Videos

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Emphasis on sentence-level instruction is critical to bridge the word–to-text gap for reading and writing. Readers must derive meaning from individual sentences in order to attain text-level comprehension (Scott, 2009). Writers must compose sentences to convey meaning through the text they produce. Additionally, the sentence is the linguistic environment that determines the meaning of many words making the relationship between syntax and vocabulary important to reading comprehension. This session explores these relationships, including words with multiple meanings, word meanings altered by morphological markers, word order implications, and word functions. Instruction can capitalize on and foster these connections through a purposeful selection of words, text, and instructional activities. By utilizing effective instructional practices at the sentence level, teachers can facilitate text comprehension and writing based on the text material use in their instructional settings.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 59. Making Connections Between Digital Literacy Programs and Classroom Literacy Instruction Digital education programs implemented during COVID-19 school closures continue to be used in the classroom as a complement to teachers’ instruction. The bulk of educators who participated in a 2020 survey about the effectiveness of digital learning largely reported a positive impact on student performance; however, fewer participants believed that digital learning tools made instructors more effective (source: schoology.com, 2020; n=16,906 survey participants). While digital learning reports may not suggest explicit instructional techniques, data from the programs can inform instructional method selection and efforts to differentiate instruction. This interactive presentation will take you on a journey of considering early literacy assessment findings, using the “Assessment of Literacy and Language”; analyzing early literacy content in digital programs, using WORD Force; and leveraging those findings as well as student performance data to generate ideas for early literacy classroom instruction.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 61. Reading Ready: A Simple, Free, and Effective Emergent Word Reading Approach Dr. Miles will present on her explicit and systematic word reading curriculum for emergent readers. This research-based and easy to administer program is free and has been used in NYC Dept. of Education as a Covid-19 response intervention. The intervention sessions involve multi-modal phonemic awareness, letter knowledge, word analysis, and decodable sentence reading activities. Since summer 2021, her team has trained over 100 NYC DOE staff and over 230 preservice teachers to conduct the 20 minute sessions 3-5x a week with mostly first grade striving readers. Another group of DOE staff and preservice teachers will be trained this coming summer. Preliminary results show student growth in phoneme blending and nonword reading skills. An accompanying manual for caregivers and plans to train caregivers/community members will also be discussed.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 62. The Many Facets of Reading Comprehension: Where Does Strategy Instruction Fit? Reading comprehension is multifaceted, and as such requires a multifaceted instructional approach. While teaching strategies is only one aspect of that instruction, is it important? YES! The teaching of reading comprehension strategies has been shown to be effective, so what do we know about how that instruction looks? This session will address the need for brief instruction that engages students in strategic actions designed to develop monitoring skills and flexibility in navigating text in order to create that “mental model” of understanding. Specifically, we will examine: • What leading experts have concluded about comprehension strategy instruction’s limitations and benefits: what processes, when to teach, and how; • The gradual release approach (“I do, we do, you do”) in strategy lessons; • The importance of utilizing Think-Alouds; and • A model lesson in teaching inference.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ The PaTTAN MTSS/Literacy team is partnering with the National Center for Improving Literacy to design a Science of Reading course to meet the need for free, accessible Science of Reading teacher training and practice in Pennsylvania. This session will detail and update the development of the course.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Educators often describe comprehension as the goal of all reading instruction and assessment. Making meaning from text requires multiple skills and processes that can be difficult to define, disentangle, and measure. Students may struggle with reading comprehension for a variety of reasons, including difficulty with word recognition, lack of background knowledge, trouble drawing inferences, low levels of word knowledge, slow reading rate, and others. Although universal screening can identify the students who are not comprehending, more in-depth, diagnostic assessments are needed to guide next steps for instruction.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ Equitable literacy space in your class is a thing and it is important. The concept of mirrors, windows, and sliding glass doors will be used to emphasize the significance of a diverse classroom library. In addition, culturally responsive practices will be identified to increase literacy engagement. Finally, a nuanced analysis of reality pedagogy will offer examples of opportunities for student investment in their own learning.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 66. Power UP Storybook Reading: Engage in Purposeful and Interactive Read Alouds Interactive reading builds oral language and literacy. Reading aloud to and with children is a powerful and engaging experience that serves a variety of purposes. Story reading fosters language development, story comprehension and literacy skills from preschool through primary grades. Multiple reads of children’s literature develop oral-language skills and cultivate vocabulary development, content knowledge and exposures to the complexities of sentence structures and nuances of language. You will learn strategies to encourage active listening, spark questions, and promote and extend conversations. It is the purposeful talk and reading experiences that can jumpstart the career of a successful reader.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ 67. Word Generation: Effective Implementation to Support Academic Vocabulary and Student Discourse This session will explore best practices in vocabulary instruction. Participants will be equipped to utilize the Word Generation materials to support the vocabulary development and discourse skills of all students in grades 4 through 8 through instruction in face-to-face, remote, and hybrid settings.

Access all of the sessions at https://pattanliteracysymposium22.sched.com/ In this session, key findings and questions from a published analysis (Roberts, 2021)of four Randomized Controlled Trial studies comparing generic approaches including the use of Embedded Pictograph Mnemonics to teaching beginning alphabet knowledge to preschool students will be presented. Conventions and policy prioritize letter name recognition and capital letter formation, yet until recently very few studies compared generic instructional approaches (e.g. letter order, teaching letter names first versus letter sounds, contextualization, associated images) to letter learning, or, provided conceptual frameworks for procedures or student engagement. Relevance for practitioners and implications for the students who tend to become the most under served in literacy will be discussed.