The Science of Reading Literacy Pathway: From Foundations to Mastery PROFESSIONAL LEARNING PATHWAY
For more information or to register for this training, visit the CAHELP OMS Calendar: https://sbcss.k12oms.org/?gid=52
This comprehensive professional development series delves into the foundational aspects of reading instruction, equipping educators with the knowledge and tools necessary to effectively teach literacy skills. In this series we will be discussing the Science of Reading and learning about the Orton Gillingham approach with hands-on activities and experiences that you can begin using in your classroom the next day. The courses will include an overview of these 5 key literacy areas: • Phonemic Awareness – Understanding and manipulating the sounds in spoken words to build a strong foundation for reading. • Phonics – Teaching the relationships between sounds and letters to support decoding and word recognition. • Fluency – Developing accuracy, speed, and expression in reading to enhance comprehension. • Vocabulary – Expanding word knowledge to improve language comprehension and reading proficiency. • Comprehension – Teaching strategies to help students understand, interpret, and analyze texts effectively. Mastering the foundational aspects of reading instruction is crucial for educators to help students develop strong literacy skills. Key components include phonemic awareness and phonics for decoding words, fluency for smooth and expressive reading, robust vocabulary for language comprehension, and comprehension strategies for analyzing and interpreting text. By implementing these five elements, educators can adopt a structured, evidence-based approach to reading instruction, supporting all students, including those with reading difficulties, in becoming proficient and confident readers. Courses will be spread out throughout the school year: Day 1: Interpreting Cognitive and Achievement Data: Identifying Reading Challenges and Effective Interventions. 6 hours. • This training equips teachers and para-educators (Transitional Kindergarten–12th grade) with the knowledge to interpret cognitive and achievement data from informal assessments, formal assessments, and psycho-educational reports. Participants will explore key areas of reading deficits, including phonological processing, decoding, fluency, and comprehension, to better understand reading challenges and disabilities. The session will provide strategies for using assessment data to guide targeted interventions in both general and special education settings, ensuring that students receive the appropriate support to improve their reading skills. Day 2: The Science of Reading: Understanding How the Brain Learns to Read. 6 hours. • Exploring the complexities of reading acquisition and the cognitive processes involved. • Examining the relationship between language and literacy. • Discussing the various skills that support proficient reading and the major types of reading difficulties. • Emphasizing the importance of assessment for prevention and early intervention.
Day 3: Mastering Phonological Awareness: Exploring Sounds. 6 hours. • Focusing on phonology and its significance in reading and spelling.
• Covering the development of phonological skills, including phonemic awareness. • Providing an in-depth look at consonant and vowel phonemes in the English language. • Addressing how to recognize and respond to errors made by English learners and dialect speakers. Day 4: Effective Phonics Instruction: Teaching Word Recognition and Spelling. 6 hours. • Emphasizing code-emphasis instruction and the structure of English orthography. • Connecting phonemes to orthographic patterns. • Introducing effective phonics lesson planning and demonstrates practical applications. Day 5: Beyond Basics: Effective Strategies for Decoding, Spelling, and Word Recognition. 6 hours. • Advancing understanding of English orthography, including syllable types and division. • Exploring the etymology and morphology of words. • Demonstrating advanced word study lessons and routines.
Intended Audience
General Education Teachers, Special Education Teachers, Paraprofessionals, Educational Psychologists, Instructional Coaches
LCAP Priorities
© Basic Services, Course Access, Implementing State Standards, Other Pupil Outcomes, Pupil Achievement, Pupil Engagement
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