|Date:||September 19, 2022|
|Time:||3:45 pm to 5:15 pm MTN|
|Focus:||English Language Arts New Curriculum|
Teachers (K-6), Instructional Coaches, Learning Coaches, Inclusive Learning Teachers, District Leaders/Consultants, Educational/Instructional Assistants, Specialists who work directly with students, Para-educators and teams who serve children and youth
About this Learning Opportunity
The K-3 & 4-6 ELAL Curriculum identifies learning outcomes that focus on “providing solid foundations in language, literacy, and literature that will support Alberta’s students in achieving personal and academic goals.” The Elements of Structured Literacy are specific and support learners in their learning in the new Curriculum.
In this session, you are asked to:
- reflect on how literacy may be approached in your classroom
- does your programming serve students who struggle in literacy?
We will look at how Structured Literacy can serve all learners and what instructional processes teachers need to engage in to meet the diverse learners in the classroom. We will look at the strands of word recognition (phonological awareness, decoding, sight words) and language comprehension strands (background knowledge, vocabulary, language structures, verbal reasoning, literacy knowledge) and how all of these strands weave together to create literacy for all!
This session addresses the LQS competencies
- #2: Modeling Commitment to Professional Learning
- #3: Embodying Visionary Leadership
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.