Shifting a Balanced Literacy Classroom to Align With The Science of Reading

July 16 & 17, 2024

9:30am-3:30pm

Grades K-2

Are you confused about what all the research is saying about the Science of Reading?

Are you using a balanced literacy framework in your classroom but not sure what you should do to align your practices with the Science of Reading?

In this two-day course, we will look at what the research says early readers need to be successful. During the two days we will look at the six shifts that are introduced in the book Shifting the Balance by Jan Miller Burkins and Kari Yates. The topics of these six shifts include: rethinking how to teach comprehension, committing to phonemic awareness, reimagining how we teach phonics, revisiting how we teach high frequency words, revising how we use the MSV cueing system, and reconsidering texts for beginning readers.

We will look at common misconceptions educators may have and try to adjust our thinking around practices that have been used for years. In addition, we'll explore researched and high leverage practices that we can use in our classrooms to help align with the Science of Reading.

Purchase of the text is not required but encouraged.

Registration; $ 349 Lunch included.

EDGP Credits; 1 or 2 through Concordia at an additional cost of $200 each.

**If you'd like to register a group using a school P.O., please email Jill Purvis, [email protected].

A bout the Presenter:

Kim Dabney is a reading specialist/literacy coach for the past eighteen years with the Oconomowoc Area School District. She has taught for over 30 years in Wisconsin, Ohio, and Minnesota. Kim has provided many seminars and professional learning support for teachers and school districts in Wisconsin to improve literacy learning of children. Committed to professional learning, Kim regularly attends conferences and seminars to keep current on the latest trends in literacy. Kim believes that reading is a gift that can change a child’s life forever so she is passionate about literacy instruction. She finds great satisfaction working with district literacy leaders, teachers and reading specialists to move district literacy initiatives forward.

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