The language used in the description reflects the language of the session.
The recording for this live session will be available for viewing until May 27, 2022 only.
The target for this session is school S-LPs seeking to coach teachers to implement evidence-based reading support in the classroom.
Structured instruction in phonological awareness, phoneme-grapheme correspondences, spelling rules and morphological awareness is critical for literacy success (NRP, 2000, Bowers, Kirby & Deacon, 2010). Students enrolled in dual language French immersion programs require this in both English and French, with careful consideration of the relationship between elements of each language (Ballinger, Lyster, Sterzuk & Genesee, 2017). This workshop will map out in detail many proposed evidence-informed scopes and sequences for English and French literacy instruction from Kindergarten to grade 6 and beyond. We will cover the what, why and how of phonological awareness, phoneme-grapheme correspondences, spelling rules, and morphological awareness for classroom instruction. Throughout, opportunities to foster bidirectional transfer across English and French will be highlighted.
Gain familiarity with robust research evidence pertaining to critical elements of literacy instruction
Identify and understand the components and developmental sequence of literacy instruction in English and French
Identify key similarities and differences in English versus French phonological awareness, phoneme-grapheme correspondences, spelling rules, and morphological awareness