Embracing Literacy 2025 Events

Introduction:

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 skills 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?

Introduction:

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 skills 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?

Introduction:

Strong literacy leadership is essential for secondary academic success. This workshop equips school leaders, instructional coaches, and teacher leaders with the tools to drive meaningful literacy improvements. Participants will explore strategies to create a literacy-focused culture, set clear goals, and foster collaboration among educators.

Key focus areas include developing influence by prioritizing literacy across all content areas, leading intentionally through goal-setting and accountability, and aligning literacy goals with school improvement plans. Additionally, attendees will learn how to build teacher capacity through professional learning, coaching, and data-driven practices. Leaders will also be encouraged to model continuous growth, fostering a mindset of lifelong learning among educators.

This session will provide a roadmap for elevating instructional practices and empowering students to achieve their highest potential through practical strategies and actionable insights. Attendees will leave with actionable steps to implement and sustain school-wide literacy initiatives effectively.

Objectives:

• Articulate the role of strong literacy leadership in supporting secondary academic achievement across content areas.
• Develop strategies to establish a school-wide culture that prioritizes literacy and aligns with overall school improvement goals.
• Apply goal-setting and accountability practices to lead intentional, literacy-focused instructional improvements.
• Design systems of professional learning and coaching to build teacher capacity in evidence-based literacy practices.
• Use data-driven approaches to monitor progress, inform instruction, and guide continuous school-wide improvement.

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?

Invitational Leader Symposium Exclusive:

What System Leaders Need to Know about Research That Must Guide How We Teach English Learners to Read

Introduction:

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 skills 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?

Introduction:

Strong literacy leadership is essential for secondary academic success. This workshop equips school leaders, instructional coaches, and teacher leaders with the tools to drive meaningful literacy improvements. Participants will explore strategies to create a literacy-focused culture, set clear goals, and foster collaboration among educators.

Key focus areas include developing influence by prioritizing literacy across all content areas, leading intentionally through goal-setting and accountability, and aligning literacy goals with school improvement plans. Additionally, attendees will learn how to build teacher capacity through professional learning, coaching, and data-driven practices. Leaders will also be encouraged to model continuous growth, fostering a mindset of lifelong learning among educators.

This session will provide a roadmap for elevating instructional practices and empowering students to achieve their highest potential through practical strategies and actionable insights. Attendees will leave with actionable steps to implement and sustain school-wide literacy initiatives effectively.

Objectives:

• Articulate the role of strong literacy leadership in supporting secondary academic achievement across content areas.
• Develop strategies to establish a school-wide culture that prioritizes literacy and aligns with overall school improvement goals.
• Apply goal-setting and accountability practices to lead intentional, literacy-focused instructional improvements.
• Design systems of professional learning and coaching to build teacher capacity in evidence-based literacy practices.
• Use data-driven approaches to monitor progress, inform instruction, and guide continuous school-wide improvement.

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?

Introduction:
Welcome to "Leading With Literacy at Every Level: Empowering Teachers, Classrooms, and Schools for Secondary Success." As educators, we know that literacy is fundamental to students' academic success and personal development. This session invites you to explore the vital role that teachers play in advancing literacy initiatives and fostering a culture that prioritizes reading and writing across all subjects and grade levels.
Together, we will examine how, as educators, we can empower ourselves and our colleagues to lead within our classrooms and schools effectively. You will learn practical strategies to create a literacy-rich environment that engages students and supports their diverse learning needs. We'll discuss how to set clear literacy goals that align with our teaching practices and improve student outcomes.
Throughout our time together, we will highlight collaborative approaches that encourage teamwork among educators, enabling us to share insights, resources, and effective practices. You will gain valuable tools to enhance your instructional techniques through coaching, data analysis, and continuous improvement, all aimed at elevating literacy instruction.
Join us as we delve into the powerful impact of literacy leadership from a teacher's perspective. By embracing our roles as literacy advocates, we can inspire our students to reach their full potential and achieve lasting academic success together. Let’s work collectively to lead with literacy at every level!

Objectives:

1. Role of Literacy in Teaching: Understand the critical role of effective literacy instruction in promoting student engagement and academic success at the secondary level.
2. Setting Instructional Goals: Learn to establish clear, actionable literacy goals that align with curriculum standards and are informed by student performance data.
3. Collaborative Teaching Practices: Explore methods for fostering collaboration among educators to enhance literacy instruction and support diverse learning needs through shared resources and strategies.
4. Empowering Student Learning: Gain practical techniques and strategies to empower students in their literacy development, ensuring they build the necessary skills for academic achievement and lifelong learning.

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?

Introduction
Understanding dyslexia is essential for designing equitable and effective instruction. This session explores the intersection of science, lived experience, and practical classroom application. Participants will explore how the brain processes language and examine current research findings on dyslexia and other language-based learning differences. Through challenging vignettes and real-world examples, we will illuminate the unique experiences of individuals with dyslexia. By connecting neuroscience to instructional strategies, participants will be equipped to make informed decisions that support all learners, especially those with language and literacy differences.

Objectives
By the end of this session, participants will gain insights into the following:

1. Describe the neurological foundations of reading and how the brain functions differently in individuals with dyslexia.
2. Identify key signs and symptoms of dyslexia and other language-based learning differences.
3. Analyze real-life vignettes to deepen understanding of the lived experiences of students with dyslexia.
4. Apply evidence-based interventions and accommodations to strengthen instruction and support students with dyslexia.
5. Make informed instructional decisions based on current research and a deeper understanding of how dyslexia impacts learning.

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?

Strong literacy leadership is essential for secondary academic success. This workshop supports school leaders, instructional coaches, and teacher leaders in driving impactful literacy improvement across classrooms and teams. Participants will explore strategies to cultivate a literacy-centered culture, establish clear and measurable goals, and foster collaboration among educators.

Key focus areas include developing instructional influence by prioritizing literacy across all content areas, leading with intentionality through goal-setting and shared accountability, and aligning literacy efforts with school improvement priorities. Teacher leaders will gain tools to support their peers through collaborative planning, modeling, and data-informed instruction at the team and classroom levels. Leaders at all levels will learn how to build educator capacity through professional learning, coaching, and reflective practice.
This session offers a practical roadmap to strengthen instructional practices, promote collective efficacy, and empower students to reach their full potential. Attendees will leave with actionable strategies to implement and sustain effective, school-wide, and team-level literacy initiatives.

Objectives:


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?

 

Introduction:
This presentation will explore how schools and districts can strategically utilize staff members who are Science of Reading (SoR) leaders to improve literacy instruction and student outcomes. Participants will learn how to leverage these leaders as instructional coaches, professional development facilitators, and collaborative team members to support teachers in implementing evidence-based reading practices. The session will also highlight ways to create sustainable systems that empower SoR leaders to drive long-term literacy success.

Objectives:
1. Understand the Role of Science of Reading Leaders – Define key responsibilities and best practices for SoR leaders within a school or district. 
2. Learn Effective Coaching & Mentorship Strategies – Explore how SoR leaders can support teachers through modeling, feedback, and collaborative planning. 
3. Develop a Plan for Professional Development – Identify ways to integrate SoR leaders into structured, ongoing literacy training for staff. 
4. Create Systems for Sustainability – Learn how to build a culture of literacy excellence by embedding SoR leadership into school-wide and district-wide initiatives.
5. Maximize Impact on Student Learning – Discover data-driven approaches to measure the effectiveness of SoR leadership and adjust strategies as needed.

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?

Introduction:
This session builds upon an article by Dr. Maria Murray in The Reading League Journal (Jan/Feb 2021 issue) by highlighting an evidence-based instructional practice known as Word Chaining. Participants will walk away with knowledge of a practical tool to use with students building foundational word recognition skills and explore several resources and frameworks for thinking through the selection of evidence-based practices.

Learning Objectives:
1. Describe why scientifically-based instructional practices are important and examine a framework for selecting effective interventions for striving readers
2. Understand the research on word chaining (word building), the components that likely contribute to its effectiveness, and where to conceptualize it on Scarborough's Rope
3. Identify several ways to create word chains in the classroom and potential methods for scaffolding or intensifying the intervention to match students' needs

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?

Introduction:
How do the science of reading and the science of writing work together to support student understanding? This interactive session explores how foundational sentence-level writing instruction strengthens comprehension by explicitly linking reading, writing, speaking, and thinking. Participants will learn how to leverage sentence construction as a powerful tool to bridge decoding and deep understanding. Grounded in research, this session will provide practical strategies for integrating writing into daily instruction in ways that engage students and enhance comprehension across content areas.

Objectives:

1. Explain the connection between the science of reading and the science of writing.
2. Identify how foundational sentence writing supports reading comprehension.
3. Understand the role of sentence-level writing in connecting reading, writing, speaking, and thinking.
4. Apply practical strategies to incorporate writing as a tool for deepening comprehension in daily instruction.

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 do phonemic awareness and letter knowledge have in common? They both contribute to the development of the alphabetic principle. Children's reading development depends on their understanding of this important principle – the idea that letters and letter patterns represent the sounds of spoken language. This fundamental knowledge and integration of phonemes and graphemes prepares children for reading and spelling. Utilizing key findings from research, educators will build on this understanding and leave with practical tools aligned to structured literacy principles to embed multisensory instruction of letter names, shapes, and sounds into their daily instruction. 

Objectives:
•   Define the alphabetic principle
•   Discuss considerations for integrating phonemic awareness and letter/sound instruction early on to promote reading •   Discuss the importance of letter name accuracy and automaticity
•   Identify iconic and non-iconic letters
•   Discuss the benefits of teaching letter formation using a continuous stroke and how explicit instruction helps                 children anchor letter names into memory 

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?

This session will explore how integrating peer observations into a multifaceted approach to professional learning can sustain teacher engagement and foster a culture of continuous growth within school districts. Using one district's journey to enhance small group reading instruction aligned with evidence-based practices and the science of reading, we’ll demonstrate how peer observations can improve instructional efficacy, empower teachers, and drive lasting change. Through interactive activities—such as a case study discussion, insights from a district leader, building principal, literacy coach, and teacher shared via recorded video, and hands-on application to one’s own district—attendees will gain actionable strategies for implementing peer observations. Participants will also receive practical tools and a planning guide to help develop their next steps for creating sustainable, impactful professional learning that cultivates ongoing growth. This session is designed for educators and leaders seeking to strengthen their professional learning culture and maintain momentum beyond the initial stages of implementation.

Objectives:

1: Examine the characteristics, structures, and research behind peer observations as a tool for professional learning.   2: Explore how structured peer observations can improve small group reading instruction aligned with evidence-based instructional practices and the science of reading while fostering a culture of continuous growth.  
3: Investigate how administrators and coaches can design and support peer observation programs that reflect a shared vision of effective practice and are integrated into a multifaceted, ongoing approach to professional learning. 
4: Gain insights into the challenges and successes of peer observations, focusing on the goals of self-efficacy, non-evaluative feedback, and collaboration. 
5: Leave with actionable strategies to launch or refine peer observation programs in one’s own district.


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?

Join us for an insightful presentation on "The Science of Writing," where we delve into the essential principles and practices that underpin effective writing instruction. This session, hosted by Lexia, focuses on the research-backed strategies that help educators enhance literacy skills among students. Join us to unlock the potential of every student and foster a love for writing that lasts a lifetime!

Objectives:
1. Participants will explore how writing not only fosters communication but also enhances critical thinking and creativity. The presentation will cover various aspects of writing, including the writing process, effective feedback mechanisms, and the integration of writing across the curriculum.
2. Attendees will gain practical insights into utilizing Lexia's tools and resources to support differentiated writing instruction tailored to student needs. By understanding the science behind writing, educators can better equip their students with the skills needed for academic success and lifelong learning.

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?

During this session we will unpack the research and find out how teaching writing as a separate content area provides a critical pathway for fostering effective communication skills as well as nurturing creativity and critical thinking, which are essential skills for both academic and personal success.       

Objectives:
Understand the research of effective writing instruction; Be able to replicate ways to engage students in daily, purposeful writing for genuine audiences. Learn approaches to help students sharpen their technical writing skills and develop writing fluency and confidence.  See the value of connecting reading with writing to enhance student learning.

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?