Foundations of Reading
(SB 1003 Comprehensive Training)
Dates: June 22-26, 2020
Credit: 36 Professional Development Units (PDU’s) and an option of 3 Credits from Southern Oregon University (additional fee)
Why Are You Offering This Workshop?
The short answer…because educators continue to request it. But here’s the backstory…
In 2015, Senate Bill 1003 was passed. This legislation requires one educator in every public K-5 to receive comprehensive training in understanding and recognizing dyslexia, the foundations of teaching reading and how to intensify instruction.
The Oregon Department of Education compiled a list of trainers. I made the list and from June 2017-June 2018, I trained over 1,000 educators across Oregon. I feel so blessed to have had the opportunity to work with educators from all grade levels, all professional roles and all locations (from one-room schoolhouses to large urban school districts). At the end of the day, we’re all doing the same job…educating children.
Although the legislation has officially expired, schools must maintain the requirement of one trained educator. Therefore, there will be an ongoing need for training. But it’s the other teachers–the ones who hear about this training through their colleagues and want to take it—that I offer this workshop during the summer.
Who is this Training Intended for?
Any educator who wants to deepen their understanding of the reading brain and acquire knowledge and tools to teach reading (regardless of what curriculum you use).
While I invite all educators to attend, I want to be clear that the content is most applicable for those who teach students in Pre-K through 2nd grade. Why? Because it’s during those years the building blocks of reading are taught (ideally). Do we have students in 3rd, 8th and 11th grade reading at a 2nd-grade level? Of course! Will you acquire knowledge and tools to support older struggling students? YES! For more information about specific workshop outcomes, scroll to the end of this page. Still have questions? Give us a call.
Why Does This Workshop Have Two Titles?
The original title was “SB 1003 Comprehensive Training”. However, now that most schools have fulfilled the requirements of SB 1003, the new title more appropriately speaks to the overarching content. However, this workshop still meets the requirements of SB 1003.
Where is this Workshop Taking Place?
Due to distancing regulations due to COVID-19, this his workshop will now be done online. Despite moving this online, this will still be a LIVE and interactive training.
If I have a prior commitment, can I attend just part of the training?
I realize life happens when we least expect it. However, please do your best to attend for the entire day, all 5 days. Otherwise, it’s like swiss cheese—there will be huge gaps in your learning.
Are All Materials Included?
All materials are included. A binder with all PowerPoint presentations and supplemental resources/activities will be mailed to you prior to the start of the workshop. In addition, you’ll have access to a Google Drive with additional resources.
Can I attend even if I live outside of Oregon?
What if my school district wants to pay by P.O.?
We welcome school districts to pay by purchase order. Please email firstname.lastname@example.org to register.
What if I want to register more than one person?
Please include the names and email addresses of all attendees in the “Notes” section of your order.
How Do I Get University Credits?
If you choose to pay for university credits, you will be asked to write a 2-3 page “Impact Statement”. Details will be provided at the workshop.
What Information Will Be Covered At This Workshop?
I’m not kidding when I say, “comprehensive”. Here is a list of workshop objectives.
Module One: Understanding and Recognizing Dyslexia
- Explain the domains of language and their importance to proficient reading and writing.
- Explain a scientifically valid model of the language processes underlying reading and writing.
- Identify and explain major research findings regarding the contribution of environmental factors to literacy outcomes.
- Match examples of student responses and learning behavior to phases in language and literacy development.
- Explain how a weakness in each component skill of oral language, reading, and writing may affect other related skills and processes across time.
- Identify the most salient instructional needs of students who are at different points of reading and writing development.
- Using case study, explain why a student is/is not meeting goals and expectations in reading or writing for his or her age/grade.
- Explain the reasoning or evidence behind the main points in the definition of dyslexia.
- Address common myths and misconceptions about dyslexia
- Recognize that reading difficulties coexist with other cognitive and behavioral problems.
- Explain a scientifically valid model of other cognitive influences on reading and writing including RAN, executive function, working memory, etc.
- Explain major research findings regarding the contribution of linguistic and cognitive factors to the prediction of literacy outcomes.
- Recognize the characteristics of individuals with dyslexia by age and grade level.
- Identify student learning behaviors and test profiles typical of students with dyslexia and related learning difficulties.
- Explore accommodations that level the playing field for individuals with dyslexia
- Recognize the power of early intervention and identify levels of instructional intensity, duration, and scope.
Module Two: Foundations in Reading
- Explicitly state the goal of any phonological awareness activity.
- Select and implement activities that match a student’s developmental level of phonological skill.
- Demonstrate instructional activities that identify, match, blend, segment, substitute and delete sounds.
- Successfully produce vowel and consonant phonemes.
- Teach articulatory features of phonemes and words.
- Support instruction with manipulative materials and movement.
- Direct students’ attention to speech sounds during reading, spelling and vocabulary instruction.
- Explicitly contrast first and second language phonological systems, as appropriate, to anticipate which sounds may be most challenging for the second language learner.
- Plan lessons with a cumulative progression of word recognition skills that build one on another.
- Recognize typical words from the historical layers of English.
- Sort words by orthographic “choice” pattern; analyze words by suffix ending patterns and apply suffix ending rules.
- Sort, pronounce and combine regular written syllables and apply the most productive syllable division principles.
- Analyze a student’s spelling errors to determine his or her instructional needs.
- Recognize the most common prefixes, roots, suffixes, and combining forms in English content words, and analyze words at both the syllable and morpheme levels.
- Recognize advanced morphemes.
- Match or identify examples of word associations, antonyms, synonyms, multiple meanings and uses, semantic overlap, and semantic feature analysis.
- Construct and deconstruct simple, complex, and compound sentences.
- Identify the basic parts of speech and classify words by their grammatical role in a sentence.
- Identify printed words that are the exception to regular patterns and spelling principles.
- Determine which students need a fluency-oriented approach to instruction using screening, diagnostic, and progress monitoring assessments.
- Match students with appropriate texts.
- Design lesson plans that incorporate fluency-building activities into instruction at sub-word and word levels.
- Design lesson plans with a variety of techniques to build reading fluency.
- Identify student interests and needs to motivate independent reading.
- Make appropriate recommendations for use of assistive technology.
- Classify text by genre.
- Identify main idea sentences, connecting words and topics that fit each type of expository paragraph organization.
- Explicitly and effectively teach concepts related to spelling.
- Integrate basic skill instruction with composition in writing lessons
- Select and design activities to teach important components of writing.
- Analyze students’ writing to determine specific instructional needs.
- Provide specific constructive feedback to students.
- Teach research-based writing for the intended audience.
- Make appropriate written recommendations for the use of assistive technology in writing.
- Use multisensory techniques to teach letter naming and letter formation in manuscript and cursive forms. Implement strategies to build fluency in letter formation, copying and transcription of written language.
Module Three: Intensifying Instruction
- Assess fluency rate and determine reasonable expectations using research-based guidelines.
- Select materials and/or create lessons that address students’ skill levels.
- Administer screening and progress monitoring assessments.
- Explain why individual students are or are not at risk in reading, based on their performance on the screening assessments.
- Administer educational diagnostic assessments using standardized procedures.
- Clearly and accurately summarize a student’s current skills in important component areas of reading.
- Write appropriate, specific recommendations for instruction and educational programming based on assessment data.
- Explicitly and effectively teach concepts of word recognition and phonics; apply concepts to reading single words, phrases, and connected text.
- Demonstrate the simultaneous use of two or three learning modalities to increase engagement and enhance memory.
- Plan and effectively teach all steps in a decoding lesson, including single-word reading and connected text that is read fluently, accurately, and with appropriate intonation and expression.
- Adapt the pace, format, content, strategy, or emphasis of instruction according to students’ pattern of response.
What Do I Do If I Have Additional Questions?
Please do not hesitate to contact us! We’re happy to answer any questions you have! We can be reached at 503.747.3491