Events sponsored by Decoding Dyslexia CA (DDCA) are indicated on the events calendar. Local events held by other organizations may also be listed that may be of interest to our members. DDCA does not endorse any specific program or company.
Dr. Margie Gillis
Decoding Dyslexia CA is pleased to announce that dyslexia expert, Dr. Margie Gillis of Literacy How, will be coming to the San Francisco Bay Area this summer to provide a weeklong (30-hour) Structured Literacy training for sixty teachers. DDCA is co-sponsoring this training with San Ramon Valley USD. More information on how teachers can register for this training can be found here. This training will sell out so register early.
Watch the video to learn more about Dr. Gillis’ impressive background and the innovative way she is reinvesting her company’s profits into training teachers in Structured Literacy. Structured Literacy is a research-based approach to providing instruction that benefits, not only students with dyslexia, but all students.
Click HERE for the flyer.
Phonics First® Level II Orton-Gillingham Course Content designed for:
K-12 General Education; Resource/Special Education
This rigorous course emphasizes instruction of the learning/language-disabled student at all grade-levels and is critical for teachers working with dyslexic/LD students grades 4-12 and adults.
Level II is required for those pursuing Brainspring’s nationally recognized certification.
Participants gain expertise in:
• Instruction of skills taught in Phonics First® Level I
• Customizing lessons for the dyslexic and learning/language-disabled student at all grade levels
• Advanced concepts of decoding and encoding
Participants learn to customize instruction in:
• Basic phonics through advanced morphology
• Syllabication/multisyllable word attack strategies
• The Reciprocal Teaching process
• Multisensory comprehension
• Multisensory syntax (grammar)
Additional benefits:
• Guidance with lesson planning and classroom implementation
• Interactive, collegial discussions
• Opportunities for hands-on lesson practice with other participants
• Emphasis on teaching reading to struggling and dyslexic/LD readers using Orton-Gillingham methodology
Upon completion, participants will:
• Receive a document of completion
• Be prepared to teach Phonics First® and Structures to K-12 dyslexic/learning disabled students
• Be eligible to apply for Brainspring’s nationally recognized Orton-Gillingham Dyslexia Specialist Certification program
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To purchase any of these materials, call 800-732-3211. |
Click HERE for the flyer.
Phonics First® Level I Orton-Gillingham Course Content designed for: K-5 General Education*, Intervention, Resource, Special Education
* Classroom intervention instruction for grades 4-5
This comprehensive and highly intensive course qualifies teachers to bring Orton-Gillingham multisensory instruction to their classrooms.Phonics First® transforms beginning, struggling, dyslexic/LD readers into skilled learners through our effective, fun, multisensory approach to reading and spelling.
Participants learn to teach:
• Alphabet and phonemic awareness strategies
• Basic and advanced phonetic concepts for decoding and encoding
• A Three-Part Drill for structured review
• Tactile/kinesthetic spelling techniques for phonetic and non-phonetic words
• Syllabication for multisyllabic words (8 Syllable Types/3 Syllable Patterns)
• Higher-level spelling skills
• Oral reading/connected text fluency
Additional benefits:
• Guidance with lesson planning and classroom implementation
• Opportunities for hands-on lesson practice with other participants
• Emphasis on teaching reading to beginning, struggling, and dyslexic/LD readers using Orton-Gillingham methodology
Upon completion, participants will:
• Receive a document of completion
• Be prepared to teach Phonics First® to K-5 students
• Be eligible for Level II and to apply for Brainspring’s nationally recognized certification program
Prerequisite: None
Course Hours: 30
| KIT CHOICES | Course Materials | Implementation Materials | Remote Support |
| Starter Kit | X | ||
| Classroom Complete Kit (Recommended)
OR Small-Group Complete Kit (Recommended) |
X | X | |
| X | X | ||
| Classroom Support Kit
OR Small-Group Support Kit |
X | X | X |
| X | X | X |
COURSE MATERIALS
All Kit options include the Starter Kit of course materials necessary to participate in the course and work one-on-one with a single student.
| Course Materials |
IMPLEMENTATION MATERIALS
Brainspring recommends a Complete Kit for each teacher attending a Phonics First® course. A Complete Kit includes the materials necessary to implement the Phonics First® curriculum with multiple students.
| Classroom Materials
(for up to 25 students) |
OR | Small-Group Materials
(for up to 10 students) |
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REMOTE SUPPORT
To address questions that occur as teachers begin implementing Phonics First®, a personalized consultation session provides effective support based on each teacher’s unique needs.
- The teacher records and uploads a 20- to 30-minute video of a lesson being taught to students.
- The Phonics First® Coach views the video and schedules a 20- to 30-minute phone consultation to provide guidance, feedback and support and to answer questions for the teacher.
Yoshimoto Orton-Gillingham International Basic Training (Hosted by NorCA Branch of the International Dyslexia Association / Instructor: Ron Yoshimoto)
When: July 30 – August 3, 2018 (M–F TBD) (40 hours)
Where: Mercy High School, 3250 19th Ave, San Francisco, CA 94132
Cost: $720 per person for IDA members. $750 per person for non-IDA.
More Info:Registration info will be available on NCBIDA website soon (http://norcal.dyslexiaida.org).
**TEACHER SCHOLARSHIPS: (NOTE: Some trainings may qualify for teacher scholarships, see details athttp://norcal.dyslexiaida.org/teacher-training-2/teacher-training-scholarships/)
2018 Orton-Gillingham Approach: Teacher/Tutor Training for Dyslexia and Literacy Instruction
Hosted by Academy of Orton-Gillingham Practitioner and Educators / Instructor: Nancy Redding, Fellow in Training. For course details, view the course flyer.
The OG Approach is for implementation in a classroom, or in small group or individual tutoring. All coursework needed to achieve Classroom Educator certification, for those working in a school, will be taught in a 40 hour course from August 6 – 10.
For those desiring to be certified at the Associates Level, appropriate for 1–1 tutoring, this course will fulfill 40 of the 60 required hours of classroom instruction. The additional 20 hours will be taught November 18 – 21, 2018, at the same location for an additional cost.
Participants in this 40-hour course will be eligible for Classroom Educator Level certification from the Academy of Orton-Gillingham Practitioners and Educators (AOGPE). This course is a pre-requisite to the Associate Level Course (an additional 20 hours of instruction), which will be offered in November. Certification (at either level) requires a practicum, which may be arranged with instructor, if desired.
More information about these levels of OG training can be found at: www.ortonacademy.org or by contacting Nancy Redding at nancy.c.redding@gmail.com
Wilson Reading System Introductory Workshop
August 6-8, 2018
Duration 3 consecutive days
Time 9:00am – 3:30pm
This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.
The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)
Upon completion of the workshop, participants will be able to:
- Define dyslexia, and describe common characteristics.
- Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
- Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
- Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
- Prepare a 10-part WRS Lesson plan.
Wilson Reading System Introductory Workshop
This three day (15-hour) workshop, co-sponsored by IDA Southern California Tri-Counties Branch, provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.
The Wilson Reading System® is an intensive (Tier 3) program for students in grade 2 and beyond who have a language-based learning disability, such as dyslexia, or who have not internalized the sound-symbol system for reading and spelling. Based on scientific reading research and Orton-Gillingham principles, WRS is a highly-structured remedial program that directly teaches the structure of the English language. (One graduate credit, optional, is available through Fitchburg State University, Fitchburg, MA.)
Upon completion of the workshop, participants will be able to:
- Define dyslexia, and describe common characteristics.
- Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
- Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
- Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
- Prepare a 10-part WRS Lesson plan.
This three day (15-hour) workshop provides participants with an overview of the Wilson Reading System® (WRS) curriculum and serves as the prerequisite for WRS Level I Certification. This course is delivered over three consecutive days and examines reading research and the five areas of reading in relation to students in grade two and above with persistent phonological coding deficits. Participants learn about dyslexia and language-based learning disabilities, appropriate student identification and placement, program implementation, progress monitoring, scheduling, and creating a successful learning environment. Principles of language structure and how to teach language with direct, multisensory methods are demonstrated and practiced during the workshop. Participants explore the standard 10-part Wilson Lesson Plan and practice planning and delivering a lesson while receiving modeling and feedback from a credentialed Wilson Trainer during the workshop.
This workshop is co-sponsored by the IDA Northern CA Branch
Upon completion of the workshop, participants will be able to:
- Define dyslexia, and describe common characteristics.
- Explain the process of identifying appropriate students and placing them in the Wilson Reading System.
- Demonstrate a solid understanding of WRS principles of instruction: explicit, sequential, cumulative, and diagnostic multisensory instruction.
- Identify the lesson components for Block 1 (Decoding/Word Study), Block 2 (Encoding/Spelling), and Block 3 (Listening & Reading Comprehension) of the WRS Lesson Plan.
- Prepare a 10-part WRS Lesson plan.
Wilson Reading System
Advanced Strategies for Multisensory Structured Language Group Instruction Workshop
August 21 – 23, 2018
Duration 3 consecutive days
Time 9:00am – 3:30pm
Prerequisite
- WRS Level 1 Certification
- Bachelor’s Degree in Education or a related field
This three-day (15-hour) workshop delves into essential techniques and strategies to improve all aspects of Wilson Reading System® (WRS) group instruction through hands-on practice and discussion, and prepares participants for the Group Mastery Practicum. The workshop examines the specifics of each WRS Block, with an increased focus on vocabulary, comprehension, and fluency instruction. At the completion of the workshop, participants will be able to:
- Identify factors for successful WRS group instruction.
- Review the planning for and execution of WRS Lesson Blocks 1, 2, and 3 for maximum group success.
- Develop a word-conscious lesson.
- Understand the role of spelling in writing fluency.
- Determine how to incorporate complex text, both literary and informational text structures.
- Understand and practice important aspects of fluency instruction with Wilson Fluency®/Basic.
Both days will draw on classroom/tutoring lessons across the grades to help teachers/tutors make sense of English spelling and ways to bring that understanding in their own educational contexts. Both days will be driven by the participants questions and both will have investigations teachers will engage in, but there will be more time for digging into activities on Day 2 with the basics in place. The basic story will be something like this:
Day 1:
– A general introduction to the big picture of English orthography and SWI
– Working with word morphological and etymological word families
– Making sense the interrelation of morphology, etymology and phonology by working with matrices, word sums (spelling-out-loud and writing-out-loud), grapheme-phoneme correspondents and synchronic and diachronic etymology
– How to draw on SWI in the process of reading instruction, and to deepen understanding of key concepts and terms in any subject area.
– Brief description of the research
Day 2:
– A revisiting of the key concepts of Day 1, but now with much more time for activities.
– More time for activities
– much more time for the details of “writing-out-loud” and “spelling-out-loud”, bigger investigations
– more time learning how to work with Etymonline to inform SWI investigations
– more practice on grapheme-phoneme-correspon
– a more detailed account of the research
The point is that people can get an introduction on Day 1 if they can only commit to one day. Day 2 is hugely valuable to have time to process the concepts and terms of Day 1 and to refine understanding.
