LETRS

Language Essentials for Teachers of Reading & Spelling

Pennsylvania Language Essentials for Teachers of Reading and Spelling (LETRS) Cohort

Modules 1-10

An excellent opportunity for your educators to further develop their instruction and knowledge in literacy skills by joining the LETRS (Language Essentials for Teachers of Reading and Spelling) cohort for Modules 1-10. LETRS training is beneficial for reading coaches/specialists, Title, speech/language professionals, special educators, general education teachers, administrators, and any professionals who are involved with the teaching of reading and related subjects. This is also an excellent foundation for those teachers who have transitioned to another grade level and need supports in literacy.


The goal of the LETRS professional development program is to help teachers from grades K-12 understand the language structures they're teaching, how students learn to read and write, and the best reasons why some children fail to learn. LETRS helps teachers gain in-depth, useful instructional information that complements their everyday teaching practices. It is not a "reading program", nor is it a replacement for core reading programs; rather, it is designed to bring deeper insight and knowledge to reading instruction, provide answers that instructional materials cannot, and allow teachers to reach, through explicit, scientifically-based methods, students who might otherwise fail.


We hope that you will find this an excellent resource for your educators to further support them in their instruction.

Module 1-The Challenge of Learning to Read*

Tuesday, Oct. 20th, 8am-4pm

453 Maple Street

Grove City, PA

*Module 1 is a prerequisite for the entire series. You must take or have taken Module 1 in order to attend Modules 2-10.

It is highly recommended, but not required to attend all Modules in the cohort. If you have any questions please contact Marilyn Goodrich: marilyn.goodrich@miu4.org or 724-458-6700 ext 1290.

What is LETRS?

LETRS, Language Essentials for Teachers of Reading and Spelling, was developed by Dr. Louisa Moats. The goal of the LETRS professional development program is to help teachers from grades K-12 understand the language structures they're teaching, how students learn to read and write, and the best reasons why some children fail to learn. LETRS helps teachers gain in-depth, useful instructional information that complements their everyday teaching practices. It is not a "reading program", nor is it a replacement for core reading programs; rather, it is designed to bring deeper insight and knowledge to reading instruction, provide answers that instructional materials cannot, and allow teachers to reach, through explicit, scientifically-based methods, students who might otherwise fail.

Please refer to the Module descriptions below for additional information on each.


How is LETRS organized?

Various components of reading instruction are addressed in stand-alone modules. Each module requires approximately one day of professional development. Participants purchase a LETRS module book to use during the training session. Participant books include handouts, activities, and related text.


Who is it for?

LETRS training is beneficial for reading coaches/specialists, speech/language professionals, special educators, general education teachers, administrators, and any professionals who are involved with the teaching of reading and related subjects. This is also an excellent foundation for those teachers who have transitioned to another grade level and need supports in literacy.

Modules 1-10 Dates and Descriptions

10/20/15

Module 1 — The Challenge of Learning to Read.

The first module in the LETRS series explores the reasons why many students have reading difficulties and explains how children learn to read. Case studies illustrate the progression of reading development; the influences of biological, genetic, cognitive, environmental, and instructional factors in learning to read; and the components of effective reading instruction. A "four-part processing system" model is explored in detail. For all grades.


11/10/15

Module 2 — The Speech Sounds of English: Phonetics, Phonology, and Phoneme Awareness. This module introduces phonemes (speech sounds) and discusses the importance of phonological awareness in reading and spelling instruction. Module 2 also discusses the features of consonants and vowels and covers some of the problems that children who speak other languages or dialects may have when learning English. For all grades.


12/7/15

Module 3 — Spellography for Teachers: How English Spelling Works.

Module 3 explores the structure and history of English spelling from several angles: phoneme-grapheme correspondences, letter patterns within words, syllables, meaningful word parts (morphemes), and historical layers in the orthography. The module addresses differences between syllables and morphemes, between "irregular" and "high frequency" words, and among six syllable types. After learning this, content teachers can approach phonics, spelling, and word study with confidence. For all grades.


1/13/16

Module 4 — The Mighty Word: Building Vocabulary and Oral Language.

Vocabulary instruction differs from other areas of reading. This module addresses varied approaches to instruction, including indirect (contextual) and direct methodologies, and stresses techniques for fostering word use, knowledge of word relationships, and awareness of word structure and its connection to meaning. Participants apply what they have learned about vocabulary instruction to several examples of narrative and expository text. For all grades.


1/26/16

Module 5 — Getting Up to Speed: Developing Fluency.

Comprehensive reading instruction includes deliberate fluency-building at subword, word, phrase, and text levels for those students who are too slow. This module reviews the rationale for a fluency component in lesson design. Participants learn and practice techniques for speed drills, repeated readings, simultaneous and alternate oral reading, calculating reading fluency, and charting the results of exercises. For all grades.


2/23/16

Module 6 — Digging for Meaning: Teaching Text Comprehension.

Comprehension instruction is one of the most researched areas in reading education, yet one of the most challenging. This module addresses the research base for teaching comprehension, the reasons why children have difficulty with comprehension, and approaches for teaching comprehension at the phrase, sentence, paragraph, and passage levels. Questioning techniques and strategies useful before, during, and after reading are reviewed. Exercises include text analysis for planning instruction. For all grades.


3/8/16

Module 7-Teaching Phonics, Word Study, and the Alphabetic Principle.

Effective, systematic phonics instruction involves many subroutines, which are all practiced in Module 7. The sequence and substance of concept development in code-based instruction is emphasized, including the importance of applying learned skills to reading and writing. Answers to common questions are provided, including, "How Much Phonics?" "Who Needs Phonics?" "What Kind of Phonics?" and "Why Phonics?" (For grades K-2, Intervention Grade 3)


3/30/16

Module 8- Assessment for Prevention and Early Intervention (K-3).

Module 8 distinguishes screening and progress monitoring assessments from diagnostic and outcome assessments. This module reviews the rational for early screening with fluency-based measures and teaches how to use a developmental spelling inventory. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) is used as the example of a valid, reliable, efficient approach to early screening. Exercises include review of classroom reports and individual case studies in light of children’s instructional needs and the "three-tier" concept of intervention. (For grades K-3)


5/10/16

Module 9- Teaching Beginning Spelling and Writing (K-2 and Intervention Grade 3). Module 9 addresses writing instruction for children in grades K–2 who need to be taught the component skills that underlie composition. Drawing on recent research that explains the cognitive and linguistic components of composition skills, a framework for analyzing writing samples is applied to examples of students at several different achievement levels. Instruction that builds automaticity in critical components while teaching children the stages of the writing process is explained and modeled. (For grades K–2, Intervention Grade 3)


5/24/16

Module 10-Reading Big Words: Syllabication and Advanced Decoding (For grade 3–Adult).

Module 10 addresses the instructional needs of students in third grade and up who inaccurately and/or slowly read and spell multi-syllabic words. Beginning with phoneme-grapheme mapping, the module goes on to address systematic teaching of syllabication, syllable spelling types, and ending rules. Morphology—including inflection, Anglo-Saxon compounds, Latin and Greek roots and affixes, and derivational word learning processes—is addressed in some depth. An Advanced Decoding Survey is included with this module, along with lists of instructional resources and programs. (For grade 3–Adult)

Midwestern Intermediate Unit IV

Registration Information

All Sessions are from 8:00-4:00


ACT 48

7 hours


Cost Per Session

$75.00 and includes LETRS Module 2nd Edition Manual, handouts, and lunch.


Deadline for registration is 3 weeks before each Module session.

If for some reason you cannot attend and do not cancel your registration before the day of the event you will be charged the full amount.


Please access Edulink registration below. If you do not have an Edulink account please create one before registering.


Any questions about registration please contact Denise Lemmon, Secretary to the Director of Curriculum, Instruction, and Assessment at 724-458-6700 x 1217 or denise.lemmon@miu4.org


Any questions about Module sessions, please contact Marilyn Goodrich, TAC, at 724-458-6700 x1290 or marilyn.goodrich@miu4.org

Inclement Weather & Special Accommodations

In case of inclement weather, please call MIU IV prior to your departure to hear changes, if any, to the day's schedule. Call 1-800-942-8035 x 1370 or 724-458-6700 x 1370. All delays and/or cancellations will be recorded on the phone system no later than 6:30 A. M. on the day of the event and will be updated as needed.



If you would like to attend and require special accommodations, please telephone 724-458-6700 x 1217