BEGIN:VCALENDAR
VERSION:2.0
METHOD:PUBLISH
CALSCALE:GREGORIAN
PRODID:-//WordPress - MECv7.34.2//EN
X-ORIGINAL-URL:https://www.springer-ld.org/
X-WR-CALNAME:Springer
X-WR-CALDESC:Success Starts Here.
X-WR-TIMEZONE:America/New_York
BEGIN:VTIMEZONE
TZID:America/New_York
X-LIC-LOCATION:America/New_York
BEGIN:DAYLIGHT
TZOFFSETFROM:-0500
TZOFFSETTO:-0400
TZNAME:EDT
DTSTART:20260308T030000
RRULE:FREQ=YEARLY;BYMONTH=03;BYDAY=2SU
END:DAYLIGHT
BEGIN:STANDARD
TZOFFSETFROM:-0400
TZOFFSETTO:-0500
TZNAME:EST
DTSTART:20261101T010000
RRULE:FREQ=YEARLY;BYMONTH=11;BYDAY=1SU
END:STANDARD
END:VTIMEZONE
REFRESH-INTERVAL;VALUE=DURATION:PT1H
X-PUBLISHED-TTL:PT1H
X-MS-OLK-FORCEINSPECTOROPEN:TRUE
BEGIN:VEVENT
CLASS:PUBLIC
UID:MEC-eba793e023010aea3cb4338d2a123a74@springer-ld.org
DTSTART;TZID=America/New_York:20270712T080000
DTEND;TZID=America/New_York:20270712T160000
DTSTAMP:20260805T121422Z
RRULE:FREQ=DAILY;UNTIL=20270714T200000Z
CREATED:20260805
LAST-MODIFIED:20260805
PRIORITY:5
SEQUENCE:41
TRANSP:OPAQUE
SUMMARY:Wilson Reading System® VIRTUAL Advanced Strategies
DESCRIPTION:\nThis is a 3-day course beginning July 12, 2027 and ending July 14, 8:00 a.m.-4:00 p.m. each day.\n\n\n\nVirtual Course with Cari Kelly\n\n\n\nThis three-day (15-hour) course provides strategies, modeling, and practice as participants learn about the critical aspects of WRS small-group instruction, including how to optimally deliver WRS Lesson Blocks 1, 2, and 3. Participants learn about advanced and differentiated instruction for students to further develop vocabulary, comprehension, and fluency skills. This course prepares participants to implement WRS in a small-group setting, teaches how to properly monitor student progress, and provides the prerequisite for the WRS Group Mastery Practicum.\n\n\n\nPrerequisites:WRS Level I CertificationBachelor’s degree in education or a related field\n\n\n\nCourse Objectives– Understand the necessary principles of instruction used to teach students with a language­-based learning disability: direct, explicit, systematic, structured, sequential, integrated, multisensory, synthetic, analytical, diagnostic, prescriptive, mastery/automaticity, cumulative, metacognitive, and emotionally sound.– Identify factors for successful WRS small-group instruction.– Review the planning for and execution of WRS Lesson Blocks 1, 2, and 3 for maximum small ­group success.– Discuss important considerations for individuals with disabilities in relation to Common Core State Standards.– Understand key considerations for determining appropriate grouping/differentiation of students for MSL instruction. Learn how to set up a successful small-group environment.– Define and identify core and academic vocabulary and understand how to integrate into WRS lessons.– Learn group management and tips for use throughout WRS lessons.– Deepen understanding of schwa and how to teach it for reading and spelling.– Learn group administration procedures for End-of-Step Assessment and procedures to determine appropriate group progression through WRS Steps.– Explain the different purposes of controlled decodable and non-controlled readable text in the development of fluency. Describe three factors of text complexity and explain key factors of quantitative and qualitative measures.– Practice WRS Comprehension S.O.S.™ and close reading instruction.– Learn comprehension progression in detail for the Steps of WRS, including comprehension strategies employed for the initial phase of WRS comprehension continuum.– Understand the importance of listening comprehension instruction with enriched text.– Describe different types of narrative and informational texts used in WRS Instruction.– Develop different types of comprehension questions, including some that are word, rather than text, dependent.– Explain the dimensions of Interactive Comprehension Modeling.– Determine how fluency is measured including Words Correct Per Minute (WCPM), accuracy and prosody, and instruction.– Develop fluency instruction lessons that include phrasing and prosody.– Develop a word-conscious lesson.– Determine how to incorporate complex text in both literary and informational text structures.– Apply normative data to determine appropriate fluency instruction.– Learn how to determine appropriate text and task to foster the development of fluency.– Develop strategies to encourage student independence with written work.\n\n\n\nIF PAYING WITH PURCHASE ORDER – please send to center@springer-ld.org before completing registration.\n\n\n\n\n
URL:https://www.springer-ld.org/events/wilson-reading-system-virtual-advanced-strategies/
CATEGORIES:6. Wilson
ATTACH;FMTTYPE=image/jpeg:https://www.springer-ld.org/wp-content/uploads/2024/06/WLT-2-Line-wordmark-600px-wide-blue-WEB.jpg
END:VEVENT
END:VCALENDAR