Participants will develop an understanding of how restructuring and rethinking programming and teaching practices for struggling readers (writers) can lead to accelerated gains for at-risk students. Drawing on educational researchers some schools are reconsidering their delivery for pull-out and in-class intervention models for at-risk readers. In an interactive manner, the presenters will model and describe how a daily strategically based in-class and pull-out reading intervention can make a positive difference with vulnerable students. Participants will be provided with opportunities to practice and experience how to teach in a manner that facilitates strategic activity. The ideas presented will be applicable to both Learning Support and Classroom teachers. This presentation will answer the question, “What is possible for students experiencing difficulties in reading?”.
Over the past seven years approximately 300 students serviced by both presenters who were below grade level in reading reached the average band of instruction.
This research based interactive two-part workshop is designed for Elementary/Middle School Learning Support and classroom teachers. Continues in afternoon.
This session is full.
Paul teaches at Oakland Elementary in SD#61, and at the University of Victoria.
Breanne is an Inclusive Learning teacher at Cloverdale Traditional in SD #61.