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Reading & Writing

Fluency (TAR)

The research indicates that teaching fluency may increase reading achievement. Participants look at aspects of the research and practice using tools for measuring fluency. This face-to-face training also explores the characteristics of fluent reading and practices different techniques of guided repeated oral reading, the recommended instructional strategy for improving fluency.

Teaching Vocabulary: Practical, Research-based Approaches to Instruction (ELL-U)

Participants in this study circle will read and discuss key research findings about effective approaches to teaching vocabulary to adult English language learners. Teachers will share their own experiences and have the opportunity to try out new teaching ideas in their own classrooms.

Alphabetics (TAR)

In this self-paced online course, participants learn about alphabetics research conducted with adults and some important research with children, which supports and extends the research with adults. They practice using assessments for phonemic awareness, word recognition, and word analysis. Finally, participants develop an understanding of how structured reading programs are important to use with learners who have limited reading skills and how to plan instruction for intermediate-level readers who have “gaps” in their decoding skills.

Evidence-Based Principles and Practices for Writing Instruction

This virtual, three-part study circle will give participants an active role in delving into, making sense of, and using the research on writing as reported by the National Academies of Science in their publication Improving Adult Literacy Instruction: Developing Reading and Writing. Participants will be engaged in reading and discussion and will implement a new writing activity in their classroom. There will be readings to be completed between each of the sessions.

Teaching Vocabulary: Practical, Research-based Approaches to Instruction (ELL-U)

This training provides an overview of the latest research on vocabulary teaching in English for Speakers of Other Languages and Adult Basic Education. Participants will discuss the issues with one another, engage in practical, hands-on activities, and come away with ideas for teaching vocabulary effectively.

Study Circle: Research-based Adult Reading Instruction

Interested in learning what the research says about how to teach reading to adults? As programs and teachers struggle with choosing the most effective ways to develop adults’ reading skills, particularly relevant are questions about what research says about teaching adults how to read. Join with Adult Basic Education, Adult Secondary Education, and English for Speakers of Other Languages practitioners through this face-to-face training to discuss theories and concepts related to reading instruction and consider how to apply the research in your own instruction.

Alphabetics (TAR)

Participants learn about alphabetics research conducted with adults and some important research with children, which supports and extends the research with adults. They practice using assessments for phonemic awareness, word recognition, and word analysis. Finally, participants develop an understanding of how structured reading programs are important to use with learners who have limited reading skills and how to plan instruction for intermediate-level readers who have “gaps” in their decoding skills.

Evidence-Based Principles and Practices for Writing Instruction

In this webinar, participants will explore and discuss the principles and practices for adult writing instruction from the National Academies publication Improving Adult Literacy Instruction: Developing Reading and Writing. Participants will use these concepts to reflect on their current teaching practice.

Deeper Learning Through Questioning-Writing (TEAL)

Questioning is a powerful teaching approach. This facilitated online course focuses on both teacher questioning and student self-questioning. When writing teachers ask higher-order questions and give students opportunities to think critically and to develop deep explanations, learning is enhanced. Equally important as teacher questions are student self-questions. Self-questioning can guide learning and help students monitor their progress.

Universal Design for Learning: Addressing Barriers-Writing (TEAL)

This facilitated online course provides an overview of the Universal Design for Learning (UDL) framework and guidelines as well as suggestions for applying UDL principles to the adult education context. UDL is a set of principles for designing curriculum that provides all students, regardless of ability, disability, age, gender, or cultural and linguistic background, with equal opportunities to learn.

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