FableVision Educational

Tilting the Balance in a Balanced Reading Program
Since One Size Never Fits All

Workshop Description	Learn how to use information about individual learners to “tilt the balance” in a balanced reading program while using research based methods that address the five components of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Certain children need more hands on activities, explicit teaching and scaffolding than other children need. This workshop will provide the “nuts and bolts” of current Reading First (NCLB) information while also providing motivating and exciting classroom applications. Part of the workshop will be devoted to “make and takes” and other “ready to use” applications based upon realistic school practices. The presenter, a veteran reading specialist and LD practitioner played a key role in the Reading First effort in MA by providing the professional development for the 2500 staff members of the Reading First schools. She has the unusual background of helping both practitioners and administrators create “Reading First Friendly” environments that produce real growth in reading levels by addressing such issues as “flexible groups” and “assessment driven instruction” as well as “ teacher friendly ideas” – all geared to individual instructional needs.
Designed for:	Classroom teachers and teacher leaders, reading specialists, Title 1 Directors and teachers, special education teachers and paraprofessionals, speech and language pathologists, library/media staff, pre-service teachers, MTEL candidates. (K-5 levels)
Duration	Six hours, includes an hour for lunch.
Educators will...	Explore some of the most current reading practices being used nationally with specific information about MA schools (based upon Reading First/NCLB) Learn about and make activities that can be used immediately with any reading program Practice activities in each of the five components of reading (phonemic awareness, phonics, fluency, vocabulary, comprehension) Be exposed to various curriculum materials and programs that supplement core programs that meet NCLB requirements Gain familiarity with recently developed publications and web sites that relate to and assist with Reading First practices (NCLB). Explore some of the current assessment practices in reading (NCLB)
Aligned with:	No Child Left Behind - Reading First practices and requirements The Massachusetts English Language Arts Curriculum Framework MTEL (MA Tests of Educator Licensure: Foundations of Reading and Reading Specialist)
Workshop Strands	This workshop will be divided into three strands during the day dealing with Imagination, Discovery, and Sharing.
Imagination:	Imagine a classroom where each child’s strengths and weaknesses in Reading/Language Arts were able to be addressed using the needed time, technology, training, curriculum, personnel and infrastructure.
Discovery:	Discover the vast array of materials, resources, activities, assessments, model programs and curricula that is available for meeting each learner where he or she is.
Sharing:	Share concerns, questions, ideas, successes, and plans with colleagues who are working in similar situations. Similarly, share with the presenter who can then facilitate solutions based on her background in building based literacy efforts as well as with individual learning needs for a wide variety of children.
Everyone will take home:	A resource kit with handouts, resource lists, and templates for activities in the five components of reading as well as some actual activity materials.
Certificates for Professional Development	Certificates of completion will be handed out at the end of the session. Those requiring additional hours can make indivdual arrangments with the presenter.