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23. Teaching Spelling to Intermediate Poor Spellers: Never Too Late | 2022 Literacy Symposium

23. Teaching Spelling to Intermediate Poor Spellers: Never Too Late | 2022 Literacy Symposium

07/21/2022
00:59:27 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ A substantial number of intermediate students (grades 3-5) are poor spellers who would benefit from explicit, structured language teaching. How should those lessons be structured? What specific skills should be targeted? What kind of practice is likely to help? Examples of lessons and activities will be shared.
24. Weighing the Hog Doesn't Make it Fatter | 2022 Literacy Symposium

24. Weighing the Hog Doesn't Make it Fatter | 2022 Literacy Symposium

07/21/2022
00:59:19 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 24. Weighing the Hog Doesn't Make it Fatter: Linking Assessment to Instruction in a MTSS Model Are you collecting data you never use? Do you have questions about your students that you can't answer? Has assessment become a compliance activity? Perhaps you have lost sight of WHY you are assessing reading skills. This session will help elementary teachers, coaches and administrators identify the essential questions about reading performance, and select the most efficient ways to answer them. Multi-Tiered Systems of Support (MTSS), the framework for implementing the science of reading, requires a coordinated system of assessment for four main purposes; • screening • diagnostic • progress monitoring • outcome evaluation Assessments should be used for the purpose for which they were designed. Each assessment purpose is linked to specific instructional decisions in the MTSS model, such as supplementing core reading instruction, forming small groups, and intensifying intervention. Participants will gain knowledge of how the four purposes of assessment link to instruction within MTSS for the benefit of all students.
25. Distinguishing Between Difference, Disorder, and Disadvantage | 2022 Literacy Symposium

25. Distinguishing Between Difference, Disorder, and Disadvantage | 2022 Literacy Symposium

07/21/2022
01:04:02 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Speech-language pathologists (SLPs), educators, and other practitioners have consistently noted the diagnostic challenge observed when attempting to distinguish between the typical linguistic variation of African American English (AAE) speakers, the clinical indicators of language disorder and language delay based on the impact of being reared in poverty. As the development of literacy skills is dependent upon strong language foundations, the early identification and intervention for students with true language and literacy weaknesses is critical. We will discuss evidence-based assessment and treatment practices that practitioners can utilize when working with speakers of AAE and other non-mainstream dialects.

26. Connections Between Trauma-Informed Practices and PBIS: A School Application

08/15/2017
00:57:44 minutes
Using converging research from the fields of brain science, trauma, poverty and behavior, this overview session will identify school practices that effectively support students with trauma histories. Specific connections to components of PBIS will be made. Note: definition of trauma includes poverty-related developmental/pervasive trauma.
26. How and When To Use Decodable Readers for Maximum Effectiveness | 2022 Literacy Symposium

26. How and When To Use Decodable Readers for Maximum Effectiveness | 2022 Literacy Symposium

07/21/2022
01:03:07 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Teachers often ask us how to include decodable readers during phonics instruction. This session answers that question. Teachers will learn how decodable texts are critical for beginning phonics instruction, when to start using decodable text, when it is appropriate to move away from decodable text, and how to track students‚ progress with decodable texts. Teachers will also learn the importance of using decodable text to practice a new advanced phonics pattern when it is taught, even though students are capable of reading grade level text independently. There is a brief discussion of the difference between decodable and leveled texts.
27. Effective Vocabulary Instruction: Throw Away the Dictionary | 2022 Literacy Symposium

27. Effective Vocabulary Instruction: Throw Away the Dictionary | 2022 Literacy Symposium

07/21/2022
01:11:39 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Virtually all experts in the field of teaching vocabulary agree that using the dictionary to teach word meanings is ineffective. So, what does work? We demonstrate a way to teach vocabulary in which students hear the word, say the word, see the word, and use the word, all without a dictionary. Through active participation, participants learn how to (1) have students create their own meaningful definitions, (2) get the word and meaning into long-term memory, and (3) spell the word (in grades where spelling the word is appropriate). The instructional techniques are explicit and multi-sensory, and they connect speech, print, and meaning.

27. Teaching School Wide Expectations to Develop Character

08/15/2017
00:57:45 minutes
During this session, the presenters will discuss how they continually develop positive character traits of their students. The SWPBS team has chosen the traits of Responsibility, Respect, Caring, Trustworthiness, Fairness, and Citizenship. In this session the team will share experiences with the 4 Be’s and developing a character education program. These efforts are helping students to become "Motivated Millionaires".
28. Language Structures and Verbal Reasoning | 2022 Literacy Symposium

28. Language Structures and Verbal Reasoning | 2022 Literacy Symposium

07/21/2022
01:05:34 minutes
Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 28. Language Structures and Verbal Reasoning: Missing Links in Close Reading Lessons Gough and Tunmer's Simple View of Reading (SVR) identifies two major components of reading comprehension: word recognition and language comprehension. Join Dr. Tolman to experience the 'why' behind the need for direct, explicit instruction for language structures and cohesive ties, two of the many strands that intertwine to enable close reading.

28. Utilizing a Behavioral Response Tool: Creating a Plan for Deescalating Student Behavior

08/15/2017
00:50:50 minutes
This session will explore the use of a tool designed to create consistent behavioral responses from adults working with students experiencing escalating behavior. The presenters will provide guidance on incorporating the use of the results into classroom practice and integration into Positive Behavior Support Plans (PBSPs).

29. CHAMPS: An Effective Tool for Coaching Classroom Management within a SWPBIS Framework

07/10/2014
01:07:59 minutes
During this session participants will learn the purpose of why and how the CHAMPS program has become such an integral part within the successful implementation and sustained efforts of Kerr Elementary’s SWPBIS framework. The presenters will discuss the process of developing, establishing and implementing clear and consistent expectations across the entire school environment; share the guiding principles of the CHAMPS program; and explain how the CHAMPS program is successfully maintained through coaching and consistency. They will discuss how data helps guide the PBS team’s decision-making, and how data helps to clarify the success of their program.