We’re excited you’ll be joining us for these upcoming professional learning opportunities! June 9th sessions are available exclusively to registered participants of the Language and Literacy Symposium. From June 10th –12th, all registrants of the Embracing Literacy: Soaring with Language and Literacy Conference are welcome to attend a wide range of engaging sessions designed to elevate language and literacy practices across our communities.
We look forward to learning and growing together!
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Session Description This session presents research that highlights the power of instructional routines to maximize student learning. By using explicit instructional routines, teachers can deliver lessons with a seamless and consistent structure. These routines incorporate opportunities for students to respond, engage in guided practice with feedback, and receive immediate error correction. As a result, students are better able to focus on the content being taught rather than the structure of the task, which leads to improved learning outcomes. The session specifically models and provides practice with instructional routines related to word recognition. Participants engage in hands-on opportunities to internalize and apply these strategies. The design and delivery of the session emphasize a research-to-practice approach, ensuring that practitioners are equipped to immediately implement what they learn. Participants will leave with a ready-to-use toolkit of instructional resources that support effective and efficient instruction.
Learning Objectives By the end of this session, participants will be able to:
Describe the research that underpins instructional routines
Describe the most effective types of practice
Rehearse instructional routines with guided feedback
Match an instructional routine to a learning objective
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
What’s “reading science” got to do with English Learners? The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skill still matter?
Objectives:
Define the “science of reading” and explain its relevance to English Learners (ELs).
Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
Session Description In this session we will briefly explore the theoretical foundations of the reading- writing connection with the Not-So-Simple View of Writing (Berninger & Winn, 2006) and the Writing Rope (Sedita, 2019) as well as the cognitive processes that underpin both reading and writing. The session’s main goal is to translate these research-based frameworks to practice by offering instructional strategies that enhance both transcription and composition skills to advance both reading comprehension and writing.
Learning Objectives By the end of this session, participants will be able to:
- Build Understanding a. Explain the Not-So-Simple View of Writing and the Writing Rope frameworks and the cognitive processes that underpin reading and writing. b. Clarify how writing contributes to reading comprehension and reading comprehension contributes to writing.
Apply Strategies c. Explore evidence-based instructional strategies for teaching transcription and composition.
Plan for Implementation d. Develop actionable plans for integrating writing instruction into existing literacy programs.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
What’s “reading science” got to do with English Learners? The short answer to this question is, “A lot.” A more informative answer requires answers to these questions, which this presentation targeted to educators in schools and classrooms will address: What’s the "science of reading”? How is it relevant for English Learners? What about bilingual education? When teaching reading to students simultaneously learning to speak and understand the language as they learn to read and write it, what’s the same and what’s different compared to teaching students to read who already know the language? What are some things that do and don’t work for teaching English reading to ELs? What about beginning and early literacy? Do foundational skill still matter?
Objectives:
Define the “science of reading” and explain its relevance to English Learners (ELs).
Differentiate between effective practices for teaching reading to native English speakers and ELs, identifying what remains consistent and what must be adapted.
Explain the role of foundational skills in early literacy instruction for English Learners, including phonemic awareness, phonics, and oral language development.
Describe key considerations in bilingual education and how reading science intersects with dual-language or multilingual approaches.
Evaluate common misconceptions and ineffective practices in reading instruction for ELs and identify evidence-based strategies that support language and literacy development.
Credit Reflection Questions: Applying Learning to Practice
What new insights did you gain from the presentation, and how did they connect to your existing knowledge or experience?
In what ways did the presentation deepen or enhance your understanding of the topic?
How do you plan to apply what you learned in your work? Who will benefit from it, and what changes or improvements do you expect to see?
