This session will describe how to use explicit and systematic instructional components to increase the efficiency and effectiveness of your core reading instruction. By using these instructional components when delivering the critical content of literacy instruction, you can increase the quality of practice opportunities for all students leading to more favorable reading outcomes. Come see how you can enhance your current Core reading instruction by improving the delivery of foundational skills instruction which will lead to accelerated student learning!
State standards require schools to teach disciplinary literacy in Grades 6-12. But what about elementary school? What should elementary teachers do to set students up for success to learn the specialized knowledge and skills of disciplinary literacy? This presentation will explore the specific steps elementary schools can take towards promoting disciplinary literacy.
A student has clearly developed phonological and phonemic awareness and demonstrates that he or she has learned letter names and letter sounds. Yet the student does not move beyond reading by sounding each letter aloud then blending the sounds into a word. Many teachers describe their lowest students this way, and they don’t know how to help the student move to whole word reading. We’ve helped a number of students who are stuck at the sound-by-sound reading stage. Most students we encounter don’t move easily beyond sound-by-sound reading are in first, second and third grades; but we have also worked with a few of these students in fourth and fifth grades who are in special education or Title I classes. In this session, participants will learn the steps to take to help this student, receive some sample exercises to help students move beyond sound-by-sound reading, and practice some of the exercises.
