Open Minds. Unlock Potential.
New standards reflect a belief that real learning comes from engagement with challenging text accompanied by appropriate teacher scaffolding. As primary-grade students are developing skills in decoding and word recognition, they will also need assistance in building a strong foundation in comprehension. This interactive workshop will focus on research-based instructional strategies that allow us to teach our youngest readers to read words and make meaning simultaneously. Teachers will first examine what complex text means in the primary grades and then will explore effective instructional strategies they can use to ensure all children will gain the skills needed to meet grade-level standards and the demands of complex text.
Topic Number PD32
Primary students are eager for “real world” literacy. How do we plunge children into a rich pool of visual and verbal ideas, while teaching them to read nonfiction? What about children who are still mastering basic reading skills? This topic addresses the unique needs of K–2 readers as they learn and apply their emerging skills to nonfiction. In this hands-on workshop, teachers will learn how to evaluate the quality of nonfiction texts and then how to use those texts to support students’ decoding, vocabulary, and comprehension skills and strategies.Topic Number PD33
Examine best practices in teaching nonfiction in Grades 3 and up by making connections to learning theory, relevant content-area instruction, and strategy instruction. Reading standards for informational text emphasize that students ask and answer questions, use text features and illustrations, compare and contrast texts, and recognize main ideas and supporting details. Participants will learn to teach nonfiction-reading strategies that students can transfer across the curriculum.Topic Number PD10
This topic lays the groundwork for understanding the reading process and how that translates into practical classroom application in beginning reading instruction. Participants leave this topic understanding how the neural pathways for reading are formed, what “systematic, explicit instruction” really means, and how to implement practical strategies for four research-based principles of reading instruction: (1) a strong language foundation, (2) explicit instruction and application, (3) multi-modal immersion, and (4) language arts integration. This topic is targeted to primary teachers but is applicable to administrators and to intermediate teachers who want to better understand beginning reading or reading intervention.Topic Number PD34
In light of the new standards, grade-level reading proficiency is more important than ever. Yet teachers are faced with an ever-increasing range of learners. How can all students reach grade-level text of appropriate complexity? Simply putting struggling readers in easier materials is not the answer. Instruction, not materials, holds the key. With today’s diverse student population, teachers need to think and teach diagnostically and know what tools to use to differentiate instruction based on the needs of the learners. This topic will address how to differentiate instruction, providing a template for understanding the reading process, forming skills-based groups, and delivering effective instruction.Topic Number PD35
Motivated learners put more effort and time into learning tasks; they set high standards that emphasize competence; they learn to filter out distractions that interfere with attaining learning goals; they use effective learning strategies, including monitoring their progress; and they practice and work at the task longer and harder than other students. The question then becomes, how do we build motivation? Participants in this interactive workshop will be introduced to the most recent research on the power of motivation in the process of learning to read and provided with specific strategies and knowledge to enact the key principles of motivation: relevance, engagement, and success.Topic Number PD36