Videos

This first presentation describes the basic elements of morphology for the beginning teacher or student. Key terminology associated with morphology are introduced, described and defined. Multiple opportunities are provided to practice the basic elements of morphology being discussed. Resources are provided throughout the webinar to further understanding of basic morphology. Additionally, a short mini-lesson is shown in how to prepare and administer a morphological instructional session.

Guest Dr. Scott Baker shares a valuable resource, the National Center on Improving Literacy (NCIL) to help build literacy knowledge in and outside of school.

The focus of this presentation will be on interdisciplinary collaboration for services in inclusive settings to provide FAPE for all students. Dr. Berninger will present evidence based, instructionally relevant approaches to diagnosing and treating dysgraphia, dyslexia, OWL LD, and dyscalculia. A brief overview of genetics and brain research for these biologically based invisible disabilities that respond to specially designed instruction will be presented.

This video presentation by Joan Sedita is part of a PaTTAN book study series. This five-week series focuses on the components of the Writing Rope and the integration of effective writing instruction into content teaching with the combined goals of improving students’ writing ability and content learning. In this first book study session Joan Sedita reviews and elaborates on Chapter 1: Introduction to the Writing Rope and Chapter 2: What Do We Know About Effective Writing Instruction. Link to materials: https://drive.google.com/drive/folders/1f6xQSsptgpxnRhMDDr37c0Vv87odR0Kx?usp=share_link

In this session, participants continue to develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Phases of genre-specific writing instruction, such as learning about genre, evaluating genre, and writing genre, will be discussed. Because students who are knowledgeable about text structure, recall and write text better than others who aren’t, this session will highlight the importance of making text structure for the genres of narrative, informational/explanatory, and opinion/argumentative writing visually explicit.

This webinar continues the examination of writing instruction for students who are deaf or hard of hearing by examining the micro-structures of writing. Components of micro-level writing, including handwriting, spelling, vocabulary, and sentence structure will be discussed with emphasis on instructional strategies for linking micro-level and macro-level structures through the use of “writing warm-ups.” Sentence stems and organizational frames will also be presented as instructional scaffolds to help bridge micro- and macro-level writing.

In this session, participants will develop the knowledge and skills necessary to improve writing instruction for students who are deaf or hard of hearing. Topics include how to prepare students for writing, explicitly teach the writing process, and motivate students to write. As part of this workshop, participants will discuss the importance of defining the phases of the writing process. Materials selection and the use of graphic organizers and writers’ notebooks will also be addressed.

Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence- based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

Act 69 of 2014, the Dyslexia Screening and Early Literacy Intervention Pilot Program became effective on June 26, 2014 (24 P.S. Article XVII-C). This Act requires the Pennsylvania Department of Education (PDE) to establish an early literacy intervention and dyslexia pilot program to provide evidence-based early screening using evidence-based services for students with potential risk factors for early reading deficiencies and dyslexia, such as low phonemic awareness, low letter and symbol naming and inability to remember sequences. This session will provide an update on the pilot program, which will operate for three full years beginning with the 2015-16 school year.

Emily Hanford shares insights from the field around her work of literacy and literacy instruction.