Click here to see classroom examples of main idea topic webs, two column notes, and summaries.
A Closer Look at Additional Training Options
The descriptions provided below provide further detail about additional training components for The Key Comprehension Routine and The Key Vocabulary Routine.
Classroom Observations are designed for a trainer to provide feedback to teachers after observing a lesson that implements a Keys to Literacy program in their classrooms. Before an observation, the teacher shares the goal of the lesson with the trainer. After the observation, the trainer facilitates a debriefing discussion. If the teacher agrees, other teachers may participate in the observation and debrief. The trainer feedback will focus only on the instruction associated with the Keys to Literacy program – observations are not evaluative. A trainer can typically conduct up to six observations per day of 20-30 minutes each, plus an additional 15-30 minutes of feedback per observation.
Advanced in-depth training days are delivered by a Keys to Literacy trainer on any of the following topics:
From the The Key Comprehension Routine:
- Main Idea and summarizing skills
- Question generation using Bloom's Taxonomy
- Explicit instruction and underlying skills for top-down webs and two-column notes
- Combining strategies: Using the activities as a routine
- Selecting words to teach in-depth
- Teaching use of context and word parts to determine the meaning of new words
- Facilitated discussion: Factors supporting and challenges to program implementation
- Coach understanding and use of the program, including in-depth review
- How to support further school implementation
From the The Key Vocabulary Routine:
Coach Support Sessions provide additional support to building coaches who have already attended coach training and are assisting teachers as they implement a Keys to Literacy program. The trainer covers the following topics:
This half- or full-day training can accommodate up to 25 coaches.
Advanced/Custom Training
(Note: Because of the additional preparation time required, this advanced follow-up training is billed at 150% of the regular training day rate.)
Classroom Co-Teaching allows a trainer to model the teaching of a Keys to Literacy activity/strategy with students by co-teaching a lesson with a classroom teacher. Because the content teacher is the subject matter expert (e.g., math, science, history), he/she will focus on the content to be learned; the trainer will focus on how to introduce or provide guided practice for the content literacy skill. Prior to a co-teach, the teacher and trainer communicate about the topic and skills to be covered so the trainer can adequately prepare. After the classroom lesson, the trainer facilitates a debriefing discussion. If the teacher agrees, other teachers may observe and participate in the debrief. A trainer can typically conduct three co-teaching sessions per day including the debriefs. Because co-teaching requires advance preparation, Keys to Literacy must receive the lesson plans from the teacher at least three weeks prior. There will not be time on a co-teach day to do other kinds of follow up.
Consultation meetings with building coaches or administrators are facilitated by a trainer on-site for custom consultation related to the implementation of Keys to Literacy programs. Half- or full-day. Keys to Literacy requires at least two weeks advance notice in order to adequately prepare.
Assistance with developing lesson plans incorporating Keys to Literacy programs is provided by a trainer who works with a teacher or group of teachers to provide suggestions for developing classroom lessons that incorporate and apply The Key Comprehension Routine or The Key Vocabulary Routine to a specific unit of study. Keys to Literacy must receive all associated reading materials at least 3 weeks prior to the scheduled training to adequately prepare.