Understanding and Signing the Master License Agreement

Ashlock Consulting Master License Agreement

Ashlock Consulting's Master License Agreement Quiz

Welcome!

Introduction to Instructor

State-Specific Certificates

Reading Strategy and Skill Resource

Tips for Navigating Thinkific

Professional and Ethical Practices

Materials to Download - NEW ROUTINE PACKET NOW AVAILABLE

RA Series A General Information

RA Multisensory

RA Multisensory Instruction

RA Multimodal

RA What is Corrective Feedback

RA Forms of Corrective Feedback

RA Modes of Feedback Delivery

RA Meta-Analyses on Schooling Effects

RA Correct Answer Feedback

RA Error Flagging Feedback

RA Elaboration/Explanation Feedback

RA Distributed or Spaced Practice Defined

RA Research Distributed Spaced Practice

RA Cumulative Instruction and Distributed/Spaced Practice

RA Intensifying Instruction Based on Student Pattern of Response

RA Scaffolding Example 1

RA Scaffolding Example 2

RA Scaffolding Example 3

RA Scaffolding Example 4

RA Multimodal Instruction Mirrors, Picture Mnemonics and More

RA Use of Manipulatives

RA What Works Clearing House Practice Guide

RA Flexible Needs Groups

RA Centers or Stations

RA Small Group Phonics in the Classroom - Good Idea or Not?

RA Should Reading Be Taught Whole Class or Small Group?

RA Small Group or Whole Group?

Bibliography

NIDCD Fact Sheet - Voice, Speech, and Language: Speech and Language Developmental Milestones

ELA State Standards

IES WWC Practice Guides (PreK-Grade 12)

A1 Materials to Download

Introduction to A1

A1 Title Page

A1 Reading Strategy and Skill Resource

A1 Objectives

A1 Agenda

A1 Science of Reading The Definition

A1 Science of Reading Research from Multiple Fields

A1 Big Ideas in Reading Instruction with Standards

A1 Notebook

A1 Series A Workshops and Prerequisites

A1 NAEP Results

A1 NAEP Tour

A1 NAEP Results Discussion

A1 SBRR

A1 Structured Literacy

A1 Structured Literacy - Inner and Outer Circles

A1 Video - Structured Literacy - Inner and Outer Circles

A1 Systematic

A1 Cumulative

A1 Explicit

A1 Diagnostic

A1 Multisensory

A1 Multimodal

A1 Single Modality Tasks

A1 Multimodal Tasks

A1 A Simple View of Reading

A1 A Simple View of Reading Continued

A1 A Simple View of Reading - Recent Study

A1 A Simple View of Reading - Directed Drawing

A1 Video - A Simple View of Reading - Directed Drawing

A1 Scarborough's Rope

A1 Scarborough's Rope - Directed Drawing

A1 Video - Scarborough's Rope - Directed Drawing

A1 Spoken vs Written Language

A1 Five Components of Language

A1 Syntax

A1 Morphology

A1 Phonology

A1 Semantics

A1 Pragmatics

A1 Communication Milestones

A1 H NIDCD Fact Sheet - Developmental Milestones

A1 History

A1 Reading Reality

A1 The Reading Ladder Connection

A1 Neurological & Cognitive Factors that Contribute to Literacy

A1 Motivational Factors That Contribute to Literacy

A1 Home Environmental Factors That Contribute to Literacy

A1 School Environmental Factors That Contribute to Literacy

A1 Language and Culture Environmental Factors That Contribute to Literacy

A1 References of Environmental Factors That Contribute to Literacy

A1 Factors That Contribute to Literacy Connection

A1 Reading and the Brain

A1 Brain Research Four Part Processing Model

A1 Four Part Processing Model - Directed Drawing

A1 Video - Four Part Processing Model - Directed Drawing

A1 A New Science Based Definition

A1 Tolman's Hourglass

A1 Matthew Effect

A1 Cueing Systems

A1 Video - Cueing Systems

A1 Bridging Recognizing Words and Comprehending Passages

A1 Video - Difficulty of Words

A1 Stages of Reading Development

A1 Stages of Reading Development with Grade Levels

A1 CCSS.ELA-Literacy.RF.5.4

A1 H Correlation Between ORF and Comprehension

A1 Video - Correlation Between ORF and Comprehension

A1 H Progress Monitoring Trajectories

A1 Video - Progress Monitoring Trajectories

A1 Standards

A1 Benchmark, Strategic, Intensive

A1 NRP Comprehension

A1 Gradual Release of Responsibility Model

A1 Reading Toolbox

A1 Reading Toolbox Drawing

A1 Video - Reading Toolbox Drawing

A1 Video - CID

A1 RSSR Reading Toolbox

A1 Reading Strategies

A1 Reading Skills

A1 K-3 Model of Implementation

A1 4-5 Model of Implementation

A1 Focus Questions

A1 Rtl2

A1 K-5 Instructional Placement Recommendation - Benchmark

A1 K-5 Instructional Placement Recommendation - Strategic

A1 K-1 Instructional Placement Recommendation - Intensive

A1 2-5 Instructional Placement Recommendation - Intensive

A1 Instructional Placement - Defining Materials

A1 Instructional Placement - Defining Intervention Instruction vs. Intervention Materials

A1 Questions Regarding Instructional Placement Grouping

A1 Equity in Literacy

A1 How Third Grade Reading Skills and Poverty Influence High School Graduation

A1 Dr. Reid Lyon

A1 Good Reader or Poor Reader by the End of Third Grade

A1 Essential Learnings

A1 Quiz - Overview and Reading Research

A1 Objectives Revisited

A2 Materials to Download

Introduction to A2

A2 Title Page

A2 Reading Strategy and Skill Resource

A2 Objectives

A2 Agenda

A2 Notebook

A2 Connection to Scarborough’s Reading Rope

A2 Opening Activity

A2 Video - Defining Terms - Directed Drawing

A2 Definitions

A2 CCSS.ELA-Literacy.RF.K.2

A2 CCSS ELA-Literacy.RF.1.2

A2 Communication Milestones

A2 Consonant Phonemes

A2 Vowel Phonemes

A2 Consonant Vowel Phoneme Charts

A2 Areas of Phonological Awareness

A2 Phonological Awareness Continuum

A2 H Phonological Awareness Continuum

A2 Video - Phonological Awareness Continuum

A2 H Phonological Awareness Continuum Answers

A2 Age Skill Domain Chart

A2 Age Skill Domain Chart Continued

A2 Reading and the Brain

A2 Best Predictor

A2 CCSS ELA-Literacy.RF.K.2 Revisted

A2 Predictive

A2 More Advanced Forms

A2 CCSS ELA-Literacy.RF.1.2 Revisited

A2 Phonemes in Words in Which the Spelling Does Not Easily Represent the Phoneme

A2 Phonemes That are Likely to be Confused with Each Other

A2 Coarticulation

A2 Allophones

A2 Examples of Allophonic Variations to Consider When Connecting Students' Spellings to their Speech

A2 H Examples of Allophonic Variations

A2 Phonological Awareness and the Development of Vocabulary and Word Consciousness

A2 Phoneme Awareness and Poor Readers

A2 Phoneme Awareness Beneficial for Novice Readers and Spellers

A2 Minimal Pair Definition

A2 Minimal Pairs

A2 Minimal Pair Importance

A2 Minimal Pair Instruction

A2 Ideal Places to Include Minimal Pair Instruction

A2 H Minimal Pairs Activity

A2 Assessing Phonemic Awareness Discussion Questions

A2 Phonological Awareness Pattern of Instruction

A2 Phonological Awareness Pattern of Instruction Continued

A2 Phonological/Phonemic Awareness - Identify the Objective

A2 Phonological/Phonemic Awareness - Identify the Objective Continued

A2 Effective Instructional Techniques

A2 Direct Instruction - Effective Instructional Techniques

A2 Comment - Routines in Program Materials

A2 Template Cards for Effective Instruction

A2 Template Card 4

A2 Video - Template Card 4

A2 Comment - Individual Turns for Template Card 4

A2 Template Card 4 - Observation Form

A2 Template Card 4 - Observation Form Continued

A2 Video - Template Card 4 - Demonstration

A2 Template for Onset-Rime Blending Practice

A2 Comments - Explicit Instruction

A2 Template Card 5

A2 Video - Template Card 5

A2 Comment - Individual Turns for Template Card 5

A2 Template Card 5 - Observation Form

A2 Template Card 5 - Observation Form Continued

A2 Video - Template Card 5 - Demonstration

A2 Template for Phoneme Blending Practice

A2 Template Card 6

A2 Video - Template Card 6

A2 Comment - Individual Turns for Template Card 6

A2 Template Card 6 - Observation Form

A2 Template Card 6 - Observation Form Continued

A2 Video - Template Card 6 - Demonstration

A2 Template for Phoneme Segmentation Practice

A2 Signaling Box Example 1

A2 Video - Signaling Box Example 1 - Demonstration

A2 What If

A2 What If - Answers

A2 Compare Instruction

A2 Clear and Explicit Instruction

A2 Phonological Awareness Instruction

A2 Phonological Awareness Instruction Continued

A2 Phonemic Awareness Instruction

A2 H Dyslexia Worksheet

A2 Comments - Multisensory/Multimodal Activities

A2 H Intensifying Instruction Planning

A2 H Multisensory and Multimodal Planning

A2 Essential Learnings

A2 Quiz - Phonological Awareness

A2 Objectives Revisited

A3 Materials to Download

Introduction to A3

A3 Title Page

A3 Reading Strategy and Skill Resource

A3 Objectives

A3 Agenda

A3 Notebook

A3 Connection to Scarborough’s Reading Rope

A3 Opening Activity

A3 H Key Definitions

A3 Video - Whoosh!

A3 CCSS.ELA-Literacy.RF.K.3

A3 CCSS.ELA-Literacy.RF.1.3

A3 CCSS.ELA-Literacy.RF.2.3

A3 CCSS.ELA-Literacy.RF.3.3

A3 CCSS.ELA-Literacy.RF.4.3

A3 CCSS.ELA-Literacy.RF.5.3

A3 Articulatory Features Using a Mirror

A3 Consonant Phonemes

A3 H Consonant and Vowel Classifications Part 1

A3 H Consonant and Vowel Classifications Part 1 Answers

A3 Vowel Phonemes

A3 H Consonant and Vowel Classifications Part 2

A3 H Continuous and Stop Sounds

A3 H CV Chart

A3 H Sound Spellings in the English Language

A3 Video - Sound Spellings in the English Language

A3 Video - Sound Spellings in the English Language Continued

A3 H Sound Spellings Commonly Taught

A3 Scope and Sequence

A3 Stages of Reading Development

A3 Scope and Sequence Continued

A3 Systematic vs. Incidental Phonics

A3 National Reading Panel

A3 Explicit Phonics Lesson

A3 POST NRP Research on Phonics

A3 POST NRP Phonics 2nd Grade and Beyond

A3 POST NRP How You Teach Matters

A3 Letter Recognition

A3 Pattern of Instruction

A3 Pattern of Instruction K-2

A3 Pattern of Instruction Grade 2 and Higher

A3 Explicit Phonics Lesson - Bake the Lasagna

A3 Scope and Sequence Highlights

A3 H Investigating the Instruction

A3 Signaling Box Example 2

A3 Video - Signaling Box Example 2 - Demonstration

A3 Template Cards for Effective Instruction

A3 Template Card 1

A3 Video - Template Card 1

A3 Observation Form for Card 1

A3 Observation Form for Card 1 Continued

A3 Template for Letter Recognition (Name) Review Practice

A3 Video - Template Card 1 - Demonstration

A3 Explicit Phonics Lesson - Sound/Spelling

A3 Template Card 2

A3 Video - Template Card 2

A3 Observation Form for Card 2

A3 Observation Form for Card 2 Continued

A3 Video - Template Card 2 - Demonstration

A3 Template for Letter/Sound Review Practice

A3 Template Card 7

A3 Video - Template Card 7

A3 Observation Form for Card 7

A3 Observation Form for Card 7 Continued

A3 Video - Template Card 7 - Demonstration

A3 Template for Sound/Spelling Review Practice

A3 Progression of Word Difficulty

A3 Explicit Phonics Lesson - Blending

A3 Template Card 8

A3 Template Card 8 Continued

A3 Sound-by-Sound Blending Preview

A3 Video - Template Card 8

A3 Observation Form for Card 8

A3 Observation Form for Card 8 Continued

A3 Video - Template Card 8 - Demonstration

A3 Sound-by-Sound Blending Practice

A3 Continuous Blending Card 9

A3 Explicit Phonics Lesson - Structured Literacy

A3 Comments - Card 8 Instruction

A3 What If

A3 Reading and the Brain

A3 H Intensifying Instruction Planning

A3 H Multisensory and Multimodal Planning

A3 Essential Learnings

A3 Quiz - Phonics/Word Recognition Part 1

A3 Objectives Revisited

A4 Materials to Download

Introduction to A4

A4 Title Page

A4 Reading Strategy and Skill Resource

A4 Objectives

A4 Agenda

A4 Notebook

A4 Connection to Scarborough’s Reading Rope

A4 Explicit Phonics Lesson

A4 Effective Instructional Techniques

A4 Opening Activity

A4 Explicit Phonics Lesson - Structured Literacy

A4 CCSS.ELA-Literacy.RF.K.3

A4 CCSS.ELA-Literacy.RF.1.3

A4 CCSS.ELA-Literacy.RF.2.3

A4 CCSS.ELA-Literacy.RF.3.3

A4 CCSS.ELA-Literacy.RF.4.3

A4 CCSS.ELA-Literacy.RF.5.3

A4 Scaffolding Word Fluency For Students

A4 Video - Scaffolding Word Fluency For Students

A4 H Regular or Irregular Word

A4 Video - Regular or Irregular Word - Part 1

A4 Video - Regular or Irregular Word - Part 2

A4 Words in the English Language

A4 Orthographic Mapping

A4 Sight Words

A4 Scaffolding Word Fluency

A4 Explicit Phonics Lesson - Blending

A4 Suggestions for Practicing Sound-by-Sound Blending

A4 Template Card 8 Sound-by-Sound Blending - Single Letter

A4 Template Card 8 Sound-by-Sound Blending - VCe

A4 Template Card 8 Sound-by-Sound Blending - Digraph

A4 Template Card 8 Sound-by-Sound Blending - Trigraph

A4 Video - Template Card 8 - Demonstration Revisited

A4 Sound-by-Sound Blending Practice

A4 Template Card 10

A4 Video - Template Card 10

A4 Observation Form for Card 10

A4 Observation Form for Card 10 Continued

A4 Video - Template Card 10 - Demonstration

A4 Word Reading - Spelling Focused Practice

A4 Scaffolding Irregular Word Instruction

A4 Three Factors to Consider When Determining How to Teach an Irregular Word Within a Reading Program

A4 Say Spell Say and Heart Words

A4 Heart Word - sure

A4 Heart Word - sure 2

A4 Heart Word - could

A4 Heart Word - eight

A4 Signaling Example 3

A4 Video - Signaling Box Example 3 - Demonstration

A4 Template Card 3

A4 Video - Template Card 3

A4 Observation Form for Card 3

A4 Observation Form for Card 3 Continued

A4 Video - Template Card 3 - Demonstration (Irregular)

A4 Word Reading (Irregular) Practice

A4 Word Reading (Regular) Reminders

A4 Video - Template Card 3 - Demonstration (Regular)

A4 Word Reading (Regular) Practice

A4 Text Types

A4 H Text Types

A4 Text Type Questions

A4 Explicit Phonics Lesson - Decodable Text

A4 Definition and Purpose of Decodable Text

A4 H Analyze a Grade 1 Decodable Passage

A4 Wholly Decodable Words

A4 Previously Taught Irregular High Frequency Words

A4 Percent Decodable for Students in Class

A4 Eyes on the Page

A4 H Similarities and Differences - Templates for Reading Decodable Text

A4 Reminder to Read the Template Cards

A4 Video - Similarities and Differences - Templates for Reading Decodable Text

A4 Reading Decodable Text

A4 Decodable Text Practice

A4 Decodable Text Practice Continued

A4 Decodable Text Practice Continued 2

A4 Template Card 11

A4 Video - Template Card 11

A4 Observation Form for Card 11

A4 Observation Form for Card 11 Continued

A4 Video - Template Card 11 - Demonstration

A4 Template Card 12

A4 Video - Template Card 12

A4 Observation Form for Card 12

A4 Observation Form for Card 12 Continued

A4 Video - Template Card 12 - Demonstration

A4 Template Card 13

A4 Video - Template Card 13

A4 Observation Form for Card 13

A4 Observation Form for Card 13 Continued

A4 Template Card 13 - Demonstration

A4 Template Card 14

A4 Video - Template Card 14

A4 Observation Form for Card 14

A4 Observation Form for Card 14 Continued

A4 Video - Template Card 14 - Demonstration

A4 Explicit Phonics Lesson - Dictation

A4 Dictation Definition and Purpose

A4 Signaling Box Example 4

A4 Signaling Box Example 4 Continued

A4 Video - Signaling Box Example 4 - Demonstration

A4 Signaling Box Example 5

A4 Video - Signaling Box Example 5 - Demonstration

A4 Explicit Phonics Lesson - Word Work

A4 Word Work Definition and Purpose

A4 Common Word Work Activities

A4 Word Building

A4 Letter or Word Sorting

A4 Whiteboard Dictation/Writing

A4 Elkonin Boxes

A4 Games

A4 Word Work in Your Materials

A4 Compare Routines

A4 Explicit Phonics Lesson - Power Phonics Lesson

A4 Research Findings Do Not Support

A4 Instruction That Teaches Students Spontaneous Orthographic Mapping

A4 H Choosing a Phonics Supplement for Grades 2-5

RA H Intensifying Instruction Planning

RA H Multisensory and Multimodal Planning

A4 Essential Learnings

A4 Quiz - Phonics/Word Recognition Part 2

A4 Objectives Revisited

A5 Materials to Download

Introduction to Workshop A5

A5 Title Page

A5 Reading Strategy and Skill Resource

A5 Objectives

A5 Agenda

A5 Notebook

A5 Connection to Scarborough’s Reading Rope

A5 Opening Activity

A5 Words in the English Language

A5 CCSS.ELA-Literacy.RF.K.3

A5 CCSS.ELA-Literacy.RF.1.3

A5 CCSS.ELA-Literacy.RF.2.3

A5 CCSS.ELA-Literacy.RF.3.3

A5 CCSS.ELA-Literacy.RF.1.3 Revisited

A5 CCSS.ELA-Literacy.RF.2.3 Revisited

A5 CCSS.ELA-Literacy.RF.3.3 Revisited

A5 CCSS.ELA-Literacy.RF.4.3

A5 CCSS.ELA-Literacy.RF.5.3

A5 Definitions Discussion

A5 Key Definitions

A5 Morphemic Breaks, Syllable Breaks and Pronunciation Breaks

A5 Difficulty of Text

A5 H Difficulty of Words for Time in Text

A5 H Difficulty of Words for Time in Text Continued

A5 H Popular Narrative Series

A5 H Popular Narrative Series Continued

A5 H Popular Narrative Series Continued 2

A5 H Popular Narrative Series Continued 3

A5 H Sample Sentences from Expository Text

A5 H Instructional Blocks and Student Reading

A5 Complexity of Text

A5 Skills Needed for a Phonics Decoding Strategy

A5 Skills Needed for a Phonics Decoding Strategy - Reading Toolbox Connection

A5 Video - Skills Needed for a Phonics Decoding Strategy - Reading Toolbox Connection

A5 Stages of Reading Development

A5 Structured Literacy Syllable Types

A5 Teaching Students to Read Big Words

A5 Teaching Students to Read Big Words - Syllabication

A5 Syllable Types

A5 Syllable Types Defined

A5 H Student Handout 1

A5 Video - Student Handout 1

A5 Syllable Types Revisited

A5 Syllable Division Patterns

A5 Video - Syllable Division Examples

A5 H Student Handout 2

A5 Syllable Division Patterns and Types

A5 Video - Syllable Divisions Answers

A5 Syllable Division Challenges

A5 Important Points Regarding Syllabication

RA H Intensifying Instruction Planning

RA H Multisensory and Multimodal Planning

A5 Essential Learnings

A5 Quiz - Structural Analysis/Word Recognition Part 1

A5 Objectives Revisited

A6 Materials to Download

Introduction to Workshop A6

A6 Title Page

A6 Reading Strategy and Skill Resource

A6 Objectives

A6 Agenda

A6 Notebook

A6 Connection to Scarborough’s Reading Rope

A6 Opening Activity

A6 Structured Literacy Morphology

A6 Reading Toolbox - Vocabulary Instruction

A6 Teaching Students to Read Big Words - Blending Two-Syllable Words

A6 Word Reading - Spelling Focused for Multisyllabic or Affixed Words

A6 Multisyllabic Example 1

A6 Video - Multisyllabic Example 1

A6 Multisyllabic Example 2

A6 Video - Multisyllabic Example 2

A6 Multisyllabic Example 3

A6 Video - Multisyllabic Example 3

A6 Multisyllabic Example 4

A6 Video - Multisyllabic Example 4

A6 Multisyllabic Example 5

A6 Video - Multisyllabic Example 5

A6 Multisyllabic Examples 6-7

A6 Multisyllabic Examples 6-7 Continued

A6 Multisyllabic Examples 6-7 Continued 2

A6 Video - Multisyllabic Examples 6-7

A6 Additional Information About Multisyllabic Blending

A6 Teaching Students to Read Big Words - Affixes and Roots

A6 Teaching Affixes and Word Roots

A6 Signaling Example 6

A6 Signaling Example 7

A6 Video - Signaling Example 6 - Demonstration

A6 Video - Signaling Example 7 - Demonstration

A6 Teaching Students to Read Big Words - Phonics Decoding Strategy

A6 Strategies to Help Students with Dyslexia Read Polysyllabic Words

A6 Reading Strategy and Skill Resource

A6 RSSR Phonics Decoding Strategy - Picture Card

A6 Scaffolding Example 3

A6 Gradual Release of Responsibility Model

A6 Steps in Explicit Strategy Instruction

A6 Observation Form - Reading Strategy or Skill

A6 Observation Form - Reading Strategy or Skill Continued

A6 Video - PDS I DO Demonstration

A6 Video - PDS WE DO Demonstration

A6 Phonics Decoding Strategy Practice

A6 Structural Analysis Instruction in Program Materials

A6 Structural Analysis and Phonics Decoding Pattern of Instruction

A6 Stages of Reading Development

A6 Orthographic Mapping

A6 Compare Routines

A6 H 20-Day Affix Root Review

RA H Intensifying Instruction Planning

RA H Multisensory and Multimodal Planning

A6 Essential Learnings

A6 Quiz - Structural Analysis/Word Recognition Part 2

A6 Objectives Revisited

A7 Materials to Download

Introduction to A7

A7 Title Page

A7 Reading Strategy and Skill Resource

A7 Objectives

A7 Agenda

A7 Notebook

A7 Connection to Scarborough’s Reading Rope

A7 Opening Activity

A7 Definition of Fluency

A7 Fluency Levels

A7 Connection Between Phonological Awareness and Fluency

A7 Examples of Benchmark Fluency Goals

A7 CCSS.ELA-Literacy.RF.K.4

A7 CCSS.ELA-Literacy.RF.1.4

A7 CCSS.ELA-Literacy.RF.2.4

A7 CCSS.ELA-Literacy.RF.3.4

A7 CCSS.ELA-Literacy.RF.4.4

A7 CCSS.ELA-Literacy.RF.5.4

A7 Fluency

A7 When You Read Fluently

A7 RSSR Phonics Decoding Strategy - Picture Card

A7 Video - PDS I DO Demonstration

A7 Independent, Instructional, and Frustration Levels of Text

A7 Purpose Process Materials

A7 Purpose Process Materials Discussion

A7 Purpose Process Materials Discussion Continued

A7 ORF as an Index of Reading Competence

A7 Assess Accuracy Discussion

A7 Accuracy - Letter Names, Sound Spellings, Word Reading

A7 Sample Clipboard Check

A7 H Group Custom Sets

A7 Sample Individual I Can Card

A7 Preteach and Practice Word Accuracy Discussion

A7 Mini-Lessons and Structural Analysis

A7 What Should Students Read to Develop Fluency (Rate)

A7 Assess Rate Discussion

A7 What Research Says About Repeated Readings

A7 Repeated Readings

A7 Directions for Timed Repeated Readings

A7 Types of Cues

A7 Graphing Tips

A7 Graphing Tips Continued

A7 Sample Graph

A7 Built Up Sentences

A7 Timed Phrase Reading

A7 Prosody and Reading Comprehension

A7 Assess, Teach and Practice Prosody Discussion

A7 Prosody and Reading Comprehension - Appropriate Rate

A7 Mini Lesson - Prosody

A7 Mini Lesson - Prosody Continued

A7 Practice Reading with Prosody - Benjamin Franklin and His Times

A7 Practice Reading with Prosody Marked

A7 H Practice Reading with Prosody - The Magic Fishbone

A7 Progression of Activities for Fluency at Different Levels

A7 H Fluency Survey and Next Steps

A7 Fluency Instruction

A7 Research on Fluency Instruction

RA H Intensifying Instruction Planning

RA H Multisensory and Multimodal Planning

A7 Essential Learnings

A7 Quiz - Fluency

A7 Objectives Revisited

A8 Materials to Download

Introduction to A8

A8 Title Page

A8 Reading Strategy and Skill Resource

A8 Objectives

A8 Agenda

A8 Notebook

A8 Opening Activity

A8 Four Types of Assessment

A8 Test Reliability

A8 Test Validity

A8 Norm-Referenced Tests

A8 Criterion-Referenced Tests

A8 Outcomes-Driven Model

A8 Comprehensive Diagnostic Assessment

A8 H Common Measures for a Comprehensive Diagnostic Plan

A8 Understanding Comprehensive Diagnostic Assessment Scores

A8 Comprehensive Assessment Plan - Types of Assessment

A8 Formative or Summative

A8 Formative or Summative Continued

A8 Research Formative Assessment

A8 Common Core Program Assessments

A8 H Checklist for Summative Measures

A8 Steps in Explicit Teacher-Directed Lessons

A8 H Lesson Elements of Explicit Teacher-Directed Lesson Example

A8 Integrated Assessment, Intervention and Feedback Loop

A8 IES WWC RTI and Multi-Tier Intervention Recommendations

A8 Leadership and Teacher Roles

A8 Critical Order - Analyze

A8 H Flowchart for Sorting Students into Instructional Focus Groups for Grades K-1

A8 Instructional Focus Groups for Grades K-1 Low Risk

A8 Instructional Focus Groups for Grades K-1 Some Risk

A8 Instructional Focus Groups for Grades K-1 At Risk

A8 H Flowchart for Sorting Students into Instructional Focus Groups for Grades 2-8

A8 H Flowchart for Sorting Students Into Instructional Focus Groups for Grades K-1 Revisited

A8 Flowchart for Sorting Students Into Instructional Focus Groups for Grades 2-8 Revisited

A8 Instructional Focus Groups for Grades 2-8 Low Risk

A8 Instructional Focus Groups for Grades 2-8 Some Risk

A8 Instructional Focus Groups for Grades 2-8 At Risk

A8 What's Happening

A8 Progress Monitoring Trajectories

A8 Instructional Placement Recommendations

A8 Instructional Placement Recommendations Continued

A8 H Grades 2-8 Class Sorting Grid - Instructional Focus 1-5

A8 H Grades 2-8 Class Sorting Grid - Instructional Focus 6

A8 H Grades 2-8 Class Sorting Grid - Instructional Focus 7 and ELD

A8 Directions for Creating Instructional Focus Groups

A8 H Sample Data

A8 Video - Sorting Data - Step 1

A8 Video - Sorting Data - Step 2

A8 Video - Sorting Data - Step 3

A8 2-8 Placement Flowchart Revisited

A8 Video - Sorting Data - Step 4

A8 Video - Sorting Data - Step 5

A8 2-8 Placement Flowcharted Revisited - EL

A8 Integrated Content Learning Challenges

A8 Integrated Content Learning Benefits

A8 Promoting Students' Mathematics and Science Learning

A8 Critical Order - Take Inventory

A8 Inventory Need for Materials

A8 Critical Order - Scheduling and Spacing Issues

A8 Grade Level Decisions for Focus Group

A8 Critical Order - Personnel Resourses

A8 Design of Many Elementary Core Programs

A8 Design of Many Elementary Core Programs Multi-Day Pattern

A8 Invitational Groups

A8 Incremental Increase

A8 Brain Breaks

A8 Brain Breaks Continued

A8 Classroom Seating and Discussion

A8 Brain Break Ideas

A8 Comments - Discussion on Incremental Increase, Movement, Brain Breaks, and Multisensory Instruction

A8 Use of Manipulatives, Movement and Multisensory/Multimodal Mediums

A8 Using Markers with RSSR

A8 Using Markers with RSSR Continued

A8 Goal Setting with Students

A8 Essential Learnings

A8 Quiz - Data-Driven Differentiated Instruction

A8 Objectives Revisited

A9 Materials to Download

Introduction to A9

A9 Title Page

A9 Reading Strategy and Skill Resource

A9 Objectives

A9 Agenda

A9 Notebook

A9 Original Ashlock Consulting Lesson Maps

A9 Priority Plans, Practice Sets and Lesson Maps

A9 Strengthening Instruction - CID

A9 Opening Activity

A9 Plan for Building Sets

A9 Decisions on Intensity

A9 Extended Plan for Practice Sets - Grades K-1

A9 Full Plan for Practice Sets - Grades K-1

A9 Mini Plan for Practice Sets - Grades K-1

A9 Extended Plan for Practice Sets - Grade 2

A9 Full Plan for Practice Sets - Grade 2

A9 Mini Plan for Practice Sets - Grade 2

A9 Extended Plan for Practice Sets - Grades 3-5

A9 Full Plan for Practice Sets - Grades 3-5

A9 Mini Plan for Practice Sets - Grades 3-5

A9 H Time of Year Chart - Phonemic Awareness

A9 H Time of Year Chart - Phonemic Awareness Continued

A9 Directions for Building Sets

A9 Sample Sets

A9 Sample Sets Continued

A9 Video - Sample Sets

A9 Video - Sample Sets Continued

A9 Practice Set Starters

A9 Finding Resources - Irregular Words

A9 Finding Resources - Letter Names and More

A9 Finding Resources - Phonemic Awareness

A9 Finding Resources - Blending Words

A9 Finding Resources - Word Reading

A9 Essential Learnings

A9 Quiz - Strengthening the Core with Tier 1 Practice Sets

A9 Objectives Revisited

A10 Materials to Download

Introduction to A10

A10 Title Page

A10 Reading Strategy and Skill Resource

A10 Objectives

A10 Agenda

A10 Notebook

A10 Opening Activity

A10 H Flowchart for Sorting Students into Instructional Focus Groups for Grades K-1

A10 Clipboard Checks

A10 Clipboard Check - Sample

A10 H Clipboard Check Summary - Sample

A10 H Clipboard Check Summary - Starter

A10 Additional Instructional Support Groups

A10 H Student Record

A10 H Directions for Sorting K-1 Students

A10 Video - K-1 Student Record - Example 1

A10 Video - K-1 Student Record - Example 2

A10 Video - K-1 Student Record - Example 3

A10 Sorting Students into Star Groups Practice

A10 Strengthening Instruction

A10 Star Group Lesson Plans

A10 H Directions for Creating K-1 Star Group Lesson Plans

A10 Rule of Threes Group Custom Sets

A10 H Building Group Custom Sets

A10 I Can Card

A10 Sample I Can Card

A10 H K-1 Star Group Lesson Plans - Starter

A10 H K-1 Star Group Lesson Plan - Starter Continued

A10 H K-1 Star Group Lesson Plan - Starter Continued 2

A10 H K-1 Star Group Lesson Plan - Starter Continued 3

A10 H K-1 Star Group Lesson Plan - Starter Continued 4

A10 H K-1 Star Group Lesson Plan - Starter Continued 5

A10 H K-1 Star Group Lesson Plan - Starter Continued 6

A10 Video - Grade 1 Star Group Lesson - Sample

A10 K-1 Time-in-Text Folders - Book 1

A10 K-1 Time-in-Text Folders - Book 2

A10 K-1 Time-in-Text Folders - Book 3

A10 K-1 Time-in-Text Folders - Book 4

A10 K-1 Time-in-Text Folders - Book 5

A10 K-1 Time-in-Text Folders - Book 6

A10 K-1 Time-in-Text Folders - Book 7

A10 H Organizing K-1 Time-in-Text Folders

A10 Directions for Creating K-1 Star Group Lessons - Revisited

A10 Starting Points

A10 Starting Points - Closing the Gap

A10 Video - Starting Points and Three-Day Plan

A10 Incremental Increase

A10 Brain Breaks

A10 Brain Breaks Continued

A10 Classroom Seating and Discussion

A10 Brain Break Ideas

A10 Multisensory Instruction

A10 Use of Manipulatives, Movement and Multisensory Mediums

A10 Using Markers with RSSR

A10 Using Markers with RSSR Continued

A10 Comments - Discussion on Incremental Increase, Movement, Brain Breaks, and Multisensory Instruction

A10 Essential Learnings

A10 Quiz - K-1 Intervention/Enrichment (Tier 2)

A10 Objectives Revisited

A11 Materials to Download

Introduction to A11

A11 Title Page

A11 Reading Strategy and Skill Resource

A11 Objectives

A11 Agenda

A11 Notebook

A11 Dyslexia KWL

A11 Opening Activity

A11 Definition of Dyslexia

A11 What is Dyslexia

A11 How Widespread is Dyslexia

A11 Behaviors/Signs of Students with Dyslexia or at Risk Before School

A11 Behaviors/Signs of Students with Dyslexia or at Risk School Age

A11 Common Signs of Dyslexia by Grade Levels

A11 H Common Signs of Dyslexia by Grade Levels

A11 Comorbidity

A11 Comorbidity with Dyslexia

A11 Dyslexia Common Comorbid Issues and Prevalence

A11 What is ADHD

A11 What is Anxiety

A11 Anxiety Disorders

A11 Anxiety and Stress

A11 What is Dysgraphia

A11 What is Dyspraxia

A11 What is Oppositional Defiant Disorder

A11 What is 2e

A11 Similarities

A11 H Strategies for Managing Attention Problems

A11 Dyslexia Neurobiological in Origin

A11 Children with Dyslexia and Reading

A11 The Brain

A11 Reading and the Brain

A11 Dyslexia and Brain Structure

A11 Symptoms of Reading Disorders

A11 Dyslexia and Brain Function

A11 Dyslexia KWL Revisited

A11 Aspects of Cognition and Behavior That Affect Reading and Writing Development

A11 Cognitive Abilities and Academic Achievement

A11 Intellectual and Cognitive Disabilities

A11 Cognitive Characteristics of a Student with Learning Disabilities

A11 Executive Function

A11 Executive Function Skills

A11 Definition of Executive Function Skills

A11 Working Memory

A11 H Strategies to Enhance Students Memory

A11 Classroom Scenarios Part 1

A11 Comments - Answers to Classroom Scenarios Part 1

A11 IDEA

A11 IDEA - 13 Categories

A11 IDEA - 13 Categories Assessments

A11 IEPs and 504 Plans

A11 H IEPs and 504 Legislation

A11 SMART Goals

A11 Screening Measures

A11 Comprehensive Diagnostic Assessment

A11 H Common Measures for a Comprehensive Diagnostic Plan

A11 Screening for Dyslexia

A11 Early Intervention

A11 Early Intervention - New Learnings

A11 Symptoms of Reading Disorders

A11 Instruction

A11 Multimodal

A11 Multisensory

A11 Multisensory Research

A11 Explicit Instruction with Reading Strategies and Skills

A11 Importance of Scaffolding

A11 Accommodations and Adaptations

A11 Modifications

A11 H Suggested Accommodations and Modifications for Students with Dyslexia - Materials and Teaching Techniques

A11 H Suggested Accomodations and Modifications for Students with Dyslexia - Work Area, Classwork, and Taking Tests

A11 H Suggested Accommodations and Modifications for Students with Dyslexia - Classwork and Taking Tests

A11 Assisted Technology

A11 Assisted Technology Resources

A11 Classroom Scenarios Part 2

A11 Possible Answers to Classroom Scenarios Part 2

A11 Speech and Language Considerations

A11 Medical Considerations

A11 Symptoms of Reading Difficulty May Change Over Time

A11 Age Doesn’t Make Issues Disappear

A11 What Works Database Practice Guide RTI2 Recommendations

A11 What Works Database Practice Guide RTI2 Recommendations Continued

A11 H Common Myths and Misconceptions Around Dyslexia

A11 H Common Myths and Misconceptions Around Dyslexia Continued

A11 H Answer Key to Common Myths and Misconceptions

A11 Quick Fixes Don't Work

A11 Next Steps - KWL

A11 H Planning for Multisensory Instruction

A11 Essential Learnings

A11 Quiz - Understanding and Recognizing Dyslexia

A11 Objectives Revisited

Comment - Examples in Series A & Series B

Introduction to Multisensory/Multimodal Examples

Go and Stop Nametags (Visual & Auditory)

Go and Stop on Room Walls (Visual & Auditory)

Dots for Go & Stop on Letters (Auditory, Visual & Kinesthetic)

Concept of Word - Word Length (Auditory, Visual & Kinesthetic)

Concept of a Word - Sentence Segmentation (Auditory, Visual & Kinesthetic)

Phoneme Isolation (Auditory, Visual & Kinesthetic)

Phoneme Deletion (Auditory, Visual & Kinesthetic)

Phoneme Manipulation (Auditory, Visual & Kinesthetic)

Letter Names and Letter Formation (Auditory, Visual & Kinesthetic)

Phonics Decoding Strategy (Auditory, Visual & Kinesthetic)

Recycle Key Words Into Responses (Auditory, Visual & Kinesthetic)

Vocabulary - Word Learning Strategy (Auditory, Visual & Kinesthetic)

Reading Pathways (Auditory, Visual & Kinesthetic)

Use of Manipulatives with Template Cards Routines (Auditory & Visual)