Showing: 1 - 10 of 14 RESULTS

Data-Informed Systems: Screeners and Diagnostics and Progress Monitoring… Oh My!

The effective use of assessment data should inform instructional decisions at the classroom level and provide insight into the health of a system. Prompted by recommendations from the OHRC’s Right to Read Inquiry Report, Ontario schools are beginning to implement universal screening measures. For this data to be useful, teachers and leaders need an understanding of how the various assessments fit into an outcomes-based model to inform evidence-based reading instruction.  This session will answer questions about which assessments to use, when, and with whom to guide instructional and system-level decision-making.

Dr. Andrea Fraser is an assistant professor in the Faculty of Education at Mount Saint Vincent University in Halifax, NS. Her research interests include reading acquisition and development, reader identity, pre-service and in-service teacher knowledge and beliefs, and literacy pedagogy. These interests stem from over 20 years of experience in K-12 education as a classroom teacher and reading interventionist and from her support of system changes as a literacy consultant and coordinator. Andrea holds both a PhD and MEd in Curriculum and Instruction, a post-degree certificate in Special Education, and a Bachelor of Education. She has completed her classroom educator Orton-Gillingham training and is a certified Structured Literacy Classroom Teacher through the International Dyslexia Association’s Center for Effective Reading Instruction.

La lecture à voix haute : une pratique gagnante!

Dois-je arrêter d’utiliser des livres imagés dans un modèle d’enseignement explicite et structuré des connaissances et habiletés fondamentales en lecture? Quelle est la place de l’album jeunesse dans un bloc de littératie structuré? Comment insuffler l’amour de la lecture tout en guidant les élèves vers l’apprentissage systématique du code? La lecture aux élèves est-elle aussi gagnante chez les plus vieux? Cet atelier se penchera sur ces questions en présentant ce qui peut être mis en place pour nourrir les lecteurs, jeunes et moins jeunes, à développer des habiletés qui alimentent la compréhension du langage, et, par conséquent, la fluidité et la compréhension en lecture. À quoi sert la lecture aux élèves? Quelles habiletés y sont travaillées? Comment faire? Comment recueillir des preuves d’apprentissage? Voici les thèmes de cet atelier qui vous proposera à la fois des idées concrètes d’activités ainsi que de nombreuses ressources!

Fueling the Flame: Leading Within Your Sphere of Influence

Join ONlit team members Melissa Monette-Smith and Ayesatta Conteh as they uncover ways educators can be changemakers in their buildings. During this practical and relevant session, they will share their experiences and insights as they unpack a literacy toolkit designed to help educators in all roles lead the change.

L’enseignement explicite et systématique de la morphologie aux cycles primaire et moyen : le quoi, le pourquoi et le comment

Dans la mise en œuvre du nouveau programme-cadre de français, la morphologie occupe une place importante. Votre participation à cet atelier vous offrira :

·       La définition de la morphologie et son importance dans l’acquisition de la lecture, de l’orthographe et de la compréhension·       Les bases grecques et latines, ainsi que les affixes les plus communs en français et leurs significations·       Quelques recherches qui révèlent l’impact de l’enseignement de la morphologie sur la lecture et l’orthographeL’enseignement de la morphologie :·       Échantillons de planification·       Exemples d’enseignement explicite de notions morphologiques (cycles primaire et moyen)

Session: More Than Words: Sentence Structure Instruction in the Classroom Sentence structure knowledge consists of knowing syntax, the rules that govern sentence building. Spoken and written language are enhanced when students acquire the skills of sentence structure and learn to manipulate, change, and elaborate sentences to make them more complex. In addition to allowing students more opportunities to participate in complex classroom discussion, explicit syntax instruction plays a vital role in reading comprehension and written language. Attendees will learn what explicit syntactic instruction looks like in kindergarten, the Syntax Project Grades 1 through 6, and implications for writing using The Writing Revolution, a writing program created by Judith Hoffman and Natalie Wexler.

More Than Words: Sentence Structure Instruction in the Classroom

Sentence structure knowledge consists of knowing syntax, the rules that govern sentence building. Spoken and written language are enhanced when students acquire the skills of sentence structure and learn to manipulate, change, and elaborate sentences to make them more complex. In addition to allowing students more opportunities to participate in complex classroom discussion, explicit syntax instruction plays a vital role in reading comprehension and written language.

Attendees will learn what explicit syntactic instruction looks like in kindergarten, the Syntax Project Grades 1 through 6, and implications for writing using The Writing Revolution, a writing program created by Judith Hoffman and Natalie Wexler.

Closing Keynote Session: The Science of Reading and the Science of Instruction: Both Are Imperative

The Science of Reading, 50 years of research on the critical elements of reading, directs us to provide systematic instruction on phonemic awareness, decoding, encoding, fluency, vocabulary, background knowledge, and comprehension. However, to optimize learning, we must draw from the Science of Instruction, providing engaging, explicit instruction lessons that are highly structured, utilizing the steps of “I do, we do, you do,” eliciting frequent student responses, monitoring student performance, and providing immediate feedback including praise and corrections. Both are Imperative!

Maximizing the Effectiveness of UFLI Foundations Lessons

For maximum results, foundational reading skills instruction should be explicit and systematic. It should also incorporate key high leverage practices, such as ample opportunities to respond and targeted feedback. This session will examine these principles of effective instruction and provide examples of how to incorporate these practices to maximize the effectiveness of UFLI Foundations lessons.