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Title: Study of Language Essentials for Teachers of Reading and Spelling (LETRS) Part 1 (K-12) Course Description This course provides foundational knowledge to all teachers of reading, with the goal of understanding how children learn to read, the nature and causes of individual differences in reading skill, and the research-based practices that lead to optimal student achievement. The course is the first of two that address all the essential components of reading. This first course focuses on the acquisition of phoneme awareness, word reading and spelling accuracy, and passage reading fluency. We study the processing requirements of reading and the language systems upon which proficient reading depends. This content knowledge base is applied to the design of instruction of a diverse group of students, including those with disabilities, students from culturally and linguistically diverse populations, and high-achieving students. Instructor Carol Tolman, Ed.D. Involved from its inception with LETRS, Dr. Tolman is a LETRS National Trainer and co-author of LETRS Module 1 with Dr. Louisa Moats. Carol’s many publications include the complete series of twelve Presenter’s Kits for each LETRS Module. She is also the author of Working Smarter, Not Harder: What teachers of reading need to know, which can be found within the International Dyslexia Association Perspectives publication. As a special educator with over 25 years of public school experience, Carol spent 12 of those years designing and implementing an innovative, exemplary program for academically challenged high school students. With experiences in elementary, middle, high school, and the juvenile justice system, her credentials include a Bachelor’s Degree in Special Education, a Master's Degree in curriculum and instruction, and a Doctorate in educational psychology, with a concentration in reading. Daily Time Schedule 8:30 AM – 4:00 PM Time: Six days (36 contact hours) plus a half-day follow-up session PDPs without graduate credit - 36, PDPS with graduate credit – 54 Instructor: Dr. Carol Tolman Graduate Credits; 3 graduate credits are available through Bay Path College. Additional course work is required. Payment of $150.00 is made to Bay Path College on the first day of class. Learning Outcomes Upon mastery of the course objectives, the education student will demonstrate knowledge of: 1. Current and historical theoretical underpinnings of reading instruction, to include brain studies depicting the nature of skilled reading; findings of eye movement research; and results of longitudinal research on the development of literacy. Comparisons will be made to the earlier three-cueing system model. 2. The phases of early reading and spelling development and implications for assessment and instruction. 3. Phonetics of the English language: accurate identification and articulation of phonemes in spoken words; the vowel and consonant phonemes of English and their relationship with one another; the contrast between English and Spanish phonology and American dialects. 4. Phonological Awareness Instruction: terminology, scope and sequence of skills, and instructional practices. 5. Structure of English Orthography: historical roots, terminology, scope and sequence of skills, and instructional practices for teaching decoding and encoding. 6. Morphology: connections to vocabulary development; scope and sequence for instructional purposes, including inflectional suffixes, prefixes, Anglo-Saxon words, and Latin roots. 7. The impact of fluency on reading comprehension, with a focus on research-based instructional practices. 8. Selection and use of appropriate screening tools, informal assessments, spelling inventories, and instructional materials for core and supplemental programming. (Diagnostic testing will be introduced.) 9. Resources for research based reading practices, to include publications, international associations, web sites, and peer-reviewed journals. 10. Methods to support classroom teachers, paraprofessionals, and other support personnel in their reading instruction. Materials Provided Birsh, J. R. (2005) Multisensory Teaching of Basic Language Skills, Second Edition, Baltimore, MD: Brooke’s Publishing Moats, L.C. (2005). Language Essentials for Teachers of Reading and Spelling (LETRS). Longmont, CO: Sopris West LETRS Module 1, Second Edition: The Challenge of Learning to Read LETRS Module 2, Second Edition: The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness LETRS Module 3, Second Edition: Spellography for Teachers: How English Spelling Works LETRS Module 5, Second Edition: Getting Up to Speed: Developing Fluency LETRS Module 7, Second Edition: Teaching Phonics, Word Study, and The Alphabetic Principle Handouts Who Should Attend General education teachers Reading specialists Special educators Curriculum coordinators Literacy coordinators Title 1 teachers Speech and language pathologists Administrators – principals, superintendents Interventionists Literacy coaches Reading coaches Administrator and teacher attendance requirement At least three teachers from a school School’s Principal (support module) School’s reading specialist/coach (support module) Follow-up day 3 hour follow-up (day 7) to develop an action plan for implementation Budget Districts should budget $1233.40 for registration of each participant, plus any necessary stipends, substitutes and travel.
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