Penn Literacy Network

Early Childhood Seminars | Elementary, Middle, and Secondary Seminars
Math Seminars | Whole-School Reform Efforts

Forming & Reforming Reading/Writing/Talking Across the Curriculum (PLN 1, K-8)
Through collaborative, hands-on experiences, participants explore the interconnected nature of literacy across the curriculum and develop ways to actively engage students in developmentally appropriate, research-based literacy activities that cross and combine content. Participants investigate the PLN Frameworks of The Critical Literacy Experiences and The Lenses of Learning, apply these concepts and frameworks to their classrooms, and make adaptations based on their own contexts and curriculum frameworks with a focus on depth of learning. Educators learn how to engage students in transacting, composing, and investigating texts, and in learning to learn activities that encourage them to metacognitively reflect on their own learning.

Critical Reading and Writing in Support of Learning (PLN 1, 5–12)
A focus for secondary school teachers (MS and HS) is increasing students’ active reading and writing about content area texts. PLN 1 Secondary offers practical strategies and applications that help establish a literate classroom environment in support of learning that links subject areas, with a focus on depth of learning. Teachers, specialists, and administrators learn approaches to create learning experiences that are rich in problem-solving, critical thinking, and logical reasoning.

Integrating Teaching/Learning/Assessment in Reading/Writing Literacy (PLN 2)
This seminar brings participants to the next level of involvement with The Critical Literacy Experiences of PLN 1. Participants collaborate with colleagues and reflect on the PLN literacy frameworks and their current practice as they engage in goal-planning and congruent assessment approaches in their classrooms and schools for the year (or years) to come. The seminar emphasizes curricular planning, discussions about classroom/district/state benchmarks and standards, curricular problem-solving, document review of student work, and revisiting and extending reading/writing literacy approaches from PLN 1.

Implementing a Literature-Centered Classroom for Children and Adolescents (PLN 3)
In this seminar, participants explore the significant role of good literature in classrooms and try out practical suggestions for initiating independent and group activities using literature and oral/written composing. At the elementary school level, the seminar focuses on integrating children’s literature across the curriculum, supporting independent and collaborative reading, and analyzing author’s craft and book art as scaffolds for students’ own writing. At the secondary level, participants investigate the use of young adult fiction for building student engagement, connecting to curricular themes, and addressing social issues. One particular emphasis of the PLN 3 seminar is the implementation, management, and assessment of literature discussion groups using rich literature for children and adolescents.

Investigating Language Using Explicit and Systematic Learning Experiences (PLN 4, K–8)
In this seminar, elementary and/or middle grade teachers learn about the implementation of Critical Experience 4: Investigating Words and Sentences using evidence-based concepts and resources in the areas of decoding, grammar, and spelling. The focus is on the integration of explicit and systematic instruction of decoding, spelling, and Standard English sentence patterns. Educators learn how to help students develop word attack skills, spelling knowledge, and context-appropriate use of Standard written and oral English.

Participants explore the use of Word Making and Sentence Making with students as well as other active learning approaches that focus on best practices: phonemic awareness, phonics, fluency, grammar, vocabulary, and comprehension.

Informational Reading and Writing (PLN 5)
In this seminar, participants discuss strategies to increase opportunities for students to read and write using informational texts. At the elementary school level, participants explore practical suggestions for informational texts in read aloud sessions and as “mentor texts” for writing. Participants investigate the features of informational texts, the use of non-fiction examples as models of authors’ craft, and the pairing of fact and fiction “twin texts” to enrich students’ understanding and appreciation of both genres. This seminar provides ideas for using informational texts along with content-area textbooks to support student research.

In secondary schools, the vast majority of reading and writing
students do is informational: they must navigate the demands of reading and writing in content areas such as science, social studies and mathematics. In this seminar, secondary teachers use the PLN frameworks to develop strategies for helping students access and produce the academic language of content area texts. Areas of focus include using reading textbooks, primary source materials, writing informational and persuasive papers, notemaking, response building, and research writing.

Research, Non-fiction Reading, Writing and Technology (PLN 6)
This seminar explores the relationship between inquiry-based learning and technology. Participants investigate the process of developing essential questions to guide research through a variety of techniques, such as I-Search and We-Search. The skills and processes of technology are examined as an integral part of non-fiction reading, writing, and the presentation of information.

Participants critically reflect on the role that technology plays to support, enhance, and change literacy teaching and learning as they adapt classroom instruction to the learning needs of their students. The seminar provides practical, hands-on experiences with graphic organizers, Internet research techniques, web page development, and multimedia presentations.

Basic computer skills are recommended for PLN 6 participants.

Reading/Writing/Science: Implementing an Integrated Curriculum (PLN 7)
This seminar provides support for educators as they implement a dynamic science program that blends discussions of current theoretical concepts with hands-on science activities. The focus is on integrating developmentally-appropriate literacy activities within content curriculum frameworks. At the elementary level, work includes development and/or enrichment of thematic science units across the curriculum. At the secondary level, there is a focus on scaffolding academic literacy activities (such as lab reports, observation notebooks, and science journals) as tools for deepening the learning of science concepts. Throughout the seminar, teachers explore and problem-solve issues of practice that arise from their implementations.

Designing WebQuests (PLN 8)
This seminar provides opportunities for teachers to create bridges for their students between the Web and relevant and related content areas. A WebQuest integrates the PLN framework with a compelling problem/question or challenge for students to investigate utilizing online and offline resources. Participants develop original learning experiences for students through the scaffolding WebQuest structure. A WebQuest enables educators and students to experience the Web as more than a fact-finding encyclopedia because it encourages them to analyze and synthesize information to make meaningful connections in an authentic context, and to increase their understanding of concepts in a variety of content areas. This seminar can be conducted online to provide flexibility for participation.

Forming and Reforming Reading/Writing/Talking Across the Curriculum: Addressing the Needs of English Language Learners (ELLs) (PLN 9)
In this seminar, participants learn how to address the language, literacy, and learning needs of English Language Learners in their classes through active, hands-on experiences that model the concepts and strategies that are to be applied in their schools. Practical activities are informed by research on second-language acquisition, bi-literacy development, and content-based second language instruction, and they are blended with discussions of current research-based literacy concepts as presented in many state language arts frameworks. Teachers explore strategies to teach reading/writing/talking across all content areas to ELLs, and work to establish literate classroom environments that are accessible to all students. This seminar is designed to foster collaboration between mainstream teachers and ESL teachers within and across schools while strengthening collegial support and problem-solving in the implementation of the PLN frameworks. Participants get an overview of the management and evaluation of a literate environment that is accessible to ELLs while focusing on the development of curriculum plans that integrate
content and language.

Inquiry into Student Learning to Inform Practice (PLN 10)
In this seminar, participants take a closer look at what it means to be a teacher and a student in a PLN classroom. Participants examine the learning experiences of two specific students and reflect on the implications of this seminar learning for all students in their classrooms. Based on The Critical Literacy Experiences and The Lenses of Learning, participants explore ways to construct learning experiences that help their students grow to be co-constructive, resilient problem solvers. Participants draw on teacher observations, samples of the students’ work, and any additional sources of information to create a portrait of two students. During the seminar, participants explore ways to engage students in reflective dialogue and writing. They also participate in Curriculum Problem Solving, Document Review and Reviewing a Child with Care based on the integrated work of Pat Carini (The Prospect School) and Dr. Morton Botel (PLN/University of Pennsylvania).

Prerequisite: 2 PLN Seminars preferred (PLN 1 and an additional seminar. PLN 1 is required.)

Re-Energizing Our School Communities: Helping Teachers and Administrators Manage School Stress through Mindfulness Training (PLN 11)
The rewards of teaching and school leadership are diminished by the stress that educators face each time they walk into their classrooms and schools. At times, the insistent demands in and outside of the classroom can overshadow the joys of education. This seminar focuses on learning to successfully manage the stressors that face educators and recapture the deeper satisfactions of teaching and school leadership.

This seminar helps participants make fundamental changes in how they react to stress through a series of techniques grounded in a traditional form of meditation known as mindfulness. Mindfulness-based techniques are pragmatic tools that help educators re-energize their capacity to teach, learn, and lead schools while managing day-to-day stress. These techniques have been adapted for use in education and are presented in a straightforward, practical fashion. Participants learn what prevents them from maintaining relaxation and balance in their personal and professional life, discover how to undo those obstacles, and then start to actively recapture the enthusiasm that initially led them to education.

Helping Students Needing Learning Support in the Mainstream Classroom (PLN 12)
Experts encourage the education of special needs students within the least restrictive environment. This inclusion approach results in classroom communities of learners with a range of learning styles and needs, many of whom are diagnosed with special needs or are thought to be exceptional. In this seminar, participants learn how to address the language, literacy, and learning needs of the special learners in their inclusive classrooms. To inform practice, journal articles and texts draw on research-based frameworks from the special education field and the PLN literacy frameworks. Teachers explore modifications and accommodations relevant to their students’ learning needs, allowing them to reach all learners in their classrooms.

In order to encourage and maximize the learning of all students, educators investigate the range of student learning styles, with a focus on attention, memory, learning, motor skills, organization, and higher-order reasoning skills. Seminar participants weave the PLN philosophy with a variety of interactive learning strategies. Educators have the opportunity to share case studies of particular students and collaborate on effective and adaptive teaching strategies, facilitating their understanding of best practices for all learners.

Literacy Study Group (PLN 13)
This seminar provides an opportunity for educators to take an in-depth look at a research-based, professional text that focuses on best practices in reading/writing literacy or numeracy across the curriculum. Past seminars have explored texts on supporting English Language Learners, helping all students succeed through understanding cognition, content area writing, supporting special needs learners, and implementing a Writer’s Workshop in the language arts classroom. Districts may choose a variety of Study Group seminars tailored to their needs, and a professional text is selected with consideration to school/district input.

In addition to in-depth exploration connected to the content of the selected text, participants learn a variety of ways to approach book talks that encourage rich, meaningful discussions. Participants engage in a range of group reading talks and strategies for accessing text content, and are encouraged to try these techniques with their students.

Teaching in Non-Traditional School Structures (PLN 14)
This seminar focuses on fostering meaning-centered, collaborative environments in non-traditional school settings. Participants explore how to enhance teaching practices to provide hands-on, collaborative learning experiences for students and their families, with particular attention to integrating literature, writing, and the arts. The seminar provides a model for curriculum development that cultivates a love of learning through meaning-centered instruction, while specifically addressing the needs of alternative learning environments.

Coaching and Teacher Academy (PLN 15)
This seminar offers coaches, administrators, and teachers from different districts or schools the opportunity to work together at a central location to explore select topics in literacy and/or numeracy education and coaching. Participants engage in collaborative work with other educators as they make sense of and adapt PLN concepts and strategies. Participants then turn-key this work by engaging colleagues in professional learning opportunities at their school. In-school support from PLN mentors is available at an additional cost to districts interested in furthering the PLN partnership.

A Parent and Tutor Seminar for Reading or Math(PLN 16)
A Program for Middle and High School Students is also available.
Penn Literacy Network, in partnership with Bridges to Literacy, offers parents, teachers, tutors and parent educators of children ages 5-16 an opportunity to enhance the reading ability or math ability of their children or tutees in one or two workshops. Each workshop is a hands-on experience that provides information and practical home teaching and tutoring ideas. For information about offering a PLN workshop, please contact the PLN director at 215-898-1984. Check the cost page of the PLN web site for workshop price information. (www.gse.upenn.edu/pln). For the Bridges reading, math and middle school English programs there are separate material costs for each participant. Read: Bridges to Literacy workshop/Parent/Child program evaluations

Teaching Writing (PLN 17)
In this PLN seminar, participants explore the writing process. Activities will focus on strategies to increase opportunities for students to write, while adapting to the required needs of teachers' varied curriculum. Using the following writing techniques, participants learn and explore practical suggestions and instruction on how to implement Writers Workshop, Kid Writing, Written Conversation, Memoir, Informational Writing, Poetry, Creative Writing/Short Stories, Guided Writing (unprompted), and
Journal Writing. This seminar will integrate the Critical Literacy Experiences and
The Four Lenses of Learning. Participants are expected to respond to assigned readings, design classroom try outs, respond through ongoing class participation, class discussion and written dialogue. The creation and implementation of a final project reflects the PLN strategies and concepts introduced in this seminar. Participants will experience and learn a variety of concepts and techniques for teaching and implementing successful and varied writing programs for their classrooms.

Craft Writing across the Curriculum (PLN 18)
Participants are invited to take a fresh look at writing. Through collaborative, hands on experiences, participants continue to realize the interactive partnership of how reading good, rich literature inspires students to become good writers. This seminar continues to explore making sense of the writing process with ongoing discussions of what some of the experts have to say.

Through the introduction of a variety of writing strategies, teachers have the resources to be able to guide their students to continue to meet the goal of increasing opportunities for even reluctant writers to be actively engaged in the writing process. Participants explore practical suggestions about how to implement writing techniques and their appropriate application, while adapting to meet their varied needs across the curriculum. Breathing new life into writing is an active part of this course. Some of the strategies participants explore are: Writing From Text, Poetry, Writing a Good Sentence, Descriptive Writing, Writing a Transition Sentence, Finding Focus in Student Writing, Honoring Student Writing, Using Writing Portfolios to Enhance Instruction and Assessment, Exciting the Reluctant and the “Out of the Box” writer.
Prerequisite: PLN 1 and PLN 17. PLN 3 is suggested but not a prerequisite.