Elevate literacy instruction with our comprehensive professional development offerings. Choose from essential subtopics like The BIG Five (phonemic awareness, phonics, fluency, vocabulary, and comprehension), Writing, and the Science of Reading. Our sessions provide educators with research-based strategies to foster reading and writing proficiency, empowering students with the foundational skills they need to succeed across all subjects.
Rich Informational Text
College and career-ready standards emphasize the importance of student reading grade-level complex text. Informational text provides unique challenges and a plethora of advantages in building knowledge and vocabulary to support grade-level reading.
In this session, learners will:
Phonological Awareness
Research has indicated the critical need for explicit instruction to ensure all students have foundational literacy skills.
In this session, learners will:
Phonics
Ensuring that all students have foundational literacy skills that support decoding and fluent reading includes a deep understanding of phonics instruction.
In this session, learners will:
Building Fluency
Fluency goes beyond speed-reading—true fluency encompasses accuracy, automaticity, and prosody. This session provides a clear, comprehensive understanding of these essential components.
In this session, learners will:
Greek & Latin Roots
Teach students independent word learning strategies so that they understand what words mean and ultimately read more effectively.
In this session, learners will:
College and career-ready standards emphasize the importance of student reading grade-level complex text. Informational text provides unique challenges and a plethora of advantages in building knowledge and vocabulary to support grade-level reading.
In this session, learners will:
Research has indicated the critical need for explicit instruction to ensure all students have foundational literacy skills.
In this session, learners will:
Ensuring that all students have foundational literacy skills that support decoding and fluent reading includes a deep understanding of phonics instruction.
In this session, learners will:
Fluency goes beyond speed-reading—true fluency encompasses accuracy, automaticity, and prosody. This session provides a clear, comprehensive understanding of these essential components.
In this session, learners will:
Teach students independent word learning strategies so that they understand what words mean and ultimately read more effectively.
In this session, learners will:
Kent State University
Dr. Timothy Rasinski is a professor emeritus of literary education at Kent State University and was previously director of its award-winning reading clinic. Dr. Rasinski is the author of numerous best-selling books, articles, and curriculum programs on literacy education and has co-authored many resources for Shell Education including, but not limited to, Greek & Latin Roots: Keys to Building Vocabulary, Starting with Prefixes and Suffixes, Practice with Prefixes, Vocabulary Ladders: Understanding Word Nuances series, Getting to the Roots of Content-Area Vocabulary series, Idioms and Other English Expressions series, Close Reading with Paired Texts series, Rhymes for the Times: Literacy Strategies through Social Studies, as well as TCM’s curriculum resource Building Vocabulary series. Dr. Rasinski is a frequent, well-known presenter nationwide and in 2021 and 2023 was named one of the top 2% most-citied scientists in the world. His scholarly interests include reading fluency, word study, reading in the elementary and middle grades, and readers who struggle. Dr. Rasinski served a three-year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world’s most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is a former president of the College Reading Association and has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected to the International Reading Hall of Fame, and in 2019 Dr. Rasinski was recipient of the International Literacy Association’s highest honor—the William S. Gray Citation of Merit—for his contributions to the field of literacy.
Teacher Created Materials
Jennifer Jump is an Academic Officer for Teacher Created Materials. In this role, Ms. Jump provides professional development and training on TCM curriculum materials and Shell Education professional resources for districts, teachers, and educational trainers. Jen is a passionate educator, who has spent more than twenty years in various roles dedicated to student achievement. Before joining TCM she contributed curriculum and professional development support to the fastest growing urban school district, the public school system in Washington D.C. She led the curriculum work, providing teachers with organized, content-rich, text set curriculum for ELA in grades K-5. She also provided professional learning for both large groups of teachers and individual teaching through coaching to improve the literacy outcomes in the district.
Texas A&M University–Corpus Christi
Dr. Robin Pizzitola, an associate professor at Texas A&M University–Corpus Christi in the College of Education and Human Development, has been in the field of education since 1995 where she first taught 1st–4th grades, served as a curriculum coordinator for elementary instruction across all content areas and grade levels, and then began her work in higher education after earning her Doctorate in Supervision, Curriculum, and Instruction from Texas A&M University–Commerce. Her additional roles at TAMU-CC include lead site coordinator for the Islander Residency Program and field-based experience coordinator for teacher candidates beginning their senior year of clinical experiences. Additionally, Dr. Pizzitola is also a contributing author for the Exploring Reading series with Teacher Created Materials. Dr. Pizzitola’s experience is supported by a strong background in the education field. She received her Bachelor of Science in Elementary Education with a specialization in English and Early Childhood from Baylor University. Later, she went on to earn her Master of Education in Elementary Education and her Doctor of Education with a focus on Supervision, Curriculum, and Instruction with a Cognate in Reading from Texas A&M University-Commerce. Dr. Pizzitola’s comprehensive expertise and dedication to education shine through her current roles at Texas A&M University-Corpus Christi, influencing both aspiring teachers and seasoned educators in their professional journeys.
Fontana Unified School District
Working as an educator for almost 20 years, Hillary Wolfe is currently the Executive Director of College, Career, and Economic Development for Fontana Unified School District in southern California. In this position, she manages Career Technical Education curriculum and instruction; writes and manages state and federal grants; and builds and maintains strategic partnerships with local colleges, community organizations, and businesses. Prior to this position, Hillary has been a director of curriculum and instruction, a coordinator of curriculum, instruction, and assessment, a coordinator of intervention and academic supports/MTSS, as well as an ELA instructional coach. As an educator, her expertise lies in the areas of career technical education, literacy, intervention, MTSS, and school improvement. In addition to her roles within the school community, Hillary has served as an academic officer and current education consultant for TCM, where she provides professional development and training on TCM curriculum materials and Shell Education professional resources. She is the co-author of the Shell Education publication, What the Science of Reading Says about Writing (2022), contributing author to What the Science of Reading Says about Word Recognition and editor for many other Shell Education professional resources. Hillary earned her Master of Arts in Educational Leadership from California State Polytechnic University, Pomona. She earned her Bachelor of Arts in English from UCLA, single and multiple subject teaching credentials from Azusa Pacific University, and administrative credentials from both California State Polytechnic University, Pomona (Tier 1) and California State University, Fullerton (Tier 2).
The Ohio State University
Dr. Mary Jo Fresch is professor emeritus from the Department of Teaching and Learning at The Ohio State University and holds the title of University Academy Professor. Her current responsibilities include overseeing the development of a mentoring program for new faculty at Ohio State. Mary Jo’s area of focus is in literacy and children, where she provides expertise in literacy methods-particularly in word study. In addition to authoring the Shell Education professional resource, Strategies for Effective Balanced Literacy, Dr. Fresch belongs to the International Literacy Association (ILA), Ohio Council of ILA, National Council for Teachers of English (NCTE), and the Literacy Research Association (LRA). Dr. Fresch’s extensive professional background is supported with a strong educational foundation.
San Diego State University
Marva Cappello currently serves as a tenured and full professor of teacher education at San Diego State University in California, where she teaches credential, masters, and doctoral level courses in literacy and education research methods. Dr. Cappello is also the graduate advisor for all of the university reading programs including the Reading and Literacy Added Authorization, Reading and Literacy Leadership Credential, and M.A. programs. Marva is the Director of the Center for Visual Literacies, which focuses on improving student learning through visually integrated teaching practices and exploring the potential of visuals as data and for data analysis in qualitative inquiry. Dr. Cappello is also co-author of the Shell Education professional resource, Get the Picture: Visual Literacy in Content-Area Instruction.
University of La Verne
Dr. Nancy Walker is a full faculty professor in the College of Education and Organizational Leadership at the University of La Verne where she has overseen education faculty and courses for 24 years. In addition to being an education consultant for TCM, Dr. Walker is co-author of the Shell Education professional resource, Get the Picture: Visual Literacy in Content-Area Instruction and author of multiple educational publications. Prior to working at the collegiate level, Dr. Walker was a middle school language arts teacher for six years in the Hawthorne School District and Bakersfield City School District. At that time, she was the title 1 coordinator and taught both regular and GATE courses in language arts. She was a mentor teacher in the Hawthorne School District and provided new teacher support and content area literacy instruction for K–8 teachers. Dr. Walker boasts a comprehensive academic background, having successfully achieved a Bachelor of Arts in English, a Master of Science in Education, and a distinguished Doctorate in Education. Dr. Walker’s extensive experience, from classroom teaching to academic leadership, has shaped her into a respected figure in education, known for her expertise in visual literacy and content-area instruction. Her dedication to mentorship and support for educators underscores her commitment to fostering excellence in teaching and learning.
Writing Instruction
Writing is a fundamental skill in every classroom yet teaching it can often be challenging and overwhelming for both students and educators. This session (which can be customized to target different content areas upon request) will explore effective strategies to enhance writing instruction, offering practical techniques to support student development and make writing a more manageable and engaging process.
In this session, learners will:
Improving Student Writing
Teaching writing doesn’t have to be a mystery. Providing students with rich writing prompts, explicit writing instruction, and engaging mini-lessons can support writers to grow in their writing confidence and capabilities. Utilizing research-based strategies, teachers can go beyond merely assigning writing tasks to crafting authentic writing instruction.
In this session, learners will:
Science of Reading
Enhance your ability to provide impactful writing instruction and develop skilled writers in your classroom. This workshop delves into current research on the science of reading and its practical implications for teaching writing.
In this session, learners will:
Text Evidence
Many writing tasks ask students to provide clear, relevant text evidence as part of an effective response. Evaluating and integrating text evidence is asking students to use reading, writing, and critical thinking skills. The session will explore this specific writing need as teachers learn how to design and scaffold learning experiences to help students practice using textual evidence in a variety of ways.
In this session, learners will:
Making Early Writers Independent
Students need clear and explicit directions in writing, but setting up the routines in the classroom and their materials is key. When students aren't afraid to write and have appropriate writing anchors in the room, the students are able to write independently with ease.
In this session, learners will:
Writing is a fundamental skill in every classroom yet teaching it can often be challenging and overwhelming for both students and educators. This session (which can be customized to target different content areas upon request) will explore effective strategies to enhance writing instruction, offering practical techniques to support student development and make writing a more manageable and engaging process.
In this session, learners will:
Teaching writing doesn’t have to be a mystery. Providing students with rich writing prompts, explicit writing instruction, and engaging mini-lessons can support writers to grow in their writing confidence and capabilities. Utilizing research-based strategies, teachers can go beyond merely assigning writing tasks to crafting authentic writing instruction.
In this session, learners will:
Enhance your ability to provide impactful writing instruction and develop skilled writers in your classroom. This workshop delves into current research on the science of reading and its practical implications for teaching writing.
In this session, learners will:
Many writing tasks ask students to provide clear, relevant text evidence as part of an effective response. Evaluating and integrating text evidence is asking students to use reading, writing, and critical thinking skills. The session will explore this specific writing need as teachers learn how to design and scaffold learning experiences to help students practice using textual evidence in a variety of ways.
In this session, learners will:
Students need clear and explicit directions in writing, but setting up the routines in the classroom and their materials is key. When students aren't afraid to write and have appropriate writing anchors in the room, the students are able to write independently with ease.
In this session, learners will:
Cathy Collier has been an educator for more than 30 years, with a variety of roles, most notedly as a kindergarten teacher and reading specialist for K-2 Title 1 and non-Title 1 schools with Chesapeake Public Schools. In the role of reading specialist, Cathy was responsible for data collection, interventions, reporting, and professional development throughout her school site and her district where she also worked with curriculum development. Cathy’s passion is curriculum and learning practices within the early childhood classroom and she has channeled that passion into her new Shell Education professional resource, The Road to Independent Reading and Writing. Cathy has spoken at numerous state and national conferences and is a member of several leading literacy associations, including the Virginia State Literacy Association for the last 20 years where she served as Conference Chair/Vice-President, and President, and being elected to the International Literacy Association Board of Directors in 2015 where she served for three years, and was a member of the Global Literacy Committee which focused on literacy opportunities for children worldwide. Cathy has received numerous accolades for her work, most recently as a Darden Fellow at Old Dominion University (her alma mater) for her contributions to literacy.
Teacher Created Materials
Jennifer Jump is an Academic Officer for Teacher Created Materials. In this role, Ms. Jump provides professional development and training on TCM curriculum materials and Shell Education professional resources for districts, teachers, and educational trainers. Jen is a passionate educator, who has spent more than twenty years in various roles dedicated to student achievement. Before joining TCM she contributed curriculum and professional development support to the fastest growing urban school district, the public school system in Washington D.C. She led the curriculum work, providing teachers with organized, content-rich, text set curriculum for ELA in grades K-5. She also provided professional learning for both large groups of teachers and individual teaching through coaching to improve the literacy outcomes in the district.
Fontana Unified School District
Working as an educator for almost 20 years, Hillary Wolfe is currently the Executive Director of College, Career, and Economic Development for Fontana Unified School District in southern California. In this position, she manages Career Technical Education curriculum and instruction; writes and manages state and federal grants; and builds and maintains strategic partnerships with local colleges, community organizations, and businesses. Prior to this position, Hillary has been a director of curriculum and instruction, a coordinator of curriculum, instruction, and assessment, a coordinator of intervention and academic supports/MTSS, as well as an ELA instructional coach. As an educator, her expertise lies in the areas of career technical education, literacy, intervention, MTSS, and school improvement. In addition to her roles within the school community, Hillary has served as an academic officer and current education consultant for TCM, where she provides professional development and training on TCM curriculum materials and Shell Education professional resources. She is the co-author of the Shell Education publication, What the Science of Reading Says about Writing (2022), contributing author to What the Science of Reading Says about Word Recognition and editor for many other Shell Education professional resources. Hillary earned her Master of Arts in Educational Leadership from California State Polytechnic University, Pomona. She earned her Bachelor of Arts in English from UCLA, single and multiple subject teaching credentials from Azusa Pacific University, and administrative credentials from both California State Polytechnic University, Pomona (Tier 1) and California State University, Fullerton (Tier 2).
Catch-Up
Designed to support educators who have not deeply engaged in a science of reading course, this learning session provides any educator the pedagogical framework and research understandings of the science of reading.
In this lesson, learners will:
In The Classroom
Moving educators beyond pedagogy into practice is the lever that truly impacts instruction. These sessions consider a range of strategies and set educators up for success in their classroom. Educators can choose to dive deeper into any of the following topics:
In this lesson, learners will:
Multilingual Learners
Understanding how multilingual students learn to read is essential to effective teaching. By diving into the science of reading and considering the unique needs of multilingual learners, teachers gain the insights and tools needed to support the literacy development of all students. This enriches pedagogical practice and empowers educators to create inclusive and successful learning environments.
In this lesson, learners will:
Designed to support educators who have not deeply engaged in a science of reading course, this learning session provides any educator the pedagogical framework and research understandings of the science of reading.
In this lesson, learners will:
Moving educators beyond pedagogy into practice is the lever that truly impacts instruction. These sessions consider a range of strategies and set educators up for success in their classroom. Educators can choose to dive deeper into any of the following topics:
In this lesson, learners will:
Understanding how multilingual students learn to read is essential to effective teaching. By diving into the science of reading and considering the unique needs of multilingual learners, teachers gain the insights and tools needed to support the literacy development of all students. This enriches pedagogical practice and empowers educators to create inclusive and successful learning environments.
In this lesson, learners will:
Teacher Created Materials
Jennifer Jump is an Academic Officer for Teacher Created Materials. In this role, Ms. Jump provides professional development and training on TCM curriculum materials and Shell Education professional resources for districts, teachers, and educational trainers. Jen is a passionate educator, who has spent more than twenty years in various roles dedicated to student achievement. Before joining TCM she contributed curriculum and professional development support to the fastest growing urban school district, the public school system in Washington D.C. She led the curriculum work, providing teachers with organized, content-rich, text set curriculum for ELA in grades K-5. She also provided professional learning for both large groups of teachers and individual teaching through coaching to improve the literacy outcomes in the district.
Texas A&M University–Corpus Christi
Dr. Robin Pizzitola, an associate professor at Texas A&M University–Corpus Christi in the College of Education and Human Development, has been in the field of education since 1995 where she first taught 1st–4th grades, served as a curriculum coordinator for elementary instruction across all content areas and grade levels, and then began her work in higher education after earning her Doctorate in Supervision, Curriculum, and Instruction from Texas A&M University–Commerce. Her additional roles at TAMU-CC include lead site coordinator for the Islander Residency Program and field-based experience coordinator for teacher candidates beginning their senior year of clinical experiences. Additionally, Dr. Pizzitola is also a contributing author for the Exploring Reading series with Teacher Created Materials. Dr. Pizzitola’s experience is supported by a strong background in the education field. She received her Bachelor of Science in Elementary Education with a specialization in English and Early Childhood from Baylor University. Later, she went on to earn her Master of Education in Elementary Education and her Doctor of Education with a focus on Supervision, Curriculum, and Instruction with a Cognate in Reading from Texas A&M University-Commerce. Dr. Pizzitola’s comprehensive expertise and dedication to education shine through her current roles at Texas A&M University-Corpus Christi, influencing both aspiring teachers and seasoned educators in their professional journeys.