Incorporating science of reading-based practices does not require purchasing a new program or a complete

curriculum overhaul, as much as it requires educators to make revisions through the lens of science.

In this workshop, participants will discuss recommitting to foundational skills (phonological awareness and

systematic phonics), incorporating generative vocabulary instruction with meaningful word selection for explicit

instruction, creating the space for fluency instruction, and importantly, supporting comprehension with

knowledge building.

Educators will walk away with ideas for curriculum revisions that support:

✓ conceptual knowledge building and enduring understandings with opportunities for transfer

✓ creating multi-media text sets

✓ ideas for reimagining independent practice

✓ fostering pathways for diverse learners

✓ creating opportunities for writing across tasks and text types

✓ developing culminating experiences that foster collaboration and academic discourse

Eligible for 6 hours CTLE credit. Can use 1-1/2 Consortium seats.

If district pays, district approval must be confirmed prior to start of session.