What Does It Mean to Teach Reading Explicitly?
The National Reading Panel identified five components—phonemic awareness, phonics, fluency, vocabulary, and comprehension—as necessary for effective early reading instruction. However, effective reading instruction requires more from teachers than just mastery of the five reading components. Teachers also need to develop the art, and language, of teaching reading explicitly.
This interactive, hands-on seminar teaches the process of explicit instruction by using the five components of reading as examples. Participants will understand “the what,” “the why,” “the when,” and “the how” of explicit instruction as they are provided ample modeling and practice through the concepts, sequences, and lesson components for explicit instruction.
Who Should Attend:K-4 teachers, staff developers, reading specialists, reading coaches, and administrators
Objectives:
You will
- learn the differences between explicit and implicit instruction;
- learn what explicit instruction looks like and why it is important to teach explicitly;
- learn how to discuss their instruction explicitly (e.g., the what, the why, the when, and the how); and
- create an action plan to apply key learnings from this session to classroom practice.
Prior to joining SEDL, Dr. Ramona Chauvin was a Region II Reading First regional coordinator for the Louisiana Department of Education and program director of Western Washington University's K–8 Teacher Education Program in Everett, Washington. She also has over 25 years of classroom experience as a teacher in grades 5–12 and 13 years of experience in higher education institutions in Louisiana, Mississippi, and Washington. She holds a PhD from the University of New Orleans in curriculum and instruction with a focus on teacher development, adult learning, narrative inquiry, and educational administration.
Prior to joining SEDL, Kathleen Theodore worked for the Louisiana Department of Education's Region I Education Service Center, where she coordinated regional and statewide Reading First professional development activities and provided extensive follow-up through support mentoring and coaching. She also worked in the New Orleans Public Schools for 24 years, where she served in the roles of classroom teacher, staff developer, and district reading facilitator. Theodore holds a master's degree in curriculum and instruction from Xavier University of New Orleans.
CPL sessions are held at SEDL's headquarters in Austin, TX. Contact SEDL if you would like to schedule a customized session at your location.
