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9577
Elementary, ESL, Reading Intervention (5) Phonetics, Phonology, and Phoneme Awareness... While the term "phonemic awareness" is continually mentioned in reading instruction, exactly what this means often differs within reading programs and classroom instruction. LETRS Module 2 delves in detail into the workings of phonology and its importance in reading instruction for young readers and poor older readers. A progression of skills to teach and assess is clearly outlined, complete with interactive examples at all skill levels. The 44 specific speech sounds of the English language are detailed, along with "allophonic variants", or what happens to students when sounds are not represented as they should be. Issues of dialect and English language learners (ELL) are addressed as they impact reading instruction. Principles of effective phonology instruction are demonstrated. Student spelling samples from all grade levels are reviewed to help participants make connections between students' phoneme awareness and their reading and spelling skills. For grades K-3, and all professionals involved with older poor readers. Title III funds may be used for this workshop. **Must have an enrollment of 10 to hold this workshop, More
Starts Starts: 9/27/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 26 open seats left
Class Size Class size: 30 seats
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9581
Small group instruction is the goal of most primary teachers, however, the reality raises two critical questions: "How will I successfully manage a station framework?" AND "What resources are available that don't require hours of preparation?" Even our young Kansans can demonstrate independence and perseverance in a station framework where students move when a task is completed, rather than transitioning with a timer. Participants will experience literacy station tasks aligned to the KCCRS for grades K-2, and useful for intervention at 3rd & above. Participants will also receive six sets of literacy task cards - useful for station activities in their classrooms as well as teacher-guided instruction. Title III funds can be used for this workshop More
Starts Starts: 9/29/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 23 open seats left
Class Size Class size: 30 seats
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9578
Module 3 - Spellography for Teachers: How English Spelling Works Is the spelling of the English language really as unpredictable as we think? LETRS Module 3 outlines five major rules that govern the spelling patterns of the English language, dispelling the notion that our spelling is truly unpredictable. Once armed with this information, professionals will be better able to understand the "what" and "why" of teaching the orthography of the English language and its connections to reading. The continuum of spelling skills addressed spans the individual phoneme-grapheme connection to multi-syllable patterns and types to teach, including work at the morpheme and word origin levels. Title III funds may be used for this workshop. **Must have and enrollment of 10 to hold this workshop. More
Starts Starts: 10/4/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 26 open seats left
Class Size Class size: 30 seats
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9552
Elementary, Paras, Literacy This workshop will begin by looking at the reading brain in order to make decisions about how to best help struggling readers. Activities will be demonstrated for letter recognition and formation and phonemic awareness as the building blocks for reading.Phonics activities will be provided for participants to use with students at a variety of proficiency levels. Next, participants will learn to apply these skills with students to develop reading fluency. More
Starts Starts: 10/17/2017 8:15 AM
Sessions Session: 1
Location Location:
Status Status: 22 open seats left
Class Size Class size: 30 seats
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9609
Creating Successful Students Through the Humanities: Literacy, Literature, and Social Studies Robi Alstrom and Glenn Wiebe 5-12 (2,3,4,5) ELA and the Social Studies are natural partners. Yet they are too often taught as separate and sometimes competing content areas. But combining the people and events of social studies with the fiction and literacy tools of the language arts creates a powerful learning experience for our students. What can it look like when content and instruction bleeds across these two traditionally separate classrooms? This workshop is designed for ELA and Social Studies teachers to attend together, learning from Robi and Glenn as well as each other on integrating best practices, resources, and instructional strategies. (Receive a 20% discount if your school registers both a social studies and ELA teacher for this workshop.) More
Starts Starts: 10/18/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 30 open seats left
Class Size Class size: 30 seats
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9632
Use the principles of culturally responsive teaching to increase the language acquisition and academic achievement of English learners. Understanding the differences between individualistic and collectivist cultures acts as a starting point for building relationships and challenging English learners with increased rigor. This workshop will also look at brain science and research as well as how to maximize the strengths of culturally and linguistically diverse students in order to secure better academic outcomes for each student. Title III funds may be used for this workshop. More
Starts Starts: 10/24/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 30 open seats left
Class Size Class size: 30 seats
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9634
FOR:Middle School, High School, ELA (5) English teachers don’t have to give up teaching literature that has stood the test of time in order to make their classes relevant to the 21st Century. We will start with your favorite novels, stories or poems and focus on developing critical analysis skills and understanding the power of language, but in truth we are preparing students for a future that is ever changing. Therefore, our workshop goal is to connect literature to the future by considering the trends for the 21st century that have been identified by researchers. More
Starts Starts: 10/27/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 30 open seats left
Class Size Class size: 30 seats
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9693
How do we create impactful and thoughtful learning of the Holocaust with students? Through this professional development program from the Echoes and Reflections, participants will explore and gain access to a range of classroom content and consider instructional enhancements to support students’ study and reflection of the history of the Holocaust, the Rise of Nazism, and the ongoing meaning in the world today. Educators enhance their own knowledge about the Holocaust, including the history of antisemitism, and build confidence and capacity to teach this complex subject. Echoes and Reflections provides educators with the professional development and resources necessary to develop the knowledge, capacity, and practice required to responsibly and effectively teach the Holocaust. Since 2005, this combined effort of three world leaders in education—the Anti-Defamation League, USC Shoah Foundation, and Yad Vashem—has now reached more than 30,000 educators across the United States. This program introduces learners to: • Classroom-ready comprehensive print and online resources • Sound pedagogy for teaching about the Holocaust • Instructional pathways to help students learn about the complex history of the Holocaust & the rise of Nazism • Strategies to incorporate a range of primary sources, including visual history testimony, to classroom instruction For more information about Echoes and Reflections: http://echoesandreflections.org More
Starts Starts: 11/1/2017 9:00 AM
Sessions Session: 1
Location Location:
Status Status: 60 open seats left
Class Size Class size: 60 seats
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9638
*Elementary, Literacy, Reading Intervention (3, 5) *Reading Intervention starts with a focus on how the brain reads and what we know about the brains of students who struggle to become proficient readers. Using this knowledge, participants will discuss different assessments that can be used to evaluate reading achievement and what that data tells us about the students’ needs. Emphasis is on using this knowledge to determine probable causes of a reading difficulty focusing on the three sub-types of disability, so the intervention can be tailored to the instruction that is most likely to benefit the student and follow the scope and sequence of reading skills. Participants will receive strategies for helping students become proficient readers and have a chance to evaluate various resources for support. *Title III funds may be used for this workshop. More
Starts Starts: 11/2/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 30 open seats left
Class Size Class size: 30 seats
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9641
Reading Intervention starts with a focus on how the brain reads and what we know about the brains of students who struggle to become proficient readers. Using this knowledge, participants will discuss different assessments that can be used to evaluate reading achievement and what that data tells us about the students’ needs. Emphasis is on using this knowledge to determine probable causes of a reading difficulty focusing on the three sub-types of disability, so the intervention can be tailored to the instruction that is most likely to benefit the student and follow the scope and sequence of reading skills. This workshop will look at new research in reading and its implications for instruction and intervention for reading. Participants will receive strategies for helping students become proficient readers and have a chance to evaluate various resources for support. Title III funds may be used for this workshop. More
Starts Starts: 11/14/2017 8:30 AM
Sessions Session: 1
Location Location:
Status Status: 30 open seats left
Class Size Class size: 30 seats
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