Session Description: Some have characterized the role of fluency as a “bridge” between early and later reading stages. In the early reading stages, students develop oral language and phonemic awareness, learn to apply the alphabetic principle to increasingly complex words, and become familiar with more and more sight words---an ever-growing bank of instantly recognized and retrievable words. Later reading stages are categorized by increased reading skills and comprehension. If readers do not develop adequate levels of fluency, they may become stuck in the middle of the bridge--- able to decode words but with insufficient automaticity to adequately facilitate comprehension. These students typically become reluctant readers--- and this can lead to dire long-term consequences. This webinar explores the multifaceted nature of fluency, instructional implications, and the role of assessment in the elementary classroom.
Monday, November 9, 2020
Fluency in Elementary Classrooms
Fluency in Intermediate Classrooms
Session Description: Some have characterized the role of fluency as a “bridge” between early and later reading stages. In the early reading stages, students develop oral language and phonemic awareness, learn to apply the alphabetic principle to increasingly complex words, and become familiar with more and more sight words---an ever-growing bank of instantly recognized and retrievable words. Later reading stages are categorized by increased reading skills and comprehension. If readers do not develop adequate levels of fluency, they may become stuck in the middle of the bridge--- able to decode words but with insufficient automaticity to adequately facilitate comprehension. These students typically become reluctant readers--- and this can lead to dire long-term consequences. This webinar explores the multifaceted nature of fluency, instructional implications, and the role of assessment in the intermediate classroom.
Reconceptualizing Literacy
Session Description: It is time to reconceptualize literacy. We used to think that demographics were a big determinant of students’ academic destiny. Now we focus less on deficits and more on providing opportunities to learn. We used to “wait and see” as a solution for struggling readers, hoping they would “catch up”, but now we know that we MUST prioritize prevention and intervention. We used to believe that reading is natural, but now we know that speaking is natural, reading is rocket science, and that we literally rewire the neural pathways in the brain when we learn to read. We used to believe that the best way to teach reading was through whole-group instruction, but now we know that that instruction must be differentiated. We used to believe that teachers should have complete autonomy over instructional materials and methods, but now we know that teachers must make decisions based on scientifically-based reading research, not their own preferences and teaching philosophies. We used to think that there were many inalterable variables that contributed to student failure, but now we know the brain is malleable, and we focus instead on alterable variables by promoting a growth mindset. We also discard competitive school cultures in favor of a more collaborative, team-oriented culture. When we know better, we do better, and our students reap the benefits!
Thursday, April 30, 2020
Scaffolding Vocabulary in Complex Text
Slideshow with Notes/Script: Scaffolding Vocabulary in Complex Texts
Google File: Supporting Vocabulary in Complex Texts Supporting Documents
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Friday, May 17, 2019
A Case for Morphology & Word Study
Supporting Documents:
Slideshow with Notes/Script: A Case for Morphology & Word Study
Google File: A Case for Morphology Supporting Documents
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Session Quiz- Google Form link
