Conventional Literacy Strategies for Students on Alternate Assessment
This class is for students with significant cognitive disabilities, K-12, who take the alternate assessment and are beginning readers and writers. This class is not appropriate for students with dyslexia or other learning disabilities. In this course, teachers will learn about specially designed instruction and the comprehensive literacy framework as developed by Karen Erickson and David Koppenhaver. Content will include principles of effective literacy instruction, the importance of communication and core vocabulary, a brief overview of reading theory, and literacy routines (comprehension instruction, word identification, independent reading, spelling, and writing). Included in the class is a copy of the book Comprehensive Literacy for All, 2020, by Karen Erickson and David Koppenhaver. This class is designed for teachers and assumes instructional knowledge, but it may also be appropriate for paraeducators.
Course: 182326 HL
July 24, 27, 28, 2020
8:30 a.m.-3:30 p.m.
Emergent Literacy Strategies for Students on Alternate Assessment
This class is a revision of Emergent Literacy Instruction for Students on Alternate Assessment. It reviews the same routines but adds depth and breadth. This course will focus on emergent literacy skills for students with significant cognitive disabilities. The concepts and strategies apply to any student on alternate assessment, K-12, who is not yet reading or writing. It is not appropriate for students with dyslexia or other learning disabilities. Content is based on the work of Karen Erickson and David Koppenhaver and will include specially designed instruction, the comprehensive literacy framework, principles of effective literacy instruction, communication and core vocabulary, and five instructional routines: shared reading, independent reading, foundational skills, independent writing, and predictable chart writing.
Course: 182335 HL
July 24, 30, 31, 2020
8:30 a.m.-3:30 p.m.
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