Webinars and video series on the Science of Reading from five trusted providers, carried over from the original portal. Some providers ask for a school email to unlock a free recording.
1. Definitions of the science of reading, four conceptual models of reading, and brain imaging studies 2. A deeper dive into the components of Scarborough's Reading Rope including background knowledge, vocabulary, language structures, verbal reasoning, phonological awareness, and word recognition 3. A look at implications and implementation of SOR practices
What makes a text decodable, the integral role they play in structured literacy, tips for using decodables during a lesson
An evidence-based method for building language comprehension in young students using read alouds
Insights and resources about how to design and deliver high-impact small group instruction
Chall’s Reading Stages, the 5 components of reading, The Simple View of Reading, Scarborough’s Reading Rope, and Levels of Language
Information and instructional suggestions about teaching beginning writing skills to students in grades K–6
Provides suggestions for teaching the alphabetic principle and phonics for decoding and spelling to students in K-2.
Reviews the connection between oral language and literacy learning and provides instructional suggestions
An overview of a strategy routine that combines direct and indirect instructional practices for teaching vocabulary. Components include: previewing, making connections between words, selecting words to teach in-depth, and using context and word parts to determine the word meaning
Explains the orthographic mapping process that proficient readers use to store words in long-term memory, enabling fluent reading
Describes the following executive functions and the role they play in reading and writing: goal setting, organizing, cognitive flexibility, working memory, self-monitoring, and inhibition
Explains the writing rope and teaching tips for each of these strands: critical thinking, syntax, text structure, writing craft, transcription
Shares suggestions for using Quick Writes that support vocabulary, comprehension, and writing in any grade to help students process and learn
Provides an overview of dyslexia: dyslexia defined, facts and myths, a summary of how the brain learns to read, and suggestions for providing reading instruction that meets the needs of students with dyslexia
Instructional suggestions for teaching text structure to support comprehension and writing at the sentence, paragraph, and longer text levels *This is more geared toward upper elementary*
Discusses features and content of structured literacy as well as activities and techniques that can be used in the classroom
Presenters will explore the various strands of Scarborough’s Reading Rope and demystify common misunderstandings while sharing best practices
Focuses on the importance of vocabulary and oral language as the keys to reading comprehension
Discusses how students’ writing and spelling lets us know what needs to be taught and what students need to learn
A review of research that supports explicit, structured writing instruction, with strategies for planning and revision
An exploration of increasing comprehension with a text-driven instructional approach versus a strategy approach.
Discusses what alphabet knowledge and phonological awareness are, and why they are so critically important for emergent readers. Shares practical, multisensory strategies to help students learn letter names and sounds.
Introduces research-based, classroom-tested techniques to build and reinforce students’ phonological and phonemic awareness.
Discusses hands-on strategies for working with children who experience difficulty with letter reversals. Explains why children reverse letters and practical ways to intervene to support struggling students.
Explains how to combine systematic instruction, grounded in the science of reading, with purposeful reading and writing to increase knowledge and extend students’ learning through practice and application.
Covers the role of fluency in reading and its relation to comprehension and motivation, and how to help students develop fluency and automaticity
Explains how to choose and teach individual words most effectively, and how to help students make connections between and among words they are learning
Explains how to deliver dynamic and engaging read-alouds using “think-alouds,” where teachers demonstrate (and encourage and support students on) how to think critically about a text.
Focuses on using small-group instruction and the science of reading to support students in their literacy learning. Topics include using data to plan groups, implementing lessons that scaffold student strengths and background knowledge, and incorporating a range of strategies that support the learning process.
Discusses the critical elements of MTSS that must be in place to ensure all students have the skills, knowledge and opportunities to become strong readers. Includes overview of necessary assessment types.
How speech to print differs from print to speech and what this means for instruction
Learn a process to banish student b/d reversals in reading and writing
Learn 5 ways to help reverse students guessing words when they read
: Features conversations with international experts as they share some of their acquired knowledge, key discoveries and thoughts for the future
Seven evidence-based literacy practices for kindergarten through sixth grade — the research, the teaching sequence, and the materials, free for teachers and families.