Teaching of Writing
Jan
19
6:00 PM18:00

Teaching of Writing

Dates: Jan. 19, 20, Feb. 9, 10, March 2, 3, 2018
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will present an overview of research and theories that relate to the teaching of writing. This course is designed to provide educators with the information necessary to teach all students, Grades K-adult, a process for organizing and expressing thoughts, feelings, and ideas in written language. They will learn that handwriting, spelling, knowledge of sentence structure, and executive functioning skills all play an important role in the ability to write effectively. Educators will understand the benefit of direct teaching of concepts and skills, presented in dependent order and delivered through multisensory strategies, materials and activities. Time will be spent exploring a variety of writing methods and programs available at the various grade levels. They will learn about the assistive technology available to support struggling writers. Educators will view a number of assessments, both formal and informal, authentic and standardized, that can be used to assess writing.

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Project Read: Report Form, Story Form, Story Form Literature Connection
Nov
3
6:00 PM18:00

Project Read: Report Form, Story Form, Story Form Literature Connection

Dates: Nov. 3, 4, 5, Dec. 1, 2, 3, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-2:30pm

This course presents the reading comprehension strand of the Project Read program. The Report Form curriculum teaches students how to collect, organize, and analyze information from expository text. Beginning in the primary grades, it provides children with comprehension strategies so they can recall information, respond to questions at both the literal and interpretive levels, and study for tests. The curriculum materials include reading selections, graphic organizers, student practice sheets, and questioning strategies based on Bloom’s Taxonomy. The Story Form Literature Connection curriculum presents the underlying structure and format of narrative text. Beginning in Kindergarten the curriculum teaches a process of analyzing a story by identifying the elements of plot. The curriculum introduces eight story genres and authors’ literary techniques such as simile, metaphor, puns, symbolism, and methods of characterization. The Story Form curriculum, designed for intermediate and secondary students, teaches the parts of a story and methods of characterization to students in grades five through high school. The concepts and skills embodied in both curricula are taught directly in their dependent order using multisensory strategies, materials, and activities. Students learn a set of study skills that assist higher level thinking and test taking.

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Reading, Writing and Spelling Assessment
Sep
8
6:00 PM18:00

Reading, Writing and Spelling Assessment

Dates: Sept. 8, 9, 29, 30, Oct. 20, 21, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments. These skills will provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

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Language Development & Disorders
Aug
7
8:30 AM08:30

Language Development & Disorders

Dates: August 7, 8, 9, 10, 11, 2017
Time: 8:30am-4:30pm

This course explores the components of typical and atypical language development. We focus on different aspects of language: phonology, morphology, semantics, syntax, and pragmatics. The behavioral manifestations associated with language disorders and their influence on academic performance, including written language skills and its relationship to reading/writing instruction will be carefully reviewed.

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Technology to Support Literacy (Group 2)
Jun
16
6:00 PM18:00

Technology to Support Literacy (Group 2)

Dates: June 16, 17, 18, July 7, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-3:30pm; Weekdays 8:30am-4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning. The content for this course is based on the research of the National Reading Panel Report. General principles of Universal Design are a common theme. Designing multiple ways of receiving information is balanced by considerations for multiple means of expression.

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Technology to Support Literacy (Group 1)
Jun
9
6:00 PM18:00

Technology to Support Literacy (Group 1)

Dates: June 9, 10, 11, July 6, 2017
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-3:30pm; Weekdays 8:30am-4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning. The content for this course is based on the research of the National Reading Panel Report. General principles of Universal Design are a common theme. Designing multiple ways of receiving information is balanced by considerations for multiple means of expression.

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Structure of Language Part ll Meaning, Syntax and Semantics
Feb
3
6:00 PM18:00

Structure of Language Part ll Meaning, Syntax and Semantics

Dates: Feb 3, 4, 24, 25, March 10, 11, 2017 (snow dates March 17, 18)
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

The focus of this course is reading comprehension instruction. We will study factors that influence reading comprehension including reading fluency, word meaning (semantics), sentence structure (syntax), text organization, discourse structure and meta-cognitive processes to help us understand underlying components of reading comprehension. We construct a model to link reading comprehension processes, and use it both to recognize and interpret language and reading comprehension difficulties, and to develop a larger toolbox of strategies for explicitly teaching reading comprehension to diverse learners. We will review current research on reading fluency, vocabulary,and reading comprehension instruction.

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Teaching of Writing
Jan
20
6:00 PM18:00

Teaching of Writing

Dates: Jan. 20, 21, Feb. 10, 11, March 3, 4, 2017
Time: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will present an overview of research and theories that relate to the teaching of writing. This course is designed to provide educators with the information necessary to teach all students, Grades K-adult, a process for organizing and expressing thoughts, feelings, and ideas in written language. They will learn that handwriting, spelling, knowledge of sentence structure, and executive functioning skills all play an important role in the ability to write effectively. Educators will understand the benefit of direct teaching of concepts and skills, presented in dependent order and delivered through multisensory strategies, materials and activities. Time will be spent exploring a variety of writing methods and programs available at the various grade levels. They will learn about the assistive technology available to support struggling writers. Educators will view a number of assessments, both formal and informal, authentic and standardized, that can be used to assess writing.

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Project Read: Report Form, Story Form, Story Form Literature Connection
Nov
4
6:00 PM18:00

Project Read: Report Form, Story Form, Story Form Literature Connection

Dates: Nov. 4, 5, 18, 19, Dec. 2, 3, 2016
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course presents the reading comprehension strand of the Project Read program. The Report Form curriculum teaches students how to collect, organize, and analyze information from expository text. Beginning in the primary grades, it provides children with comprehension strategies so they can recall information, respond to questions at both the literal and interpretive levels, and study for tests.The curriculum materials include reading selections, graphic organizers, student practice sheets, and questioning strategies based on Bloom’s Taxonomy. The Story Form Literature Connection curriculum presents the underlying structure and format of narrative text. Beginning in Kindergarten the curriculum teaches a process of analyzing a story by identifying the elements of plot. The curriculum introduces eight story genres and authors’ literary techniques such as simile, metaphor, puns, symbolism, and methods of characterization. The Story Form curriculum, designed for intermediate and secondary students, teaches the parts of a story and methods of characterization to students in grades five through high school. The concepts and skills embodied in both curricula are taught directly in their dependent order using multisensory strategies, materials, and activities. Students learn a set of study skills that assist higher level thinking and test taking.

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Reading Research
Oct
14
6:00 PM18:00

Reading Research

Dates: Oct. 14, 15, Nov. 4, 5, 18, 19, 2016
Times: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide a definition of scientific research and a review of reading research. The focus will be on the importance of using research to guide evidence-based instructional practice in literacy. The first section of the coursework will discuss and define scientific research, examine three types of research studies (longitudinal research, meta-analysis, and clinical trials) and present guidelines for evaluating the quality of particular research studies. The second section of the course will give a historical perspective, citing pivotal studies, from the early days of the field of literacy research and instruction to the present.

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Reading, Writing and Spelling Assessment
Sep
9
6:00 PM18:00

Reading, Writing and Spelling Assessment

Dates: Sept. 9, 10, 30, Oct. 1, 21, 22, 2016
Time: Fridays 6:00pm-10:00pm; Saturdays 8:30am-4:30pm

This course will provide experience in administering and interpreting data obtained from formal and informal reading, spelling and writing assessments. These skills will provide the ability to develop specific recommendations for appropriate reading, spelling, and written language curricula in order to enhance skills for all students, particularly those who have difficulty learning to read, write, or spell through traditional classroom methods.

View Event →
Language Development & Disorders
Aug
8
8:30 AM08:30

Language Development & Disorders

Dates: August 8, 9, 10, 11, 12, 2016
Time: 8:30am–4:30pm

This course explores the components of typical and atypical language development. We focus on different aspects of language: phonology, morphology, semantics, syntax,and pragmatics. The behavioral manifestations associated with language disorders and their influence on academic performance, including written language skills and its relationship to reading/writing instruction will be carefully reviewed.

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Structure of Language for Teachers, Part I: Sounds, Syllables, Spelling and Word Structure
Aug
2
8:30 AM08:30

Structure of Language for Teachers, Part I: Sounds, Syllables, Spelling and Word Structure

Dates: August 2, 3, 4, 9, 10, 2016
Time: 8:30am–4:30pm

This course is designed to give participants working knowledge of phonetics, phonology, orthography, and morphology, which are the building blocks for effective teaching of word recognition, vocabulary, and spelling and insight into the difficulties of children with decoding and encoding problems.

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Technology to Support Literacy (Group 2)
Jun
17
6:00 PM18:00

Technology to Support Literacy (Group 2)

Dates: June 17, 18, 19, July 7, 2016
Times: Fridays 6:00pm–10:00pm; Saturdays 8:30am–4:30pm; Sundays 8:30am–3:30pm; Weekdays 8:30am–4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning.

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Technology to Support Literacy (Group 1)
Jun
10
6:00 PM18:00

Technology to Support Literacy (Group 1)

Dates: June 10, 11, 12, July 6, 2016
Times: Fridays 6:00pm–10:00pm; Saturdays 8:30am–4:30pm; Sundays 8:30am–3:30pm; Weekdays 8:30am–4:30pm

As classrooms increasingly have access to new learning technologies, it is important to support professionals in trying to meet the literacy, learning and assistive technology needs of students who struggle with reading and writing. Primary focus is on technology-based instructional strategies that help to differentiate learning. Topics include: Making adjustments to the computer for learner success, Light to High tech tools for access to English Language Arts curriculum, Software to support basic skills acquisition, Differentiated Instruction using the Read/Write Web and Universal Design for Learning, and Multimedia project-based learning.

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Multisensory Structured Language Strategies Across the Curriculum
Jun
3
6:00 PM18:00

Multisensory Structured Language Strategies Across the Curriculum

Dates: June 3, 4, 5, 17, 18 & 19 2016
Times: Fridays 6:00-10:00pm; Saturdays 8:30am-4:30pm; Sundays 8:30am-3:30pm

This course focuses on identifying and developing appropriate instructional strategies in the teaching of literacy components across the curriculum. We will explore the principles of inclusion, the application of instructional strategies, and curricular adaptations that are most effective in both general and special education settings. This course provides a bridge between the principles of inclusion and educational implementation by exploring and applying instructional strategies and curricular adaptations that are most effective in content area classrooms within the general education setting. The difference between content area reading and disciplinary literacy will be explored. RtI and differentiated instructions strategies will be presented.

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