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Information about “Keys to Beginning Reading” by Keys to Literacy
The face-to-face training Keys to Beginning Reading by Keys to Literacy is organized into twelve modules that include 45 hours of content on scientifically and evidence-based practices in teaching reading. Participants will receive a 458-page, hard-copy manual and access to activity packets and handouts. Details about the topics presented in each module can be found below.
Module 1: Reading Basics
Topic Outline:
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Overview of the 5 components of reading
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Chall’s Stages of reading development
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The Simple View of Reading, Scarborough’s Reading Rope
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Language Components: phonology, orthography, morphology, semantics, syntax, discourse, pragmatics
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Teaching principles, Gradual Release of Responsibility
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Overview of dyslexia
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Decoding Simulation
Module 2: Oral Language
Topic Outline:
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The language-literacy connection
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Listening and discussion skills
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Talk moves
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Developing language through read aloud
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Extended Activities, Make and Takes through Connect to the Classroom
Module 3: Phonological Awareness
Topic Outline:
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Introduction to phonology, why teach it
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Word awareness, syllable awareness; instructional suggestions
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Alliteration, onset/rime, and rhyme awareness; instructional suggestions
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Introduction to phonemic awareness
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Phoneme identification, blending, segmenting; instructional suggestions
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Phoneme manipulation; instructional suggestions
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Informal assessment of phonological awareness
- Extended Activities, Make and Takes through Connect to the Classroom
Module 4: Phonics
Topic Outline:
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The alphabetic principle, the Simple View of Reading (the decoding side)
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History of phonics instruction, explicit vs. incidental instruction
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Phonemic awareness and phonics connection
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Guidelines for effective phonics instruction, suggested phonics lesson routine
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Systematic phonics scope and sequence
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Letter naming; instructional practices
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Letter-sound correspondences; instructional practices
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Blending and segmenting to read and spell words
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Orthographic Mapping
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Decodable text
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Spelling rules and generalizations; using spelling inventories
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Word families and word chains
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Advanced word study: syllable types
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High frequency sight words – decodable and irregular
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Syllable types; syllable division
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Schwa in unaccented syllables
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Common affixes and structural analysis for multisyllable words
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Connected text
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Extended Activities, Make and Takes through Connect to the Classroom
Module 5: Fluency
Topic Outline:
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Fluency defined: accuracy, rate, prosody, automaticity
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Measuring fluency - Words Correct Per Minute; using fluency norms
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Text difficulty and fluency
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Fluency instruction for letter-sound association, word parts, syllables; instructional suggestions
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Determining independent, instructional and frustrational levels of text
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Fluency practice with connected text; instructional suggestions
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Assessing and measuring fluency progress
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Extended Activities, Make and Takes through Connect to the Classroom
Module 6: Vocabulary
Topic Outline:
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How students learn words; effective vocabulary instruction
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Previewing strategies before students read or are read to
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Activities to connect vocabulary (semantic mapping, semantic feature analysis, categorizing, opposites)
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Selecting words to teach in-depth; three tier model
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Using read aloud and text talk to teach vocabulary
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Templates for teaching words (Frayer, Concept Definition Map, Two-Column)
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Using context and word parts for unfamiliar words
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Developing a word-conscious classroom
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Extended Activities, Make and Takes through Connect to the Classroom
Module 7: Sentence Structure
Topic Outline:
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Connection between syntactic awareness and comprehension
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Troublesome sentence structure
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Activities to develop sentence skills: sentence scramble, sentence elaboration, sentence combining
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Extended Activities, Make and Takes through Connect to the Classroom
Module 8: Text Structure
Topic Outline:
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Connection between knowledge of text structure and comprehension
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Narrative text structure; instructional suggestions
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Informational text structure; instructional suggestions
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Text features – clues to meaning
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Paragraph structure; instructional suggestions
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Patterns of organization (description, sequence, cause/effect, compare/contrast, problem/solution)
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Transition words/phrases
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Extended Activities, Make and Takes through Connect to the Classroom
Module 9: Comprehension
Topic Outline:
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The Simple View of Reading (the language comprehension side)
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Metacognition; instructional suggestions
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Inference skills
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Strategy instruction; using routines
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Categorizing and main idea skills; instructional suggestions
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Topic web graphic organizer; instructional suggestions
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Two-column graphic organizer, instructional suggestions
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Retelling and summarizing skills; instructional suggestions
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Answering and generating questions; instructional suggestions
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Extended Activities, Make and Takes through Connect to the Classroom
Supplemental Module: Instruction for Struggling Students
Topic Outline:
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Causes of reading difficulty: environmental and neurobiological
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Learning disabilities and dyslexia defined
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The reading brain
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Effects on phonemic awareness, phonics, fluency, vocabulary and comprehension skills from:
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Learning disabilities and dyslexia
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Deficits in executive function skills
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English language learning
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Tiered literacy instruction
Supplemental Module: Reading Assessment
Topic Outline:
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Types of assessment: reliable/valid, formal/informal; screening, diagnostic, progress monitoring, summative
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Assessment tasks for phonological awareness, phonics, fluency, vocabulary, comprehension
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Assessment for students at risk
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Assessment data analysis to drive instructional decisions within an MTSS framework
Supplemental Module: Course Review
Topic Outline:
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Course review card sort activity and debrief
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Final reflection activity
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Two-Column Take Away Review – Implementations goals and action steps
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