The virtual Science of Reading Professional Learning Series teaches critical components of literacy instruction for Grades K-2. Each module integrates current research and translates it into classroom application.

The series consists of ten 2-hour facilitated, synchronous modules held via Zoom and continued learning through asynchronous materials and follow up activities via Google Classroom. These modules address questions such as:

• What happens in the brain when we read? How can this understanding inform our instruction?
• How is reading related to oral language?
• What are high-leverage instructional routines that support reading acquisition?
• What role does automaticity play in becoming a proficient reader?
• What cognitive processes are involved in deeply understanding text?
• How do we know we are using the right assessments to determine student need?
• . . . and much more!

Our open enrollment series is closed for this year, but we can bring the series directly to your school or district. Contact us to learn more!

 TOPICS:

1. The Brain and Reading
2. Oral Language and Literacy
3. Features of Effective Instruction: What, Why, How
4. The Power of Phonological Awareness
5. Word Blending: A Hierarchy of Skills
6. The Role of Automaticity
7. Text Reading: What (with Whom), When and How
8. Growing Vocabularies
9. Building Comprehension
10. Pulling it All Together

Enhanced Core Reading Instruction is a multi-tiered program featuring a series of teaching routines designed to increase the effectiveness of reading instruction in grades K-2. The routines, detailed in professional development books, are used to enhance ANY core reading program. Enhanced Core Reading Instruction also offers materials that may be used with specific core reading programs including Journeys Common Core 2014, Journeys 2011, Reading Street Common Core 2013, and Reading Street 2011.

These materials are for both Tier 1 enhancement and Tier 2 intervention. Unlike many Tier 2 intervention programs, the Enhanced Core Reading Instruction materials are highly aligned with the core reading program. The Tier 2 intervention pre-teaches the content of the core reading program to increase students’ success and confidence during Tier 1 instruction. Developed by researchers at the Center on Teaching and Learning, Enhanced Core Reading Instruction has been rigorously studied in nearly 50 elementary schools with hundreds of classrooms, and thousands of students. High-quality studies have demonstrated substantive improvements in the reading achievement of at-risk first-grades. Enhanced Core Reading Instruction materials are available on the CTL Marketplace.

Read about Enhanced Core Reading Instruction at the Center on Teaching & Learning (CTL) at the University of Oregon. Enhanced Core Reading Instruction is a trademark of the University of Oregon.

Our workshop comes out of our longstanding partnership with the Center on Teaching and Learning (CTL). The following is some additional information on the research behind Enhanced Core Reading Instruction conducted by CTL.

• National Center on Intensive Intervention page on Enhanced Core Reading Instruction
• Baker, S. K., Fien, H., & Baker, D. L. (2010). Robust reading instruction in the early grades: Conceptual and practical issues in the integration and evaluation of tier 1 and tier 2 instructional supports. Focus on Exceptional Children, 42, 1–20.
• Baker, S. K., Smolkowski, K., Chaparro, E. A., Fien, F., & Smith, J. (2013). Closing the gap in reading achievement: Using regression discontinuity to test the impact of a tiered system of reading instruction and intervention.  Journal of Research on Educational Effectiveness.
• Fien, H., Smith, J., Smolkowksi, K., Baker, S. K., Nelson-Walker, N. J., & Chaparro, E. (in press). An examination of the efficacy of a multi-tiered intervention on early reading outcomes for first grade students at risk for reading difficulties. Journal of Learning Disabilities.
• Nelson-Walker, N. J., Fien, H., Kosty, D. B., Smolkowski, K., Smith, J. L. M., & Baker, S. K. (2013).Evaluating the effects of a systemic intervention on first-grade teachers’ explicit reading instruction.Learning Disability Quarterly, 36(4) 215-230.
• Smith, J. L. M, Nelson-Walker, N. J., Fien, H., Smolkowski, K., & Baker, S. K. (2013). Efficacy of a multi-tiered reading intervention in first grade and predictors of differential response: A clustered, randomized controlled trial. Elementary School Journal.

This workshop is an opportunity to learn strategies for helping students gather evidence, knowledge, and insight from what they read and discuss methods for gradually releasing them towards independence. During the workshop, participants will:

• Participate in an adult-level close reading experience.
• Learn to write text-dependent questions for both narrative and expository genres, and how to provide entry-points for all children through discourse, visual media, and annotation.
• Understand the disciplinary overlaps in CCSS and how elements of critical thinking are integrated throughout.
• Engage in multiple opportunities to think critically using video, social media and primary source texts.
• Explore scaffolds for integrating critical thinking into multiple classroom contexts.
• Plan to apply critical thinking models into reading and writing within your common core classroom.

Participants are encouraged to bring a text in order to develop close reading lesson strategies that they can use with their own students.

• Closing in on Close Reading, ASCD Educational Leadership Archives
• Achieve the Core, free, high-quality resources for educators to implement the Common Core State Standards

We also offer this workshop as an online course. Click here to learn more.