This session builds on foundational phonics by focusing on decoding multisyllabic words, teaching morphology, and understanding the role of variability in word reading. Participants will explore graphosyllabic analysis and practice structured lesson routines to support older students’ decoding, comprehension, and fluency through flexible, science-aligned strategies and data-driven instruction.

Educators will explore assessment-informed strategies to support students with dyslexia, dysgraphia, and developmental language disorders, as well as multilingual learners. The session includes guidance on universal design, lesson planning, and the taxonomy of intervention intensity to ensure every student receives evidence-aligned, responsive literacy support within core instruction.

Fluency connects decoding to comprehension. Educators will explore fluency’s key components—accuracy, rate, and expression—while analyzing learner characteristics and assessment data. This workshop emphasizes how to plan responsive instruction using the formative assessment cycle, helping students move from sounding out words to reading with meaning and confidence.

This workshop explores how students construct meaning through surface-level understanding, text structures, and situation models. Educators will use read alouds and writing to build knowledge and comprehension. Participants will also learn how to strategically teach comprehension skills and support metacognition across literary and informational texts.

Educators will deepen their understanding of phonemic awareness and phonics by learning explicit, efficient routines for introducing sound-spelling relationships, decoding various word types, and using decodable texts. The session supports alignment with existing curriculum and emphasizes how to use student writing samples to inform responsive instruction.

Writing is essential for building knowledge and deep thinking across content areas. This session introduces the Simple View of Writing and explores how writing develops. Educators will examine student writing samples, unpack the writing process, and plan for writing instruction that supports content learning and communication.

This workshop explores how the brain learns to read and why reading instruction must differ from how we acquire spoken language. Educators will examine research-based models and structured literacy practices that support all learners, including multilingual students, and address why reading is difficult for some children.