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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The term “science of reading” is often used only to highlight problems with phonics instruction. But that overlooks the abundant scientific evidence indicating that standard reading comprehension instruction, which focuses on isolated skills, is also problematic. Science also tells us we need to break down the artificial walls separating reading and writing instruction since the two are closely connected. And fundamentally, we need to see both reading and writing as aspects of learning, to take advantage of practices backed by cognitive science that can make teachers more effective and boost student achievement.
Objectives:
Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
Reflect on current classroom practices and identify areas where reading and writing instruction can be more deeply connected to improve outcomes for all students, particularly those with dyslexia.
Apply research-informed strategies from the science of reading and writing to create more inclusive, effective learning environments that support language and literacy development for diverse learners.
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?
Making Structured Literacy Work for Language-Diverse Classrooms
Introduction Some believe Structured Literacy doesn’t work in language-diverse classrooms, but Maya Goodall and Dr. Dale Webster of CORE Learning will show you why that’s a misconception. Literacy and language are deeply connected for every learner. For students from language-diverse backgrounds, effective reading instruction requires more explicit attention to oral language, but all students benefit from approaches that integrate both language and literacy development.
This session will demonstrate how Structured Literacy principles can be adapted to support students from language-diverse backgrounds by leveraging their linguistic diversity as a strength. You’ll gain practical insights into how understanding the relationship between oral language and literacy leads to instruction that is equitable, effective, and accessible for Multilingual Learners, English variety speakers, and students with dyslexia.
Learning Objectives
1. Connect Structured Literacy principles with second language acquisition and oral language development, 2. Adapt Structured Literacy instruction to build on students' existing linguistic knowledge and strengths, 3. Implement specific strategies that support Multilingual Learners, English variety speakers, and students with dyslexia, 4. Bridge the gap between students' oral language skills and literacy development using Structured Literacy approaches.
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?
The term “science of reading” is often used only to highlight problems with phonics instruction. But that overlooks the abundant scientific evidence indicating that standard reading comprehension instruction, which focuses on isolated skills, is also problematic. Science also tells us we need to break down the artificial walls separating reading and writing instruction since the two are closely connected. And fundamentally, we need to see both reading and writing as aspects of learning, to take advantage of practices backed by cognitive science that can make teachers more effective and boost student achievement.
Objectives:
Experience the challenges that students with dyslexia face through immersive, simulation-based activities that reflect real classroom tasks in reading, writing, and language processing.
Examine how misconceptions about the science of reading—especially the overemphasis on phonics alone—can limit comprehensive instructional approaches for students with dyslexia.
Explore the cognitive science behind effective reading and writing instruction, including the importance of integrating comprehension, decoding, vocabulary, and written expression.
Reflect on current classroom practices and identify areas where reading and writing instruction can be more deeply connected to improve outcomes for all students, particularly those with dyslexia.
Apply research-informed strategies from the science of reading and writing to create more inclusive, effective learning environments that support language and literacy development for diverse learners.
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?
Making Structured Literacy Work for Language-Diverse Classrooms
Introduction Some believe Structured Literacy doesn’t work in language-diverse classrooms, but Maya Goodall and Dr. Dale Webster of CORE Learning will show you why that’s a misconception. Literacy and language are deeply connected for every learner. For students from language-diverse backgrounds, effective reading instruction requires more explicit attention to oral language, but all students benefit from approaches that integrate both language and literacy development.
This session will demonstrate how Structured Literacy principles can be adapted to support students from language-diverse backgrounds by leveraging their linguistic diversity as a strength. You’ll gain practical insights into how understanding the relationship between oral language and literacy leads to instruction that is equitable, effective, and accessible for Multilingual Learners, English variety speakers, and students with dyslexia.
Learning Objectives
1. Connect Structured Literacy principles with second language acquisition and oral language development, 2. Adapt Structured Literacy instruction to build on students' existing linguistic knowledge and strengths, 3. Implement specific strategies that support Multilingual Learners, English variety speakers, and students with dyslexia, 4. Bridge the gap between students' oral language skills and literacy development using Structured Literacy approaches.
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?
