September 9-December 1, 4:00-6:00 via ZOOM
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RUs available
Credit Available when attending ALL 12 Sessions. Make Up sessions available through Region I
Training Description
Being a teacher of literacy—whether teaching beginning reading skills or the advanced skills of using reading to enhance learning of content—is complex andrequires considerable knowledge and skill. This comprehensive, 12-part training spanning the 2021-2022 school year will empower teachers to understand thewhat, why, and how of evidence-based reading instruction in foundational reading skills so that they can better meet the varied needs of the students they serve.Training will be delivered in small, two-hour segments approximately twice/month, allowing educators time to process the information and implement practicesinto their own classrooms. Participants will learn the basics of reading at any age and how to strengthen instruction in reading foundations through structuredand fast-paced routines that build on a hierarchy of skills that are necessary for students to become proficient readers and writers, including explicit, systematic,and multisensory instruction in phonemic awareness, phonics (basic and advanced), spelling and orthographic awareness, and fluency. Connections will be madeto the latest research and evidence-based practices, including the Science of Reading and how this connects to Scarborough’s Reading Rope and Gough andTunmer’s Simple View, best practices for literacy assessment to diagnose student need, and how this information relates to current Montana dyslexialegislation. Overview of content for each session is provided below in each session description.
Session 1: Understanding the Science of Reading (2 hours)
Wednesday, September 8, 2021 4-6 p.m. via Zoom
What type of classroom instruction benefits ALL readers, yet is essential for struggling readers? This session will focus on the latest research on the science of teaching reading, including: (1) the components of reading identified by the National Reading Panel, (2) the Simple View of Reading and how it connects to Scarborough's Reading Rope, and (3) introduction to assessment types of use of assessment for MTSS.
Session 2: Struggling Readers and Dyslexia (2 hours)
Wednesday, September 15, 2021 4-6 p.m. via ZoomThis session will expand on Session 1 by looking at how the Simple View of Reading connects to Scarborough’s Reading Rope, with a specific focus on dyslexia and struggling readers. Time will also be spent on assessment types for MTSS and the use of assessment to diagnose student, with specific connections to the requirements of the 2019 Montana Dyslexia Screening and Intervention Act.
Session 3: Phonology and Its Connection to Reading and Spelling
(2 hours) Wednesday, September 29, 2021 4-6 p.m. via Zoom
Critical foundational knowledge for teachers of reading includes deep knowledge of English phonology. This session will focus on the speech sounds of English and how this connects to later mastery of reading and spelling. Educators will walk away with a better understanding of phonology and the elements of multisensory instruction, including instructional methods they can immediately implement into their classrooms.
Session 4: The Developmental Continuum of Phonological Awareness and Its Application to the Classroom (2 hours)
Wednesday, September 30, 2021 4-6 p.m. via Zoom
Teaching reading effectively, especially to students experiencing difficulty, requires considerable knowledge and skill. But what type of foundational instruction benefits students the most? This session will focus on proven instructional and assessment methods for phonological awareness that are engaging and multisensory. Educators will walk away new knowledge and interactive instruction routines that they can immediately implement into their classrooms.
Session 5: Explicit, Systematic Phonics – Sound/Symbol Correspondences and Beginning Blending (2 hours)
Wednesday, October 6, 2021 4-6 p.m. via Zoom
This session will focus on proven instructional and assessment methods for teaching explicit, systematic phonics that is engaging and multisensory and prevents student guessing of words. Educators will be introduced to the four-part processing system for reading (Siedenburg & McClelland, 1989; Adams, 1990) and how this connects to reading development. Educators will walk away new knowledge and interactive instruction routines that they can immediately implement into their classrooms, with a focus on the following steps of an explicit phonics lesson (1) develop phonemic awareness, (2) introduce phoneme/grapheme correspondence, and (3) word blending (beginning levels).
Session 6: Explicit, Systematic Phonics – Advanced Blending and Syllable Types (2 hours)
Wednesday, October 13, 2021 4-6 p.m. via Zoom
This session will focus on proven instructional and assessment methods for teaching explicit, systematic phonics that is engaging and multisensory and prevents student guessing of words. Educators will walk away new knowledge and interactive instruction routines that they can immediately implement into their classrooms, with a focus on the following steps of an explicit phonics lesson (1) advanced word blending for multisyllabic words and (2) syllable types.
Session 7: Explicit, systematic Phonics - Decodable Text Reading and Irregular Word Reading (2 hours)
Wednesday, October 14, 2021 4-6 p.m. via Zoom This session will focus on proven instructional and assessment methods for teaching explicit, systematic phonics that is engaging and multisensory and prevents student guessing of words. Educators will walk away new knowledge and interactive instruction routines that they can immediately implement into their classrooms, with a focus on the following steps of an explicit phonics lesson (1) reading decodable text and (2) irregular word reading.
Session 8: Explicit, Systematic Phonics – Word Work for Encoding/Spelling (2 hours)
Wednesday, October 20, 2021 4-6 p.m. via Zoom
This session will focus on spelling development and word study methods that are not only engaging and interactive for students, but increase students’ spelling skills and confidence. Teachers will walk away with a better understanding the reciprocal nature of encoding and decoding and instructional methods to ensure students become better spellers!
Session 9: Instruction for Text Fluency (2 hours)
Wednesday, November 3, 2021 4-6 p.m. via Zoom
This session will focus on assessment for fluency and instruction to increase fluency and automatic word reading. Educators will walk away new knowledge and interactive instruction routines that they can immediately implement into their classrooms.
Session 10: Considering Morphology in Word Learning (2 hours) Wednesday, November 4, 2021 4-6 p.m. via Zoom
This session will focus on the pivotal influence that morphology has on learning of vocabulary and spelling, especially when considering that student knowledge of morphology is widely held to be part of the explanation for how children learn to many words that they were never explicitly taught (Anglin, 1993; Carlisle & Fleming, 2003; Carlisle, 2007). Educators will walk away with a deeper understanding of morphology and how they can use morphology to enhance vocabulary and spelling instruction and learning in their classrooms.
Session 11: Planning Systems of Support (MTSS) (2 hours)
Wednesday, November 10, 2021 4-6 p.m. via Zoom
This session will focus on assessment for planning instruction at all tiers, with a deeper dive into (1) the four types of assessment, (2) use of diagnostic assessment to determine specific needs, (3) effective methods for progress monitoring, and (4) tracking student progress.
Session 12: Bringing It All Together (2 hours)
Wednesday, December 1, 2021 4-6 p.m. via ZoomEducators will practice constructing lesson plans for foundational reading skills that are explicit, systematic, and multisensory, while also incorporating the many evidencebased practices. Training will conclude with a learning to read simulation, bringing together all that has been learned.
