Professional Development (Workshops Half-Day, Full Day and Multiday)
Literacy based professional development designed to meet the specific needs of your staff or district. Topics include but are not limited to phonological awareness, oral language development, phonics – beginning and advanced, fluency, vocabulary and morphology, listening and reading comprehension, beginning writing – handwriting, sentence sense, and paragraph writing, assessment – screening, progress monitoring, survey level for students who are at-risk for failure.
Choose an area of focus and contact us to set up a workshop.
Phonological Awareness to Advanced Phonemic Awareness
Beginning phonological awareness entails development of specific skills and knowing the continuum to use. Learn about assessments to determine what level of instruction your students are ready for when they enter your classrooms.
Kid Lips – Focus on the articulatory features of speech sounds and basic segmenting and blending activities. Learn about Spanish phonemes and how they differ or may cause challenges for children learning English.
Advanced phonemic awareness is necessary for students to become fluent readers. The activities in the class are designed to take back and put to use right away.
Phonics - Sound/Spelling Cards and More (Encoding and Decoding)
Learn interactive and engaging routines to explain the common patterns teachers need to know to teach decoding and encoding effectively and efficiently.
Building a sound wall with the cards and working out how to post words. This day will also work through several writing samples to analyze spelling errors and corrective feedback at the phonological and orthographic levels.
Understand how the six syllable types are combined to make up words in the English language.
Understanding schwa sound and why it makes reading and spelling so difficult.
Adding suffixes to words often causes a change in the spelling of the word. Learn simple rules for doubling, dropping, and changing when adding suffixes.
Study of prefixes, suffixes, Latin root words and Greek combining forms – the language of literacy, academic language, requires a specific knowledge of words. This class focuses on the history of the English language, Latin and Greek morphemes and their meanings.
Oral language development – speaking and listening skills develop early and are a requirement for reading comprehension. We know many of our children from poverty suffer from a lack of language skills that link to reading success. This workshop is designed to help teachers become more conscious of oral language development and the critical nature of these skills, especially during early childhood.
Vocabulary routines, teaching words in-depth – Introduction to new words and repetition of word use throughout the day is important for students to ‘own’ new words. Our students need opportunities to interact in engaging learning experiences in order to master higher level vocabulary knowledge. Appreciate the power of words and how they open up higher level thinking, precision of word choice, and how topic specific information develops word knowledge along with background knowledge.
Assessment (Screening, Progress Monitoring and Survey Tools)
Screening – the power of a universal screener helps classes and schools determine where gaps exist for our students and how to set up the right interventions to get them on-level.
Progress monitoring – the key to managing interventions and determining the success of small groups is progress monitoring. Knowing what to monitor and when for which children is the focus of this class.
Survey tools (diagnostic for classroom teachers) – many students leave us wondering what to do next when they are lagging far behind their current grade level peers. This class teaches how to administer, score, and analyze specific skills based on a hierarchy of learning. These individual assessments will help to pinpoint instructional gaps for next steps in instruction.
The importance of letter formation and automaticity in spelling common words is a factor to consider when teaching writing. Learn how to guide students through these basic skills and then progress to writing different types of sentences by teaching grammar through writing.
Beginning writers need oral language skills and understanding of text structure to formulate their own written responses to reading.
Coaching (Onsite Collaboration with Administrators and Teachers PreK-5th, SPED, ELL)
Hire an expert to come to your building to support building level coaches, administrators, and classroom teachers. All areas listed above are part of the coaching model. Please contact us for more details.