit before us, looking for ways to make a change for peace and justice. Eligible for 3 hours CTLE credit. Can use 1/2 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1qwzB-KNP0ZlbZxZKgjQRKYRFT9YIcz4L/view?usp=sharing

In order for our students to feel valued in our classrooms they must be represented in the books we share with them. Whether it is the characters on the pages of our read alouds, the families, cultures, and settings represented in our novels, or the author's experiences that inspire the picture books we share, our students need to feel represented and heard. Our mentor texts can be more than simply books we use to teach writing strategies and skills. These texts can also be springboards of ways to discuss the issues of our time with the students who sit before us, looking for ways to make a change for peace and justice. Eligible for 3 hours CTLE credit. Can use 1/2 Consortium seat. If district pays, district approval must be confirmed prior to start of session.
Flyer: https://drive.google.com/file/d/1xA6ExOX8EvCJkGJNA1WWk3BmdW5NPL9F/view?usp=sharing