121 Duchess Ave
Newport, VT 05855
USA
Instructors: Nicole Gaboriault, Literacy Coach, RR Teacher, Literacy Interventionist
Melissa Lyons, RR Teacher, Literacy Interventionist
Amy L. Riendeau, Literacy Coach
Dates: August 5 – 6, 2019 Time: 8:00 am – 3:00 pm
Plus monthly sessions 9/12, 9/26, 10/10, 10/24, 11/14, 12/12, 1/9, 1/23, 2/6, and 2/20/20
Time: 4:00-7:00 pm
Location: NCSU Room A209 and NCCC Room 380
Cost: $1000 w/out credit $1390 w/ 3 grad credit from St. Michael’s College
Limit- 20 participants
For questions contact: Nicole Gaboriault – Nicole.gaboriault@ncsuvt.org
Target Audience:Reading Recovery trained teachers, Title 1 Teachers, Special Educators, ELL teachers, Literacy coaches and Primary classroom teachers
This course addresses small group teaching for the lowest achieving children in grades 3-5. Topics include assessment and grouping, planning for instruction, using leveled texts, supporting English language learners, teaching word study and phonics, teaching for fluency and phrasing, comprehension, vocabulary, and self-regulation strategies.
Participants are required to work with at least on small group of children for 18 weeks.
Behind the Glass Observations:
Participants may be required to teach one group behind the glass (or videotaped) in selected training sessions to develop skill in observation and decision-making.
Course Principles:
· Reading is a complex process involving the use of meaning, language and print information.
· Observation of reading behavior informs teacher decision-making and provides evidence of learning.
· Children take different paths to common outcomes.
· Readers need to develop self-monitoring and self-correcting strategies.
· An understanding of language and language differences is essential to understanding the development of a reading process.
· Reading and writing are different but complementary processes.
· Reflection on and analysis of teaching practice are ways to improve teaching.
· Teacher knowledge of text levels and characteristics is critical in effective teaching.
· Phonological awareness is a critical factor in learning to read.
· Readers who are having difficulty are different from each other.
· Fluent responding is a necessary goal for effective reading and writing.
· Assessment informs ongoing teaching.
· Writings need to develop a flexible range of strategies.
· Comprehension within, beyond, and about the text is an important aspect of effective reading at each level.
