LETRS Foundations:  An Introduction to Language and Literacy is a professional development program for educators teaching reading using the basic components and principles of scientifically based reading instruction written by Deborah Glaser and Louisa C. Moats.  LETRS Foundations is designed as an introductory course before delving into the deeper knowledge base provided in the twelve LETRS Modules. Foundations can be presented in four full-day sessions or it can also be delivered in eight 3-hour sessions. 

This engaging interactive workshop provides teachers with exercises to help understand why these components are essential. Teachers leave this inservice with a deeper knowledge of why scientific based reading instruction is essential to achieve success with all students.  They can go back to their classrooms with this knowledge and enthusiasm to more effectively utilize their core comprehensive reading programs.  The topics included in this training are:

How children learn to read

Oral language, vocabulary and comprehension

Phoneme Awareness

Phonics

Reading Fluency

LETRS Foundations in the classroom

The twelve LETRS Modules, written by Louisa C. Moats, give teachers the essential underlying skills and knowledge needed to effectively use any literacy program.  Program specific training in a core comprehensive curriculum is essential, but it is not enough to equip teachers to tailor instruction to reach all of their students.  The LETRS modules enrich, extend, and empower teachers to understand why their students may be struggling and how they can choose an intervention grounded in scientific research-based evidence.  A minimum of one day is required for each module--two days per module is preferable.

Module 1:  The Challenge of Learning to Read (for all grades)

This module investigates the reasons why many children have difficulties learning how to read.  Case studies are used to illustrate the phases of reading development, the genetic, environmental and instructional factors that influence learning to read, and the components essential for reading instruction.  An in-depth exploration of the brain’s “four-part processing system” model will set the foundation for all of the modules as we set out to help our students develop their reading brains.

Module 2:  The Speech Sounds of English:  Phonetics, Phonology and Phoneme Awareness (for all grades)

Module 2 introduces the phonemes (speech sounds) of the English language, clarifies the importance of phonological awareness and how it impacts reading and spelling instruction.  Consonants and vowels are introduced using articulation features to map the sounds onto the graphemes or letters used to represent the sounds.  Module 2 covers difficulties some students may have with these sounds when they speak other languages or use other dialects when learning the English sound system.

Module 3:  Spellography for Teachers:  How English Spelling Works (for all grades)

This module approaches word study in multiple ways:  by sound using phoneme-grapheme correspondence, by spelling pattern using the position in the word, by syllables, by meaningful parts (morphology) and by the history or etymology of a word or word part.  Teachers will examine the differences between high frequency and irregular words, the six syllable types, the three major rules for adding endings and the differences between syllables and morphemes.  After this workshop, teachers will be able to confidently instruct students in the structure of English and how they can apply their new knowledge to decoding, spelling, and advanced word study.

Module 4:  The Mighty Word:  Building Vocabulary and Oral Language (for all grades)

Vocabulary knowledge is crucial for reading comprehension.  This module identifies ways in which word meanings are learned in both oral and written language and stresses the need for both direct and indirect vocabulary building experiences.  A rationale for selecting specific vocabulary words to be taught is discussed and practiced.  Strategies are shared to provide rich vocabulary instruction including the use of student friendly definitions, the use of context, multiple meanings, and the importance of categorization.

Module 5:  Getting Up to Speed:  Developing Fluency (for all grades)

Automaticity and fluency are both necessary for reading comprehension.  Find out why they are vital, as well as some common causes for dysfluency.  Learn which of your students may need fluency-building instruction, and how to use a variety of fluency measures to record and chart progress.  Strategies for building fluency and engaging students in practicing their reading fluency will be addressed.  Remember, the goal is meaning—not speed!

Module 6:  Digging for Meaning:  Teaching Text Comprehension (for all grades)

This module discusses why children have difficulty with comprehension, gives the research base for comprehension instruction and approaches to use for instruction.  This module encourages comprehension instruction at the phrase, sentence, paragraph and passage levels.  Questioning techniques are discussed and practiced, and there is an opportunity to analyze text to create a lesson.

Module 7:  Teaching Phonics, Word Study, and the Alphabetic Principle (for grades K-2 and for intervention)

In this very interactive module, techniques for implementing sequential, systematic phonics instruction are discussed and practiced.  The application of phonics instruction to reading and writing is emphasized.

Module 8:  Assessment for Prevention and Early Intervention (for grades K-3 and for intervention)

This module addresses and distinguishes screening and progress monitoring between diagnostic and outcome based assessments.  Teachers are taught how to administer and use a developmental spelling inventory to use the data to drive instruction.  Case studies are used to analyze children’s needs within the “three-tier” model of reading instruction.

Module 9:  Teaching Beginning Spelling and Writing (for grades K-2 and for intervention)

This module reviews current research regarding composition skills.  A framework for analyzing writing samples is provided.  This framework is used when looking at examples from several students.  Instruction regarding the necessity of building automaticity in all the subskills involved in the writing process in order to allow children to become fluid writers, is explained and modeled.

Module 10:  Reading Big Words:  Syllabication and Advanced Decoding (for grades 3-adult)

This module is designed to help teachers meet the needs of students who decode inaccurately or slowly and have difficulty with multisyllabic words.  Techniques are shared for teaching phoneme-grapheme mapping, syllabication, the six syllable types, syllable division rules and ending rules.  This module continues to address advanced decoding by teaching students about morphology, Anglo-Saxon words, Latin and Greek roots and prefixes and suffixes.  Now students can decode using individual sounds, syllables and the meaningful parts of the English language.

Module 11:  Writing:  A Road to Reading Comprehension (for grades 3-adult)

This module is designed for all classroom and content area teachers.  Research consensus about the relationship between reading comprehension and writing is discussed.  When students are able to express their thoughts in writing, their comprehension tends to improve.  This module gives teachers strategies for help their students take notes and express the main ideas of the text in written summaries.  A list of appropriate curriculum materials is included in this module.

Module 12:  Using Assessment to Guide Instruction (for grades 3-adult)

This module describes reliable, efficient screening and testing tools to use for older struggling readers in order that instruction can be tailored to meet each students’ individual needs.  Use of these assessments are demonstrated and practiced.  Then case studies are used to analyze results and plan instruction.

ParaReading:  A Training Guide for Tutors

This 2-day supplemental LETRS Module prepares tutors and paraprofessionals to be able to support the students they work with.  This program is centered around the 5 Big Ideas of teaching reading that came out of the National Reading Panel’s investigation into reading research and exactly what children need to be able to read.  This workshop increases the effectiveness of reading tutors and teacher aids by giving them a base of knowledge in a proven, research-based system of teaching and activities to support each section of a reading lesson.