Science of Reading & Structured Literacy

Structured literacy is an evidence-based approach to reading instruction that is explicit, systematic, and responsive to how the brain learns to read. In this session, participants will explore the key components of structured literacy and how they support all learners, including students with dyslexia. Educators will examine instructional routines, classroom examples, and practical strategies that can be implemented immediately to strengthen reading instruction. 

Designed for educators to deepen their understanding of how Structured Literacy is applied in the classroom. Participants will unpack the International Dyslexia Association Structured Literacy Infographic, examine the who, how, and what of instruction, and explore how Structured Literacy plays a critical role within a strong MTSS framework. Join us for this high-impact learning session that supports leaders in understanding how Structured Literacy and the Reading Rope work together in the classroom to strengthen literacy outcomes for all students.

Designed to deepen understanding of how Structured Literacy is applied in the classroom. Participants will unpack the International Dyslexia Association Structured Literacy Infographic, examine the who, how, and what of instruction, and explore how Structured Literacy plays a critical role within a strong MTSS framework. Join us for this high-impact learning session that supports leaders in understanding how Structured Literacy and the Reading Rope work together in the classroom to strengthen literacy outcomes for all students.

In 2022, the Institute of Educational Sciences (IES) published the Providing Reading Interventions for Students in Grades 4-9 educator's practice guide. This document presents four evidence-based recommendations to support not only students who need intervention but all learners in the classroom. In this 1.5-hour asynchronous course, you will explore Recommendation 1: Build students' decoding skills to help them read complex, multisyllabic words. The course provides strategies and routines you can use with students, along with opportunities to apply your learning to your own teaching context.

Providing Purposeful Fluency-Building Activities to Help Students Read Effortlessly: In 2022, the Institute of Educational Sciences (IES) published the Providing Reading Interventions for Students in Grades 4-9 educator's practice guide. This document presents four evidence-based recommendations to support not only students who need intervention but all learners in the classroom. In this 1.5-hour asynchronous course, you will explore Recommendation 2: Provide purposeful fluency-building activities to help students read effortlessly. The course provides strategies and routines you can use with students, along with opportunities to apply your learning to your own teaching content.

Using Comprehension-Building Practice to Help Students Make Sense of the Text (Part 1): In 2022, the Institute of Educational Sciences (IES) published the Providing Reading Interventions for Students Grades 4-9 educator's practice guide. This document presents four evidence-based recommendations to support not only students who need intervention but all learners in the classroom.In this 1.5-hour asynchronous course, you will explore Recommendation 3a: Building students' world and word knowledge so they can make sense of the text and 3b: Consistently provide students with the opportunity to ask and answer questions to better understand the text they read. The course provides strategies and routines you can use with students, along with opportunities to apply your learning to your own teaching context.

Using Comprehension-Building Practice to Help Students Make Sense of the Text (Part 2) In 2022, the Institute of Educational Sciences (IES) published the Providing Reading Interventions for Students in Grades 4-9 educator's practice guide. This document presents four evidence-based recommendations to support not only students who need intervention but all learners in the classroom. In this 1.5-hour asynchronous course, you will explore Recommendation 3c: Teach students a routine for determining the gist of a short section of text and 3d: Teach students to monitor their comprehension as they read. The course provides strategies and routines you can use with students, along with opportunities to apply your learning to your own teaching content.

An overview of PA 146 and understanding structured literacy. Participants were encouraged to explore their own curricular resource in order to determine how it connects to the structured literacy model.