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Program Goal: Foundational Skills: Where All Good Reading Instruction Begins
This two day workshop thoroughly explores the foundational skills of phonemic awareness through discrimination, blending/segmentation and manipulation of individual sounds in words. Educators explore this explicit and systematic approach of developing and connecting critical early pre-reading skills to their current phonics programming. Through dynamic hands-on facilitation, research review and game play, participants will demonstrate an in-depth understanding of the essential role well-developed, early phonemic awareness skills play in students’ future reading success. This intensive workshop is appropriate as a powerful preventative supplemental tool for all K through second grade general educators as well as a remedial program for all levels of reading specialists, special educators, ESL professionals and speech pathologists. (Based on highly, researched methodology from the Lindamood-Bell’s Phoneme Sequencing™ Program (LiPS ®).
Program Goal: Practice Builds Confidence
The practicum is a third day, added onto “Pathways to Phonemic Awareness”. This workshop provides invaluable hands-on experience, enabling educators to practice what they have learned. From critical pre-assessment exploration, to application of systematic phonemic awareness instruction, behavior management, game building and post-assessment, participants will experience all aspects of superior phonemic awareness instruction through highly structured activities presented directly by participants to local K-2 students.
Program Goal : Building on the Foundation
This one day consult continues an in depth exploration of the essential nature of strong phonemic awareness instruction through review of basic concepts and further facilitation of higher level multi-syllable skills. This workshop allows for a thorough connection between current classroom programming and students’ early literacy development. . The consult takes place on-site at the school with teachers’ modeling in their classroom (Consult is pre-scheduled six to eight weeks out from the first training, with the educators from the initial “Pathways to Phonemic Awareness” workshop. Teachers divided by grade level, specialty area and/or progress made in the methodology)
Program Goal : Increasing Comprehension
They can sequence sounds, decode and encode, now what? this two day workshop explores the often hidden connection between retaining written and spoken information and well developed visualization skills. Incorporating Visualizing and Verbalizing® for Concept Imagery, this systematic training provides hands on facilitation to increase each students’ ability to effectively retain written and spoken information.
Program Goal : Strengthening Fluency
This integrated reading and spelling program helps stabilize phonemic awareness and assists in the development of independent, fluent readers. Sight words are incorporated with symbol imagery techniques, building on visual fluency in decoding and encoding. The program introduces syllable types, breaks down the sounds linguistically and visually into syllables and then identifies how to locate those syllables in multi-syllable words. Incorporating Lindamood's Seeing Stars®, this two-day workshop provides specific steps of imaging letters for phonemes through multi-syllable words helping to establish reading and spelling in context.
Program Goal : Creating Self-Sufficient Districts
Once the school district has invested in training their educators in the methodology, it is the goal of both MTI and the school district to ensure that the methodology will become ingrained in the district and self renewing as new educators enter the school district and seasoned educators leave. It is therefore essential to establish a support system community of teachers thoroughly trained in the strategies required to fully assist teachers in connecting systematic and sequential phonemic awareness to all students’ individual reading development. The Support Team will provide weekly coaching, activities and program suggestions and will be responsible to provide valuable collection of data to ensure program efficiency. The Support Team will promote teacher accountability to this explicit delivery of phonemic awareness instruction through weekly monitoring of student contact and progress, ongoing online support, biweekly newsletters and monthly phonemic awareness activities. MTI recommends Support Team be conducted in a retreat style, with educators attending at least one overnight stay. (Five day workshop)
Program Goal : Building on the Foundation
The second one-day consult continues an in depth exploration of the connection between current classroom programming and students’ early literacy development. This is a recommended but optional phase for educators that have completed the first consult, but would like an additional consult to build further confidence in the classroom as well as focus on developmental expectancies in the classroom. Depending on the educators’ needs, this consult can be tailored to focus on lesson planning and/or presentation skills as necessary to target specific needs in the classroom. (This consult is pre-scheduled four months out from the initial consult. Educators divided by grade level, specialty area and/or progress made in the methodology.)
Program Goal : An Overview and Refresher
This one day follow-up session provides a review and refresher of methodology covered in MTI’s initial phonemic awareness workshop. It is for teachers that haven already taken “Pathways to Phonemic Awareness” but want to return for an overview of this material in order to address questions and develop a better grasp of the content.
Program Goal : Exploration of Phonics, Multi-syllables and Symbol Imagery Strategies
This two-day workshop allows participants the opportunity to apply the phonemic awareness concepts of discrimination, sequencing and manipulation of phonemes, to decoding and encoding larger multi-syllable words. Programming moves into the application of higher level phonics rules, paired with symbol imagery allowing teachers to gain a greater understanding of how a powerful phonemic awareness foundation leads to in-depth phonics application and successful reading skills. Prerequisite: Have taken Pathways to Phonemic Awareness with MTI and are actively using the methodology in their curriculum through discrimination, sequencing and manipulation of phonemes. This methodology is appropriate for teachers 1st grade and higher.
The Multisensory Training Institute of the Stratford Foundation is an independent, nonprofit teaching facility and is not affiliated with Lindamood-Bell Learning Processes, Inc., Pat Lindamood, Phyllis Lindamood or Nanci Bell. |
