Showing: 1 - 10 of 20 RESULTS

Unlocking Learning Magic: Tools, Tips & Tricks to Energize your Teaching!

Are you looking for a treasure trove of fresh ideas and practical strategies to invigorate your teaching? Join Martha to learn how to create toolboxes filled with anchor charts & props that reinforce key concepts. Learn how to streamline explanations for more impact. Experience the power of play by turning mundane activities into games that make learning irresistible. Learn how simple tweaks in our teaching can make decoding, spelling, writing and comprehension more effective.

FLS et le Droit de lire

Les élèves de l’Ontario méritent des approches cohérentes et normalisées et un accès universel au même niveau et à la même qualité de services et de soutien, quel que soit l’école ou le conseil scolaire qu’ils fréquentent et que la langue d’enseignement soit l’anglais ou le français. (adapté: Le droit de lire, Sommaire, CODP, 2022) Une approche de littératie structurée est importante pour tous les élèves, y compris ceux des programmes d’immersion française. Rejoignez Angeline et Jordan pour explorer la littératie structurée dans le contexte de l’immersion française de l’évaluation à l’enseignement et pour apprendre à soutenir chaque apprenant dans son parcours de lecture.

Integrated and Accelerated Language and Literacy Instruction for English Learners

Students who are learning to read must become aware of the smallest segmented parts of spoken words (phonemes) that are represented by graphemes (letters and combinations of letters) in written words,” (IDA, 2022) and as such, teachers have the responsibility to deliver evidence-based instruction that facilitates students’ acquisition of these early literacy skills. Now consider the additional layer of educating a rapidly rising English learner population. To support the acquisition of both language and literacy, specialized teacher knowledge is required. This session explores research from two seminal literacy reports to support an integrated approach to phonemic awareness, phonics, and handwriting instruction, and the importance of capitalizing on two key adjustments—oral language proficiency and cross-language transfers – to advance second language and literacy acquisition among ELs.

Explicit Literacy Instruction for Older Students

This professional workshop focuses on maximizing the effectiveness of explicit literacy skill instruction for older students, including those with exceptionalities. The case study of SpellRead program implementation in a Nova Scotia Regional Centre for Education context will be used to provide real actionable takeaways for classroom set-up and routines. Additionally, the often-overlooked topic of behavior management will be addressed.

The Culture View of Reading: Science of Reading Models & Culturally Responsive Pedagogy

The Science of Reading (SoR) has been an important movement in ensuring the ‘Right to Read’ for all students. An essential equity aspect in achieving this ‘Right’ is understanding and inclusion of student identity in the literacy learning process. Foundational SoR models will be critically examined through the lens of student identity. The ‘Culture View of Reading’ will be proposed and explained as a framework for incorporating student heritage and identity in the literacy process and how that then informs intentional instruction. Implications for teaching will be considered through Structured Literacy and Culturally Responsive Pedagogy.

De la communication orale à la lecture efficace! Comment la conscience phonémique comble l’écart de la lecture.

Appel à toutes les éducatrices et tous les éducateurs passionné(e)s! Imaginez une classe où les interactions orales quotidiennes transforment les élèves en lecteurs confiants et fluides. Rejoignez-nous pour découvrir comment la conscience phonémique, enracinée dans la communication orale, constitue les fondements des compétences en lecture efficace. Venez chercher votre trousse d’outils prête à être utilisée immédiatement dans votre classe. Sérieusement, nous simplifions la vie du personnel enseignant.

Dyslexia, Language Disability and ADHD – What’s The Connection?

Although dyslexia is defined as a specific reading disorder, we also know that affected individuals can often show a host of other difficulties in language processing and attention. In this talk I will discuss recent work in my lab examining overlap in the incidence of dyslexia with developmental language disability (DLD) and ADHD. Of particular interest is how children with these comorbid disorders differ from so-called ‘pure’ cases, and whether this can tell us anything about their underlying causes.