Vermont Reads Institute at UVM
Coming Events

October 20
Reading Intervention in a Multi-tiered System of Supports for RtII: Overview

October 20
The What, Why, And How Of Reading Interventions in K-2

November 7
Beyond the Core: Motivating Kids to Read, Write, Speak and Think in All Disciplines

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Welcome

The Vermont Reads Institute at the University of Vermont (VRI at UVM) conducts high-quality professional development and research in all areas of literacy. Working in partnership with state agencies and universities, we are dedicated to supporting school improvement and to serving all educators and children in Vermont.  In our literacy reform effort, we strive to enhance teacher and administrator knowledge and expertise, promote teacher reflection and decision-making, and help schools create conditions necessary for all children to enjoy high levels of achievement.

VRI at UVM offer four distinct projects; the Literacy Leadership Initiative (Gr. K-12), Bridging Project (Gr. 3-6),  Vermont Adolescent Literacy & Learning Initiative (Gr. 6-12), and Summer Institute (Gr. K-12).

Welcome


The Vermont Reads Institute at the University of Vermont (VRI at UVM) conducts high-quality professional development and research in all areas of literacy. Working in partnership with state agencies and universities, we are dedicated to supporting school improvement and to serving all educators and children in Vermont.  In our literacy reform effort, we strive to enhance teacher and administrator knowledge and expertise, promote teacher reflection and decision-making, and help schools create conditions necessary for all children to enjoy high levels of achievement.

VRI at UVM offer four distinct projects; the Literacy Leadership Initiative (Gr. K-12), Bridging Project (Gr. 3-6),  Vermont Adolescent Literacy & Learning Initiative (Gr. 6-12), and Summer Institute (Gr. K-12).

Blog


October 30, 2014

Top Five Reasons for Signing Up for Beyond the Core: Motivating Kids to Sign Up in All Disciplines with ReLeah Cossett Lent


Because Lent believes that “by coming to understand the complex facets of learning, the importance of engagement, and the power of learning communities, it is possible for teachers to transform their own instructional practices within the confines of educational mandates” (Lent, 2006). Lent supports that “the interactive notebook or learning log can be used in any content-area class each and integrates writing as a fundamental part of learning (Lent 2012). Lent agrees that “professional learning communities create opportunities for collaborative inquiry and collective wisdom that emerge as teachers, principals, and other staff members work together […]

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