About Implementation Support - Series A: Part 2

Prerequisites

1. Participants need to complete Part 1 of this course before starting Part 2.

2. This course is recommended for school principals and site leadership who have at least one Reading Expert onsite who has attended the Ashlock Consulting Reading Expert Certification for Foundational Skills—Series A. 

Description

This course is designed to help school leadership work effectively with their Reading Experts to support the implementation of effective reading instruction related to Foundational Skills. The course is designed for site administrators to take with a Reading Expert assigned to their site at the same time.

Each session will be approximately 60–90 minutes in length and will focus on sustaining growth with Foundational Skills through effective planning and implementation. There are five sessions in Series A - Part 2 focused on structural analysis and fluency instruction. It is recommended that the site administrators complete one session a month.

References to Template Card instruction will be made throughout the sessions. It is recommended that you register your school site for our Template Card Tutorial to help staff refine techniques.

Implementation Support Downloads

Catalog Description and MLA Preview

Implementation Support Catalog Description

ACI Master License Preview 2020

About the Instructor

Educational Consultant/C.E.O., Ashlock Consulting, Inc.

Jennifer Ashlock

President and owner, Jennifer Ashlock established Ashlock Consulting, Inc. in 2004. She has 20 years  of full-time/part-time classroom experience in California and has worked in four different school districts. Before starting her own company, she managed consultants and wrote professional development for another California company that was dedicated to teaching scientifically-based reading research instruction. She has a Bachelor of Science Degree in Mathematics, a Master of Science Degree in Literacy and coaching/leadership experience.

Course curriculum

  • 1

    Registration

    • UPDATES

    • Understanding and Signing the Master License Agreement

    • Ashlock Consulting Master License Agreement

    • Ashlock Consulting's Master License Agreement Quiz
  • 2

    Preparation

    • Gathering Materials

    • Comments - Materials to Download
  • 3

    General Information

    • Two Parts to the Course

    • Materials to Download

    • Introduction to the Course

    • Using the Thinkific Platform

    • Introduction to Instructor

    • Group Cohorts - Facilitator

    • Discussion Opportunities
  • 4

    Session 6

    • Materials to Download

    • Comments - Slide Handouts

    • Reading Expert Demonstrations

    • Welcome to Session 6

    • Reading Expert/Principal Discussion—Share a Success

    • SL 1-4

    • SL 5-7

    • Reading Expert/Principal Discussion—Reflection

    • SL 8-10

    • Reading Expert/Principal Discussion for SL 10—Phoneme Blending

    • Discussion for SL 10—Phoneme Blending

    • SL 11

    • Reading Expert/Principal Discussion for SL 11—Phoneme Segmentation

    • Discussion for SL 11—Phoneme Segmentation

    • SL 12

    • Reading Expert/Principal Discussion for SL 12—Letter/Sound and Sound/Spelling Instruction

    • Discussion for SL 12—Letter Sound and Sound/Spelling Instruction

    • SL 13-15

    • SL 16

    • SL 16

    • SL 17

    • SL 18

    • SL 18

    • SL 19

    • SL 20

    • SL 20

    • SL 19

    • Reading Expert/Principal Discussion—What Have You Seen?

    • SL 21-27

    • Reading Expert/Principal Discussion—How is Structural Analysis Taught in Your Instructional Materials?

    • SL 28-32

    • Reading Expert/Principal Discussion—Review Syllabication

    • Workshop A5—Participant Packet Page 16

    • SL 33

    • Discussion for SL 33—Syllabication

    • SL 34

    • Discussion for SL 34—Syllabication

    • SL 35

    • Reading Expert/Principal Discussion—Types and Difficulty of Text

    • SL 36-37

    • Reading Expert/Principal Discussion—Frequency of Instruction

    • SL 38

    • Reading Expert/Principal Discussion—Consistency of Routines

    • SL 39-40

    • Reading Expert/Principal Discussion—Multisyllabic Example 1 for Template Card 10

    • Discussion for Multisyllabic Example 1 for Template Card 10

    • SL 41-45

    • Reading Expert/Principal Discussion—Listen to Them Read!

    • SL 46

    • Principal/Expert Discussion—Correct Placement in WIN Groups

    • SL 47-49
  • 5

    Session 7

    • Materials to Download

    • Welcome to Session 7

    • Reading Expert/Principal Discussion

    • SL 1-6

    • Reading Expert/Principal Discussion—Blending Instruction

    • Discussion for SL 6—Sound-By-Sound Blending Instruction

    • SL 7

    • Reading Expert/Principal Discussion—Reading Decodable Text

    • Discussion for SL 7—Decodable Text Instruction

    • SL 8-9

    • Reading Expert/Principal Discussion—Stages of Reading Development and Stages of Spelling Development

    • SL 10-14

    • Reading Expert/Principal Discussion—Vocabulary Connection

    • SL 15-17

    • Template Card 10 Multisyllabic Examples

    • Reading Expert/Principal Discussion—Card 10 Multisyllabic Examples

    • SL 18-19

    • Reading Expert/Principal Discussion—Instruction in Affixes and Roots

    • SL 20-21

    • Reading Expert/Principal Discussion—Multisyllabic Examples, Signaling Box Example 6, and Signaling Box Example 7

    • SL 21 Discussion—Multisyllabic Examples

    • SL 22-23

    • Reading Expert/Principal Discussion—Understanding Progress Monitoring Trajectories

    • SL 23-27

    • SL 23

    • SL 24

    • SL 25

    • SL 26

    • SL 27

    • Reading Expert/Principal Discussion—Next Steps Using Progress Monitoring Trajectory Data

    • SL 28-30
  • 6

    Session 8

    • Materials to Download

    • Reading Expert/Principal Discussion—Effective Coaching

    • Materials to Gather

    • SL 1-6

    • Reading Expert/Principal Discussion—Review Set 1

    • Phonics Intervention—Review Set 1

    • SL 7

    • Reading Expert/Principal Discussion—Review Set 2

    • Phonics Instruction—Review Set 2

    • SL 8

    • Reading Expert/Principal Discussion—Review Set 3

    • SL 8

    • Definition of Authentic Text

    • SL 9-10

    • SL 10

    • Reading Expert/Principal Discussion—Text Connections

    • Reading Expert/Principal Discussion—Compare Leveled Readers to Decodables

    • SL 11-14

    • Reading Expert/Principal Discussion—Phonics/Decoding Strategy

    • Template Card 15

    • Template Card 15 with Gradual Release

    • SL 14-19

    • PDS I Do Instruction

    • Reading Expert Demonstration—I Do Instruction

    • SL 20

    • Reading Expert Demonstration—We Do Instruction

    • PDS We Do Instruction

    • Reading Expert/Principal Discussion—Difference Between I Do and We Do Instruction

    • SL 21-22

    • SL 23-24

    • Reading Expert/Principal Discussion—Listening to Students Read

    • SL 24

    • SL 25-27
  • 7

    Session 9

    • Materials to Download

    • Welcome to Session 9

    • SL 1-2

    • Reading Expert/Principal Discussion—Fluency Knowledge

    • SL 3-8

    • Reading Expert/Principal Discussion—Review Questions and Comments

    • SL 9-11

    • Reading Expert/Principal Discussion—Classroom Scenario

    • SL 12-17

    • Reading Expert/Principal Discussion—Pattern of Phonics Instruction

    • SL 18-24

    • Reading Expert/Principal Discussion—Pattern of Structural Analysis Instruction

    • SL 25-33

    • Reading Expert/Principal Discussion—Accuracy

    • SL 34-41

    • Reading Expert/Principal Discussion—Rate

    • SL 42-44

    • Reading Expert/Principal Discussion—Timed Repeated Readings

    • Prosody

    • SL 45-49

    • Reading Expert/Principal Discussion—Three Aspects of Fluency

    • SL 50-53

    • Placement Review

    • Fluency Considerations and Conclusions

    • Reading Expert/Principal Discussion—Placement

    • SL 54-56
  • 8

    Session 10

    • Materials to Download

    • Welcome to Session 10

    • SL 1-4

    • Opportunities for Student Reading

    • Reading Expert/Principal Discussion—General Issues

    • SL 5-7

    • Reading Expert/Principal Discussion—Phonological Awareness and Phonics

    • SL 8-10

    • Reading Expert/Principal Discussion—Structural Analysis and Fluency

    • SL 11-19

    • Reading Expert/Principal Discussion—Template Card 1 Signaling Box Routine

    • Template Card 1

    • Template Card 1—What's wrong?

    • Template Card 1—Did you notice?

    • Template Card 1—Correct Routine

    • SL 20

    • Reading Expert/Principal Discussion—Template Card 2 Signaling Box Routine

    • Template Card 2

    • Template Card 2—What's wrong?

    • Template Card 2—Did you notice?

    • Template Card 2—Correct Routine

    • SL 21

    • Reading Expert/Principal Discussion—Template Card 5 Signaling Box Routine

    • Template Card 5

    • Template Card 5—What's wrong?

    • Template Card 5—Did you notice?

    • Template Card 5—Correct Routine

    • SL 22

    • Reading Expert/Principal Discussion—Template Card 6 Signaling Box Routine

    • Template Card 6

    • Template Card 6—What's wrong?

    • Template Card 6—Did you notice?

    • Template Card 6—Correct Routine

    • SL 23

    • Reading Expert/Principal Discussion—Template Card 7 Signaling Box Routine

    • Template Card 7

    • Template Card 7—What's wrong?

    • Template Card 7—Did you notice?

    • Template Card 7

    • SL 24

    • Reading Expert/Principal Discussion—Template Card 8 Signaling Box Routine

    • Template Card 8

    • Template Card 8—What's wrong?

    • Template Card 8—Did you notice?

    • Template Card 8

    • SL 25

    • Reading Expert/Principal Discussion—Template Card 10

    • Template Card 10

    • Template Card 10—What's wrong?

    • Template Card 10—Did you notice?

    • Template Card 10—Correct Routine

    • SL 26

    • Reading Expert/Principal Discussion—Template Card 10 with Multisyllabic Examples

    • MS Example 4

    • MS Example 7

    • Template Card 10 with Multisyllabic Examples—What's wrong?

    • Template Card 10 with Multisyllabic Examples—Did you notice?

    • Template Card 10 with Multisyllabic Examples—Correct Routines

    • SL 27-29

    • Reading Expert/Principal Discussion—Using Data to Guide Instruction

    • SL 30-32

    • Closing for Session 10