Series Overview: Is the science of reading and writing anchoring your assessment and instruction toolbox for students with CLN? Students with CLN deserve scientific, proven methodologies to facilitate the most efficient literacy acquisition. This series will focus on the word recognition, decoding and encoding aspects of literacy acquisition, rather than the language comprehension and vocabulary side of reading. Hands-on practical application will be emphasized throughout the series, and participants will have opportunities to share experiences as they implement new reading and writing tools and techniques. Throughout the four sessions we will provide case examples on how to integrate, layer, and sequence the discussed literacy skills throughout daily instruction.
Session 3 of the spring series will focus on instruction with decodable text and emphasize spelling instruction with students who have more advanced skills. Using case data, participants will closely examine the skills for one student with complex learning needs who demonstrates more advanced literacy skills. As with session two we will discuss how instruction of phonemic awareness, phonics, and spelling, can be layered and integrated throughout daily instruction for students with more advanced.
1.) Explain how to align connected text reading activities to phonics instruction using decodable text and why this is important
2.) Describe how to implement early phonological to phonological spelling instruction during daily activities.
3.) Discuss how assessment data can be used to organize systematic and sequential instruction across areas for students with CLN with more advanced literacy skills.