Oxton House Publishers, LLC


Workshop: Teach Decoding Fast !

Day 1

8:00-8:30 Continental Breakfast

8:30-10:15  Background

10:15-10:30  Break

10:30-12:00  1 and 2

12:00-12:45  Lunch

12:45-2:00   3

2:00-2:15  Break

2:15-3:30  4  

Where? When?

How much?

Day 2

8:00-8:30 Continental Breakfast

8:30-10:15  5 and 6

10:15-10:30  Break

10:30-12:00   7 and 8

12:00-12:45  Lunch

12:45-2:00   9

2:00-2:15  Break

2:15-3:15   9 and 10

3:15-3:30  Closing Comments

12-hour professional development
Certificates of Attendance
 will be provided.

Some participants’ comments:

“Lots of good information on how to teach some of our phonics skills that we teach every day.”.”

“...a very knowledgeable presenter.  Her research background is extensive.”

“I liked the fact that this really did present different ways to teach phonics.”

“The information can be easily applied.  I think it will really benefit my students.”

“I have been trained in Orton and Wilson and love what I saw today for struggling readers!!”

Teach Decoding Fast !

a two-day professional development workshop

by Phyllis E. Fischer, Ph.D.

Background knowledge
The brain processors used for decoding
Brain dysfunctions associated with decoding problems

1.  Phonemic awareness
Teaching the blending and segmenting skills necessary for reading and spelling

2.  Teaching sound-symbol relationships

a. Becoming automatic at recognizing graphemes (single- and multi-letter) in isolation and embedded in words

b. Teaching phonemes efficiently and getting them automatic

c.  Teaching the phoneme-to-grapheme correspondences

3.  Teaching closed, magic-e, and open syllable structures using concept training paradigms

a.  Matching paradigm to group size

b.  Developing automaticity at recognizing the orthographic structures

c.  Adding appropriate vowel sounds to the syllable structure

4. Reading words

a.  How to provide help when developing accuracy

b.  Developing sight-word automaticity

5.  Teaching spelling patterns that are predictable in closed, magic-e, and open syllables

6.  Adding inflectional suffixes to closed, magic-e, and open syllables

a.  Teaching the spelling patterns

b.  Developing automatic recognition of these patterns when the suffixes are on the words

c.  Reading and spelling words

7.  Teaching vowel-r and vowel-team words

a.  Learning the graphemes

b. Becoming automatic at recognizing the graphemes in words

c.  Adding the sounds for the graphemes

d.  Reading words

8.  Teaching spelling of the graphemes that are not predictable
(e.g., words with ir, er, and ur)

9.  Teaching two-syllable word structures

a.  Consonant-l-e word patterns

b.  VCCV patterns

c.  VCV patterns

10.  As time permits: A few activities for working on multi-syllable words

This interactive workshop is for K–2 mainstream classroom teachers, Title I teachers, reading specialists, and special education teachers.  No prior experience with teaching phonics is needed.

Participants will learn and practice powerful activities for teaching children how to decode one- and two-syllable words effectively and fast.  You will learn how the Concept Phonics model enables you to get students automatic on these decoding skills quickly, so that the majority of class time can be spent on contextual reading activities.

Participants will work in small groups to practice
 all of the skills and their teaching paradigms.

Click here
for details.

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