The facilitated Learning Communities is a hybrid course with two main components:
- IDA Ontario's existing on-demand Basics of Decoding and Spelling Instruction course (5 units)
- Live virtual meetings to review content and discuss implementation (5 meetings)
In the live Learning Communities' meetings, participants will practice, discuss, and explore strategies for the course modules: basic and advanced phonics, spelling, multisyllabic reading and spelling, and morphology. This content supports the word recognition strand of Scarborough's Reading Rope.
Participants who complete the course will receive a certificate for their participation.
WHO IS THIS FOR?
Although geared for primary and special education teachers in Ontario, the knowledge and strategies in this course focus on teaching foundational word reading skills (phonics, spelling, multi-syllable words, and morphology), and these are also the essential basis for remediation of reading and spelling skills for older students.
Participants are required to be enrolled in the existing on-demand Basics of Decoding and Spelling Instruction to have access to the course materials. Not enrolled? You can add the course to your checkout when you register.
Decoding and spelling instruction is only one part of an effective structured literacy program, which should also include systematic and explicit instruction in other elements such as phonological awareness, fluency, oral language development (vocabulary, background knowledge, syntax, etc.), reading comprehension, and writing.
There are no classes at this time.
Unit 1: Learn why some students have trouble learning to read and spell. Also how to teach basic letter sounds, as well as blending and segmenting sounds to read and spell words without guessing.
Unit 2: Learn how to teach complex phonics (consonant blends, closed/open syllables, v_e code, vowel teams) using a scope and sequence and decodable text.
Unit 3: Learn how to teach effective spelling rules/conventions, including suffixing rules.
Unit 4: Learn how to teach strategies for reading and spelling multi-syllable words.
Unit 5: Learn about basic morphology that is helpful for word recognition, spelling, and reading comprehension.
Unit 1 A - Make a code deck, phonics screener
Unit 2A -
More complex code unit
Unit 3A -
Spelling 'rules' and conventions
Unit 4A -
Syllable types & syllable division
Unit 5A -
Unit 1B -
Teaching a phonics lesson unit
Unit 2B -
Consonant blends, irregular words, scope & sequence unit
Unit 3B - Teaching suffixes
Unit 4B - Stress & Schwa
Unit 5B - Anglo-Saxon layer
Unit 1C -
Handwriting, games, tiered instruction unit
Differentiating instruction Sept-June
Unit 3C - Three GREAT suffix spelling rules
Unit 5C -Latin Layer
Unit 5D - Greek Layer
As a new teacher over three decades ago, I was curious about the lack of sound-letter knowledge that 5 out of 20 of my grade two students exhibited. When asking about this, I was offered all of the typical excuses (e.g., they just haven't caught on yet; their parents do not read aloud enough, they have poor visual tracking, etc.). This sparked a lifelong quest for answers that would alleviate the inequity and suffering of children who struggle with reading. I have since become certified in Orton-Gillingham approaches, tutored K-6 students, trained teachers in structured literacy, taught language arts to preservice teachers at Brandon University (Manitoba) and to early childhood educators at Georgian College (Ontario), and been an early literacy specialist with the Ontario Early Years system, founded Sound Readers, obtained my Master of Education at UBC, and supported reading research-into-practice through letsgetreadingright.com. I also have 3 children - one of whom has DLD, ADHD, and dyslexia. I look forward to learning with you all!
I have been a teacher for 15 years with the York Region District School Board. I have taught from K-8 (including Core French), mostly in the Gifted Program and now as a Special Education Resource Teacher. My Structured Literacy journey began when I started teaching in the Student Support Centre and I realized that my pre-service training, the curriculum, and the resources available to me were not meeting the needs of my students. I took a course with Martha Kovack's ‘Let's Get Reading Right’ and studied ‘Orton-Gillingham Comprehensive and Morphology Plus’ with the Institute of Multi-Sensory Education. I have since completed other Structured Literacy courses including Acadience Reading K-6, Framing Your Thoughts: Sentence Structure and Paragraph Writing, and the Top Ten Tools. I have seen first-hand how this learning can have positive impacts on all students learning to read and can't wait to be on this journey with you. I live in Uxbridge, Ontario.
I am a recently retired Literacy Coach with the Ottawa-Carleton District School Board. I have worked for the board for the past 22 years, teaching grades 1 to 6 either as a homeroom teacher, English to French Immersion Teacher, or a Learning Support Teacher. I have completed the LETRS training, along with a Multi-Sensory Structured Literacy training program for teachers through The Reading Clinic in Kingston, and the IMSE Comprehensive Orton-Gillingham Plus course. I have also coached a previous group of teachers through the Top Ten Tools. I look forward to meeting you and to discussing our shared experiences on my favourite topic - literacy!!
“The videos throughout the online course are fantastic (SO much learning!) and the discussions in our live learning community are inspiring!”
“This course is Fantastic! It’s even better with the additional weekly virtual coach-led weekly sessions from certified professionals.”
“Highly recommend this as a starting point for folks wanting to learn more about structured literacy. The course provides sample videos of how to introduce spelling patterns and how best to flow/balance between phonemic awareness activities, decoding and encoding.”
"I really enjoyed this course! From the explicit instruction with knowledgeable and friendly instructors to the time spent discussing topics in small groups with other educators. The coursework itself covered so much in such great detail, and I really appreciate the fact that I could go back to review, print information provided, and re-watch demonstrations."