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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 self-paced online course also explores the characteristics of fluent reading and practices different techniques of guided repeated oral reading, the recommended instructional strategy for improving fluency.

Effective Lesson Planning-Writing (TEAL)

In this facilitated online course, participants will learn techniques to make the most of planning time and maximize collaboration with peers. Planning is critical in identifying appropriate action steps to help one effectively reach a goal. Lesson plans help instructors set learning objectives, and they provide a road map by which instructors can organize content, materials, time, instructional strategies, and assistance in the classroom. They also represent a way to communicate to learners what they will learn and how they will be assessed.

Professional Development for Teaching Adult Emergent Readers (ELL-U)

This training outlines for educators some of the most important research-based characteristics of adult language learners who are becoming literate for the first time. The training will highlight useful materials, model a few core teaching strategies, and discuss program models that serve this unique population. Participants are encouraged to bring their own reading lists, materials, and questions to the training.

Diagnostic Reading Assessment for Intermediate English Language Learners (ELL-U)

This virtual study circle will begin with a discussion of the diversity of reading strengths and needs among intermediate (GLE 3.0-8.9) English language learners (ELL; including those placed in English-as-a-second-language classes and those in Adult Basic Education classes) as well as the rationale behind components-based reading assessments and reading profiles. A brief and practical approach to individual assessment will be presented that is based on the “simple view of reading” – in other words, vocabulary + word recognition = up to 80% of comprehension.


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