|Date:||March 11, 2022|
|Time:||10:45 am to 12:00 pm MTN|
|Focus:||English Language Arts, Literacy and Literature Mathematics and Numeracy|
Grade 4-6 Teachers
About this Learning Opportunity
The session is an introduction to Structured Literacy as a practice for Division Two literacy instruction and the key elements that support the students' decoding and understanding of text. Participants will uncover Scarborough's Reading Rope and consider the strands of the Rope in the pursuit of reading comprehension. Participants will engage in learning that examines the connection between balanced and structured literacy practices and explore sound walls as a means to support decoding and spelling.
All learning opportunities with the ERLC regional team will focus on the Alberta Education and district priority areas.
This session addresses the LQS competencies
- #2: Modeling Commitment to Professional Learning
- #4: Leading a Learning Community
This session addresses the TQS competencies
- #2: Engaging in Career-Long Learning
- #3: Demonstrating a Professional Body of Knowledge
This learning opportunity is being subsidized through funding from Alberta Education.
About the Facilitator
Kelly has spent her educational career supporting students with a variety of needs and supporting staff building instructional strategies. She wanted to know more about how students learn and why they had difficulty learning...so back to school she went! As a teacher and a Reading Specialist, Kelly holds a Masters degree from the University of Alberta in the area of language and literacy development and specialized assessment. She built her knowledge of UDL through her work at the University of Manitoba. Her work as a Consultant supported teachers in building inclusive practice in all divisions. She has in-depth experience doing professional development, with a focus on instructional strategies and implementation of such strategies. She has taught pre-service teachers at the University of Alberta for the past year. Kelly's joy has been found in supporting staff in the use of research-based strategies that make teaching and learning intentional and meaningful.