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Friday, October 7th
Friday, October 7, 2022 – Day One
Registration & Continental Breakfast – 7:00 to 8:00 am
Friday Opening Session
8:30 to 10:30 am
FLUENCY: Related to Prosody – MUCH More than Speed: What Is the Role of Syntax and Grammar?
Fluent reading is a combination of accuracy, prosody, and automaticity; together, they facilitate reading comprehension. Appropriate pacing, along with other prosodic features, is central to the definition of fluency. Fluency is demonstrated during oral reading through ease of word recognition, appropriate pacing, chunking of words into meaningful phrases, and intonation. The ability to chunk words into meaningful phrases is related to syntactic awareness. Excessive focus on rate can interfere with, rather than augment, comprehension. A slower reading rate is sometimes necessary to support the construction of meaning. Skilled readers vary reading pace depending upon the difficulty of the text and the complexity of the ideas they are encountering. Fluency is a factor in both oral and silent reading that can limit or support comprehension. To become a skilled reader, it is important to learn to be FLEXIBLE, rather than simply fast. Video clips of instruction will be included as part of the presentation.
Friday Morning Session
10:45 am to 12:15 pm – Choose 1 of 6 Possible Sessions
Melody Ilk, MA; Literacy Transformations, LLC
Getting to Sustainability: Ensuring Your SoR Literacy Initiative is Not Just a One and Done!
Whether driven by state or district requirements to adopt the Science of Reading pedagogy, or a new Dyslexia law, or driven by poor literacy scores over time, school change can be daunting and difficult. Without effective planning, preparation, implementation, and sustainability planning, schools and districts cannot achieve and maintain the results they so desperately want for their students. This interactive session defines the research behind the planning and preparation needed for implementation of a successful science of reading model. Presenter defines the necessary components needed to explicitly launch an SoR literacy initiative, and the ongoing refinements, recursive improvements, and sustainability planning needed to reach and maintain goals.
Antonio Fierro, Ed.D., Chief Academic Advisor for Tools 4 Reading
The Science of Reading and ELs: The Top 5 Things Every Teacher Can Do Now
English learners come to us with vast backgrounds, linguistic skills, and language abilities. This session will address the demographic and linguistic makeup of our English learners across the country and give teachers a foundation to strengthen the instruction that our English learners receive. We will explore the relationship between language development and literacy acquisition and create an awareness of those instructional approaches that every teacher can implement now.
Carolee Dean, M.S., CCC-SLP, CALT, Western Region Representative of IDA
The Goldilocks Effect: Finding the ‘Just Right” Books for Struggling Readers
Discover which books are the best match for your students by understanding the benefits and limitations of various types of texts including decodable books. Evaluate tools for supporting success when students want to tackle more challenging stories. Examine strategies for exposing students to complex syntax and vocabulary through stories. Learn how to make quick and easy games and activities to work on sentence structure and vocabulary. Identify “golden” books – those priceless texts that encourage resilience, celebrate diversity, and tie to the science and social studies curriculum all while providing a rich context for working on comprehension. Finally, use these books to create authentic writing experiences.
Selena Roth, M. Ed., IDA-RMB Board Member
Morphology Instruction and its Impact on Student Performance
English is a morpho-phonemic language, and skilled reading is a complex process involving many subskills, including an awareness of the morphological structure of language. Morphological awareness is the ability to understand how words are broken into meaningful units (e.g., affixes, root words). Explicit and systematic teaching of morphological concepts helps struggling readers, particularly those in upper elementary, middle, and secondary grades, with reading. To teach morphological concepts and their relation to reading, teachers need to have both awareness and knowledge of morphology. However, regardless of the type of certification (general vs. special education) or grade level (elementary vs. secondary), teachers have difficulty identifying morphemes in both simple and complex words. Suggestions for what and how teacher educators can integrate the teaching of morphological concepts into teacher preparation contexts are provided.
Lynne Fitzhugh, Ph.D., LDT, CALT-QI, Founding Director of Colorado Literacy and Learning Center, and Director of the Master of Arts in Teaching Dyslexia Specialist Program at Colorado College
CANCELLED – The History of English
The English language we use today is made up of many elements. Phonology, phonics, morphology, and etymology all contribute to our English orthography. What are the origins of our language and how did they evolve into the complex language we have today? This session will help educators deepen their understanding of the etymological and morphological elements of our language in order to help students become more proficient with decoding, spelling and comprehension.
Laura Santerre-Lemmon, Ph.D. Director, Developmental Neuropsychology Clinic University of Denver
Dyslexia: Assessment Fundamentals and Common Comorbidities
Attendees of this presentation will learn about the assessment process and characteristics that are important in the evaluation of dyslexia. Commonly co-occurring (i.e., comorbid) conditions, such as other learning differences, ADHD, developmental language disorder, and anxiety, will also be discussed. Attendees will learn about the characteristics of these comorbidities and best practices for identifying and supporting children experiencing learning and related challenges.
Lunch – Visit Exhibitors, Poster Presentations, & Bookstore – 12:15-1:15 pm
Friday Afternoon Breakout Sessions
1:15 pm-2:45 pm – Choose 1 of 6 Possible Sessions
Holly Baker Hill, Ed.D., Exceptional Student Services Unit, Structured Literacy Coach: CDE and University of Northern Colorado Adj. Faculty
Fonics…Phonics… Why We Need Phonics Instruction in Structured Literacy AND HOW We Do It Having Phun!!
Come join the Phun! We will explore why phonics is the lynchpin skill that links phonology and the alphabetic principle to fluency and comprehension in learning to read! We will review the research around orthographic mapping and automaticity of spelling with phonics at the core of skill development. The scope and sequence of phonics programs will be discussed, and PHUN instructional games will be shared! University of Northern Colorado FREE courses will be available to all participants in both structured literacy and dyslexia provided by funding from the CEEDAR Center.
Debbie Campbell, M.A.; Effective Technology for Learning, LLC
Assistive Technology Tour
Assistive technology is more commonly provided to students with learning challenges, but training on how to use the tools is frequently lacking for both students and teachers. In this session, we will explore the features found in Read Write for Google, the product currently offered by most school districts in Colorado. In addition, participants who bring a laptop or Chromebook will have opportunities to have hands-on experiences with features so they will be able to understand their students’ experience better.
Anji Gallanos, Preschool through 3rd Grade (P-3) Office Director and READ Act Supervisor, CDE; and Tammy Yetter, READ Act Implementation Project Manager, Preschool Through Third Grade Office, CDE
A Focus on the READ Act
This session will provide participants with a deep understanding of the READ Act sections. We will also introduce a discussion about the upcoming principal training and share the results of the teacher training. Participants will have the opportunity to ask questions about the READ Act.
Michelle Qazi, MEd, CALT-QI, Director of Literacy for Boulder Valley School District, ALTA President Elect; Rachel Arnold, Dyslexia Specialist, District Literacy Coordinator for La Veta School District, IDA-RMB President-Elect; and Kristina Crossman, 4th Grade Teacher at Clayton Elementary School
The Road to Universal Dyslexia Screening
The earlier students are identified the better their outcomes in reading. Boulder Valley School District began universal screening for dyslexia in kindergarten in the 2020-2021 school year. Yes, that was the year the pandemic was still impacting schools, but that didn’t cause BVSD to take the next exit. In this session, Michelle Qazi, Director of Literacy will lay out how BVSD made universal dyslexia screening happen, and what they learned through the process. Data, process, and communication with parents from both their English and Spanish screeners will be shared, as well as modes of collaboration. Differentiated screening paths are explored as Clayton Elementary School shares how they used what they learned from BVSD to travel down the road of dyslexia screening. Parents, teachers, and administrators will benefit from this presentation.
Amy Thomas, M.A. Special Education and Leadership Studies; Head of School, Vertical Skills Academy, Evergreen, CO
How to Roll with the TIDE Using Structured Writing Routines!
Self-Regulated Strategy Development (SRSD) provides 8 evidence-based routines that explicitly teach students how to be effective readers and writers. Come learn how to provide instruction that will allow students to become more independent using the skills and strategies that promote being a literate student. We will practice using strategies that show how to deconstruct a prompt, use a mnemonic to construct a structured (not formulaic) response, and evaluate it to promote self-regulation. This will be an interactive session, so come prepared to write and learn!
Judi Dodson, M.A. Special Education, and Ana Dodson, M.A. School Psychology
Nurturing Teachers and their Students in Troubling Times: Daily activities for social and emotional wellness in your classroom.
This interactive session will give you concrete ideas for teacher wellness as well as learning and practicing many quick and easy to use hands-on activities for daily use in the classroom. These activities will help to develop emotional literacy skills in your students that will help them identify and express their feelings. You will learn effective coping skills to share that will help build resilience in the face of trauma and chronic stress. Other strategies you will learn, and practice will enhance positive communication in the classroom and develop empathy in your students through bibliotherapy. The knowledge you will gain in this workshop will help you transform your instruction into “trauma informed” instruction. Research informs us that the development of connection and relationship can create a climate and culture in your classroom that can change a child’s life forever.
Friday Afternoon Synthesis Session
3:00 pm-4:30 pm (required for ASU Graduate Credit)
IDA-RMB Board Facilitators & Select Conference Speakers
At this session, attendees and moderators will reflect on a series of questions designed to help synthesize learning from the conference. This session can also be used for the purpose of school or district planning among colleagues. It is an opportunity to gather with colleagues, IDA-RMB board members, authors, and speakers around the table for work sessions and conversation. We are better when we work together!
Please turn in your name badge after your final session to ensure that we will email you the link to our conference survey, so you can download your one-day certificate of attendance.
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