View Workshop: Science of Reading for ALL
| Workshop Name | Science of Reading for ALL |
|---|---|
| Workshop Brochure | Not set |
| External Workshop Brochure | Workshop Brochure |
| Workshop Short Desc | The "science of reading" is a vast, interdisciplinary body of research that explores how children learn to read effectively, emphasizing systematic and explicit instruction in foundational literacy skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension. |
| Workshop Code | Not set |
| School Year | 2025-2026 |
| Rolling Online Course | No |
| Moodle Online Course | Not set |
| Frequency | Not set |
| Online Course Type | Not set |
| Site | Not set |
| Location | Not set |
| Category | 529 - Professional Development |
| Subcategory | Curric: Instructional Strategies |
| Provider | 529 - Professional Development |
| Location | Not set |
| Evaluation Form | Not set |
| Duration | 6 Hours |
| Level | SED CODES 1,2,3,4 |
| Total Workshop Days | 1.0 |
| Credit Hours | 5.50 |
| Days To Bill | 1.0 |
| Participants Must Attend All Days | No |
| District Always Pays Participant Fee | Yes |
| Participant Approval Needed | No |
| Scoring Exams | No |
| Assigned Seating | No |
| Assigned Seating By Table | No |
| Limit One District Per Table | No |
| Rep Reg Days Before Scoring | Not set |
| Workshop Full Desc | The science of reading is not a single program or method, but rather a collection of research findings across various disciplines (psychology, linguistics, neuroscience, etc.) that inform how children learn to read.
Focus on Foundational Skills: It emphasizes the importance of teaching foundational literacy skills, including: Phonemic Awareness: Understanding that words are made up of individual sounds (phonemes). Phonics: Learning the relationship between letters and sounds (graphemes and phonemes). Fluency: Reading accurately, quickly, and with expression. Vocabulary: Learning the meaning of words. Comprehension: Understanding what is read. Systematic and Explicit Instruction: The science of reading advocates for teaching these skills in a structured and direct manner, rather than relying on implicit or less structured approaches. Evidence-Based: It is grounded in scientific evidence and seeks to identify the most effective instructional practices for teaching reading. |
| Workshop Audience | All teachers PK-12 |
| Workshop Prerequisites | Not set |
| Workshop Objectives | Focus on Foundational Skills for ALL GRADE LEVELS
It emphasizes the importance of teaching foundational literacy skills, including: Phonemic Awareness: Understanding that words are made up of individual sounds (phonemes). Phonics: Learning the relationship between letters and sounds (graphemes and phonemes). Fluency: Reading accurately, quickly, and with expression. Vocabulary: Learning the meaning of words. |
| Assessment of Learning | Check points
Stop and Jots Turn and Talk Plan for school implementation of skills |
| Workshop Topics, Concepts & Resources | Phonemic Awareness: Understanding that words are made up of individual sounds (phonemes).
Phonics: Learning the relationship between letters and sounds (graphemes and phonemes). Fluency: Reading accurately, quickly, and with expression. Vocabulary: Learning the meaning of words. Summarizing Text Coding Short response |
| Workshop Broadcast Notes | The science of reading is not a single program or method, but rather a collection of research findings across various disciplines (psychology, linguistics, neuroscience, etc.) that inform how children learn to read.
Focus on Foundational Skills: It emphasizes the importance of teaching foundational literacy skills, including: Phonemic Awareness: Understanding that words are made up of individual sounds (phonemes). Phonics: Learning the relationship between letters and sounds (graphemes and phonemes). Fluency: Reading accurately, quickly, and with expression. Vocabulary: Learning the meaning of words. Comprehension: Understanding what is read. Systematic and Explicit Instruction: The science of reading advocates for teaching these skills in a structured and direct manner, rather than relying on implicit or less structured approaches. Evidence-Based: It is grounded in scientific evidence and seeks to identify the most effective instructional practices for teaching reading. |
| Submitted For Approval | 07/30/2025 |
| Approved | 07/30/2025 |
| Online Course Instructions | Not set |
| Online Course Url | Not set |
| Online Course Pass Code | Not set |
| CTLE Eligible | Yes |
| Social Worker Continuing Ed | No |
| Course Type | Not set |
| Alt Fee Per Participant | Not set |
| Public Notes | Not set |
| Workshop Id | 3006 |
| Added By | Tessa Levitt |
| Boces | Cattaraugus-Allegany BOCES |
| Archived Date | Not set |
| Entry Date | 04/03/2025 08:35:16 |
| Last Modified Date | 07/30/2025 10:53:36 |
CTLE Activities
- Pedagogy
Seminars
Learning Standards
- 2 Knowledge of Content and Instruction
- 3 Instructional Practice
- 4 Learning Environment
- 7 Professional Growth