Study of Language Essentials for Teachers Part II: Meaning, Syntax & Text

Presented by Joan Sedita
November 2, 3, November 16, 17, December 7, 8, 2012
To download a registration form click here

Course Description
The focus of this course is vocabulary, reading comprehension, and writing for comprehension. Students will study several levels of language structures including word meanings (semantics), sentence structure (syntax), text organization, and discourse structure to help us understand the components of reading for meaning. The course will address the reading comprehension process and the role that vocabulary knowledge play in that process. A number of research-based instructional activities will be explored including instruction that is embedded in content reading. Students will complete activities to put into practice the planning and delivery of vocabulary and comprehension instruction.

Learning Outcomes
Having attended this course, participants will be able to:

1. Construct a reasonable model of reading comprehension processes.

2. Understand the relationships between word recognition, reading fluency, vocabulary and reading comprehension.

3. Understand that language structure skills at the word, sentence, paragraph and text levels have an impact on comprehension

4. Explore and practice successful instructional practices and interventions for teaching vocabulary and reading comprehension.

5. Integrate vocabulary and comprehension strategy instruction with content curriculum using domain-specific reading (i.e., science, social studies, math, language arts).

Materials Required
Moats, Louisa. LETRS: Language Essentials for Teachers of Reading and Spelling- Module 6: Digging for Meaning: Teaching Text Comprehension Longmont, CO: Sopris West.

Graves, Michael. © 2006. The Vocabulary Book: Learning & Instruction. New York: Teachers College Press. ISBN 0807746274

Sedita, Joan. © 2003. The Key Three Routine: Comprehension Strategies. Danvers, MA: Keys to Literacy. 2003ISBN 0978610601 (Order at www.keystoliteracy.com)

Sedita, Joan. © 2005. The Key Vocabulary Routine. Danvers, MA: Keys to Literacy. 2003ISBN 0978610601 (Order at www.keystoliteracy.com)

Birsh, Judith. © 2011. Multisensory Teaching of Basic Language Skills, Third Edition. Baltimore, MD: Paul H. Brookes. ISBN 1557666768.

About LETRS
LETRS® (Language Essentials for Teachers of Reading and Spelling) is a professional development program that responds to the need for high-quality literacy educators at all levels. Developed by Louisa C. Moats, Ed.D., LETRS provides the deep foundational knowledge necessary to understand how students learn to read, write, and spell—and why some of them struggle.

The program's underlying principles are the groundwork in many scientific research reports, including “Blueprint for Professional Development,” Reading First Leadership Academy, U.S. Department of Education (Moats, 2002); “The Missing Foundation in Teacher Education,” American Educator (Moats, 1995); and “Measuring Teachers' Content Knowledge of Language and Reading,” Annals of Dyslexia (Moats and Foorman, 2003).

LETRS provides educators with a core understanding of language structure and helps them gain in-depth instructional information to complement their teaching practices. Rather than replacing the core basal reading program, LETRS brings deeper knowledge of reading instruction by addressing each component– phoneme awareness; phonics, decoding, spelling, and word study; oral language development; vocabulary; reading fluency; comprehension; and writing–as well as the foundational concepts that link them.

LETRS Core Modules

Grades K–12
Twelve core print modules are at the center of the LETRS program. Each of the individual LETRS modules covers a key ingredient of effective reading instruction. As a whole, the print modules are designed to serve as a complete professional development course for reading teachers and coaches at all grade levels. LETRS modules provide the foundational knowledge requirements that reading teachers and coaches at all grade levels can use to be more effective.

LETRS module content is delivered best in special LETRS Institutes by certified LETRS trainers, but the print modules are also available separately so that educators can choose instructional topics to study on their own. When used in their sequential order, LETRS modules are a valuable reference resource that educators will reach for time and time again.

LETRS modules use easy-to-understand language. Essential teaching concepts are underscored with engaging questions, problems, and tasks that emphasize the concept’s real-life application. Videos and other support resources are recommended, and educators can check their knowledge of LETRS content with the self-tests that bookend every LETRS module.