The Science of Reading & Structured Literacy

Hours: 6-12

Audience: K-3 (word recognition) / K-8 (comprehension/combined) teachers

PD Description: GROUNDED IN RESEARCH, THIS COURSE IS DESIGNED FOR NEW & VETERAN TEACHERS WHO WISH TO IMPROVE THEIR PRACTICE IN STRUCTURED LITERACY & SMALL GROUP TARGETED INSTRUCTION. THIS SESSION EMPHASIZES HOW THE BRAIN LEARNS TO READ & HOW THIS APPLIES TO READING INSTRUCTION. TEACHERS LEAVE WITH A DEEPER UNDERSTANDING OF HOW TO IMPLEMENT EFFECTIVE TEACHING METHODS FOR TEACHING DECODING, LANGUAGE & READING COMPREHENSION.

*This PD can be broken into two parts based on Scarborough's Rope (see below). "The Science of Reading and Structured Literacy" focuses on the Word Recognition side of the rope and is geared toward K-3 teachers and staff. "The Science of Reading Comprehension" focuses on the Language Comprehension side of the rope and is designed to support K-8 teachers. The two parts can be combined to provide one, comprehensive PD around the true "Science of Reading."

Course Objectives:

• Participants will be able to explain what is meant by “the science of reading,” and what it means for literacy instruction, including but not limited to: the sense of urgency around the literacy crisis, foundations of structured literacy, valid and reliable literacy assessments, the components that make up proficient reading, and documented scientific evidence that supports literacy acquisition.

• Participants will be able to design whole and small group targeted literacy lessons that use instructional methodologies based on research and evidence.

• Participants will be able to reflect on their own teaching practice and identify areas of growth, including what instructional methods or routines may be replaced with others more supported by research on how humans learn to read in English.

• Participants will be able to identify how structured literacy provides equitable access to all students, including those with disabilities and English Learners, as well as identify instructional methods that support diverse learners’ literacy acquisition.