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Fabulous training today and thank you for sharing your expertise!!

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Wow a wealth of information! Just when you think you know a lot you realize still more to learn! I know now which areas I need to focus on more before I solo train for sure! You both were fabulous! Thank you!

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I am excited to get going with training LETRS. Your session has been very helpful by going even deeper with building my knowledge. I appreciate your suggestions for presenting. The recall activities were very helpful throughout the days. Thank you for such great days together!

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I have appreciated gaining more insight on how this will be applicable to our teachers and I have gained a lot more confidence as well.

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It has been super helpful to have the repetition and practice with retrieval. Hearing the same key phrases multiple times has helped me remember those important pieces. Thank you!

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I love all the hands on activities we can use with our participants to keep them engaged.

Thank you SO MUCH!

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Thank you so much.  I love the cautions about possible questions and confusions that teachers have based on your experiences.  It is always good to review the layers of the English language.

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Thank you so much.  I love the cautions about possible questions and confusions that teachers have based on your experiences.  It is always good to review the layers of the English language.

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I’ve learned a lot, and know I need to learn a lot more! On to the next steps, which I now feel ready for.

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I love the connections that have been made. Thanks for sharing all of your amazing knowledge with us.

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Have loved each day! Thanks so much. Today was great, analyzing spelling errors is a useful tool for teachers to apply all they have learned in these units.

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It was great to go through the spelling errors, I still struggle with that. I will need to keep working on that. I am familiar with morpheme structures, but it was a nice reminder.

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Definitely more clear the second time around.  I think more questions will come as we continue to dive in and get ready to present!

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This has been quite helpful in making the lessons come to life so I can better see how to apply them.

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I continue to gain more tips and tricks for presenting and supporting adult learners. The text suggestions are in my Amazon cart!

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What a great four days! I have learned so much about facilitating the sessions, confirmed and strengthened my knowledge base, and feel empowered to continue on my facilitator path! I am also leaving with a plethora of wonderful resources, ideas, padlets, book titles, and websites......and wonder how I will tackle consuming all these new resources! Reviewing the spelling errors was helpful and told me I have to put some effort into being able to speak to types of errors. Truly, thank you so much for all that you've taught us!!!

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Teachers always ask me for where to find texts such as the "cred" text. I know there are some in Morpheme Magic.  Do you have any other recommendations?

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This is for coach/teacher reference, NOT to share with students. Feel free to use and share this link if you find it helpful for referencing the count and frequency percentage for each phoneme/grapheme. Let me know if you have feedback to share to fix an error or changes you recommend to make it easier to read! I also added a column with all of the sites or books I referenced while studying/creating the tool. It may be easier for you to download as an Excel spreadsheet. ❤️️

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Frequency of Graphemes for each Phoneme, adapted from Hanna, et al..xlsx

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Activities for recall - generating the consonant and vowel valley chart was helpful.
Sharing knowledge across the group, from our facilitators and participants

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Fabulous Day 3 training and I truly enjoyed the facilitators! Thank you for diving deep with us and for taking the time to listen and answer all our questions!

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Glows: the many ideas on how to add to the presentation. I have loved watching others present and the opportunity to present.
Grow: My brain is overwhelmed, I worry that I won't get all this good stuff to the participants.

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This is one of my favorite parts of the presentations because teachers get a clear picture of what this could look like in their classrooms.

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What are some examples of schwa without the vowel.  The Merriam Webster video said there are some and I cannot find any!!!!

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just really enjoy hearing how you tackle the slides with participants!

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just really enjoy hearing how you tackle the slides with participants!

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Glows, the research and the resources from the padlet and class has been fantastic. The engagement and support has made sorting the facilitation side of things much clearer.

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Really solidifying the phoneme/consonant chart and vowel valley. 

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Really solidifying the phoneme/consonant chart and vowel valley. 

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will we have access to this padlet in the future?

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will we have access to this padlet in the future?

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Advancing Science of Reading in the Early Years - K–5 Literacy Program & Curriculum | Amplify CKLA

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Phonics & Stuff is dedicated to providing high-quality resources for learning and teaching phonics. Explore our games for learners or our sophisticated tools to create customized phonics lessons.

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As we keep coming back to the theoretical models, we need to understand why this is important. They will assist us as we drill down to find the root difficulty of a student's reading difficulty and help us identify what to remediate. They also help us to remember what we need to teach in our core instruction. As facilitators, we need to continually reinforce this with our teachers/participants. -Sherri

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Repeatedly visiting the theoretical models has been so helpful in 'owning' them.  I just love learning!  Having the opportunity to present is the such a great way to hone our skills especially while collaborating with others.  Amanda and Julie - you rock!  Thanks for sharing resources and ideas.
Mary Ellen

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SoR-What I Should Have Learned in College

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High Frequency Words What, Why, and How It Pertains to the Science of Reading

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LETRS Fac Train Vol 1 Unit 1 Participant Handouts_fillable

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LETRS Fac Train Vol 1 Unit 4 Participant Handouts_fillable

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LETRS Fac Train Vol 1 Unit 3 Participant Handouts_fillable

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LETRS Fac Train Vol 1 Unit 2 Participant Handouts_fillable.pdf

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Languages across the world have unique phonemic systems. For individuals learning English as a second language, it is common for the phonemic system of their first language to influence the production of sounds in English.

Resources listed below are intended to contribute to foundational awareness of potential cultural and linguistic influences. There are variations within cultures, and regional and dialectal variances exist in all languages. Therefore, a single chart/page on cultural and/or linguistic features is not meant to provide a comprehensive overview. Clinical judgment, client/patient/student and caregiver input, and additional research are needed to ensure culturally responsive services.

How Can I Use This Information?

Speech-language pathologists can use this information to:

Identify sounds in a client's phonological system for languages other than English.

Determine phonemic influences of a client's native language on English.

Identify sounds from the client's first language that may not exist in English or identify sounds in English that do not exist in someone's native language.

Recognize that even if there are similar sounds across two languages, they may not be used the same way. For example, in some languages a sound may only be used at the ends of words and not as a word-initial sound.

Audiologists can use this information to:

Correlate the client's audiogram and the sounds of the client's language(s).

Recognize and respond to amplification needs.

Identify the effect of the individual's phonemic system on speech audiometry assessment.

Modify materials and procedures during speech audiometry assessment.

Phonemic Inventories and Cultural and Linguistic Information

ASHA has compiled resources on the phonemic systems for the following languages:

Amharic

Arabic

Bosnian

Burmese

Chinese

English

English Phonemic Inventory [PDF]
Dialect
Haitian Creole

Hindi/Urdu

Hmong

Japanese

Korean

Navajo

Pashto and Persian

Polish

Russian

Spanish

Somali

Somali (Portland State University)

Tagalog

Vietnamese

Refugee Profiles/Information
ASHA's policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
Websites with Phonemic Inventories

If you have any questions, please contact ASHA's Office of Multicultural Affairs at multicultural@asha.org.

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Phonemic Inventories and Cultural and Linguistic Information Across Languages

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A list of phonemic inventories across multiple languages

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Even though it has been very eye opening for me, I have loved trying to recreate models from memory. It has helped me be more aware of what areas I need to work on before I present.
I am still a little nervous with all this information, and trying to not overwhelm the teachers attending my sessions.
I definitely have things to work on.
-Stephanie Bowen

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How important is it for us to articulate words correctly when we present? I heard "aa·si·puh·tl" instead of "aak·si·puh·tl" for occipital, and the word affricate sounded more like "a-fricative" than "a·fruh·kuht," but they were not corrected by our national presenters afterward. Maybe it's ME who has been saying those incorrectly? LOL

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You can use this app to practice saying the phonemes.

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Can you explain the purpose of the diagonal dotted line again?

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Fabulous Day 1 training! The pacing was great and the sessions were very engaging! Thank you for making all feel welcome and creating a space in which all were free to share and ask questions! Thank you!

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Fabulous Day 1 training! The pacing was great and the sessions were very engaging! Thank you for making all feel welcome and creating a space in which all were free to share and ask questions! Thank you!

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I love working with like minded educators! Seeing how the theoretical models overlap was extremely helpful and definitely helped solidify everything!

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The Cognitive Foundations of Reading and Its Acquisition

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This book provides a concise and coherent overview of reading and learning to read. The book focuses on reading in English, but shows how its framework can be adapted to understand the broad cognitive requirements for reading and learning to read in any phonologically based orthography.

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Ladies, today was great. I love how engaging you are and how you bounce ideas and the course off each other.

Thank you for the added research and texts. I love having more in my toolbox and thank you for solidifying the research ideas that I am already referencing.

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The more we dig into and compare the theoretical models, the deeper our understanding becomes and the more connections we can make. When teachers first learn about them, they think the models are easy and that there isn't a lot to them. But when we come back again and again, they start making connections and find more and more implications for our instructional practices. (Sherri)

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I really like hearing how everyone presents the information and the little tidbits of wisdom! meghan martin

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Practicing the routines and diving in and talking through the components of Unit one was very helpful.

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The work with all the learning and collaborative conversations was powerful. I do wish we can get more into the role of the presenter. Although they did get more into that at the end of the day. 

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The work with all the learning and collaborative conversations was powerful. I do wish we can get more into the role of the presenter. Although they did get more into that at the end of the day. 

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Glow:  I really appreciate the time we took to think through each of the models.  I loved hearing from so many perspectives to deepen my understanding.

Grow: I'm still feeling a bit hesitant to present all of this information. I hope I can remember it all.

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I have loved the added knowledge I am gaining by becoming a facilitator. I had felt confident in the material before, but now I feel like I need more. This has been wonderful, and it is making me feel better about presenting this to other teachers.
-Stephanie Bowen

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I love that the way this training is set up is to affirm what we know, but also to fine tune our understandings of the research. I learned a lot today.

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I really enjoyed being with so many people who have such great ideas! I also appreciate the safe space for sharing and questions.

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I loved hearing all of the practical quotes and tips and anecdotes. Digging deeper into the theoretical models was a good review.  Thank you!

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I appreciate that this is a safe place to practice pieces of the presentation.

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LETRS Unit 1 Part 2 Virtual_Slides & Notes

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LETRS Unit 1 Part 1 Virtual_Slides & Notes

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Emily T. suggested sharing data to hook teachers into info. we present...see below for NAEP:

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Emily T. suggested sharing data to hook teachers into info. we present...see below for NAEP:

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I am a Literacy Coach in Granite School District.  I have been teaching for 21 years.  I have loved receiving the LETRS training and I'm excited to share it with teachers in our district next year.  The Science of Reading just fits with what I've learned through the years....I love that all of our K-3 teachers are learning it also.

I have 2 girls...8 & 10 and 3 dogs. Love my crazy life.

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I am a district literacy coach in Salt Lake City, Utah. I have always loved to read and learn new things. Excited to become a LETRS facilitator!

I love to organize and my brain thinks in spreadsheets.

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Hi! I am an Educational Consultant/SLP for the Watson Institute...also a PLF Candidate and so excited to be doing this Facilitator Training today! Passionate about literacy and helping to equip teachers with the skills needed to reach all kids! Have a son Adam who I adore, sweet hubby, and 2 cute pups!

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I am the Secondary Literacy Specialist in Granite School District. I hope to gain the understanding and ability to make the training practical for secondary intervention teachers.

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Lizzie Apostolopoulos                                           What is your current role? Currently first grade teacher and community college literacy development instructor-      What do you hope to gain/accomplish this week?  deeper understanding of content What will you be doing with LETRS as a local trainer?  County Schools facilitator Tell us a fun fact about you!   I have two sons, and one graduated yesterday! woohoo! 

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Lizzie Apostolopoulos                                           What is your current role? Currently first grade teacher and community college literacy development instructor-      What do you hope to gain/accomplish this week?  deeper understanding of content What will you be doing with LETRS as a local trainer?  County Schools facilitator Tell us a fun fact about you!   I have two sons, and one graduated yesterday! woohoo! 

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1. I am a regional Early Literacy Consultant for the Office of Early Learning at the North Carolina Dept of Public Instruction.
2. I hope to gain the knowledge and skills to facilitate LETRS training effectively.
3. I will train teachers across districts in NC.
4. I used to make videos of all the teachers in my school singing and dancing for the students.

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I currently work at the Watson Institute as a consultant and reading interventionist...so excited to also be a LETRS facilitator candidate! I am excited to share all I have learned with educators very soon! I have an only son who I adore of course...8th grade and 6' and 215lbs! Also, great hubby and 2 cute pups!

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I am a secondary ELA curriculum specialist currently and have taught grades 7 - 12 (except 9th...) and this is my 14th year in education.
I hope to gain more insights about how I can make this relevant and applicable to our secondary teachers that are supporting our still developing readers.
This training is going to help me support our secondary teachers in attaining their secondary interventionist endorsement.
Fun Fact: I have two kiddos, one is two and the other will be turning one in a few weeks and the youngest gave me hand foot and mouth this year...that was fun! Adults rarely show symptoms.

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I am a PK-12 Literacy Consultant in Iowa. I hope to gain a deeper understanding of the LETRS materials. I will be training LETRS within our agency. I love reading and camping with family and friends!

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Greetings from North Carolina!

I have been a LETRS district facilitator for 2 years for volume 1 and 2.  I am currently a LETRS Professional Learning Facilitator Candidate.

I am excited to get to know more people and continue to deepen my knowledge.

Fun facts- I love to go camping in our family RV & my daughter just got married.

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NCDPI
A deeper understanding of facilitating the LETRS training.
Training with my colleagues at NCDPI
Love love love my sweet 3 grandgirls and my 2 amazing adult children!

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NC Early Learning Consultant for Piedmont Triad

I hope to learn how to better share what I have learned in LETRS and how to support teachers.

I am looking forward to supporting and training teaching in North Carolina.

Foundational literacy instruction was my soapbox and now is my passion.

I've had the amazing opportunity to have dinner with Emily Hanford...best dinner EVER!

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I work for the Memphis Teacher Residency, leading our professional learning opportunities for in-service teachers. I also am in the process of becoming a national LETRS trainer.

I hope to dig deeper into Vol 1 content so that I'm prepared to lead facilitated sessions.

I used to live and teach in Bangladesh!

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Role - Literacy Consultant for Area Education Agency.
Gain- Deeper understanding of the units.
LETRS - Providing training to schools within our Agency.
Fun Fact - I have 2 sons named Ike & Moses

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LA Instructional Specialist. I hope to continue to grow in my knowledge to become comfortable presenting LETRS content. I am currently a local facilitator and will be a national facilitator. Fun fact- I have ran 3 marathons :)

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I am a reading consultant in Richmond, RI. I have been looking forward to continuing my training to be a LETRS national facilitator, so I am excited to learn and build confidence! I have been a fitness instructor for 25 years.

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My current role is Early Literacy Coach at a public school in Virginia. I am here as a National PLF candidate, though.

I am so excited to learn the content even more thoroughly, and learn how to facilitate the content

I have sooo many hobbies, including racing bicycles and motorcycles!

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I am working as a District Literacy coach in Granite School District and we are working hard to implement LETRS. 

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I am working as a District Literacy coach in Granite School District and we are working hard to implement LETRS. 

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Tricia Bromka

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What is your current role? Lead SLP for a district; Certified Structured Literacy Dyslexia Interventionist

What do you hope to gain/accomplish this week? Learn how to develop LETRS content in an engaging manner with skill and ease

What will you be doing with LETRS as a local trainer? I'm a national trainer

Tell us a fun fact about you! I tried out to be the first female firefighter for a near by city

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District Literacy Coach.

I hope to learn ways to support instruction aligned to LETRS.
I will be a local trainer with our district.

I love dogs.

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Principal and Elementary Curriculum Coordinator

Build and grow my understanding to support teachers

I will be training cohort 2 and supporting them through their learning journey.

I live on the 2nd largest island in the US. I live on Kodiak Island, Alaska. It is 5:30am here.

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District Literacy Coach
I hope to become confident with my abilities to train others with this great material.
I will be a local trainer for our district.
I used to work for Disney World and danced in their parades and shows.

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I am currently a Title 1 teacher at a private K-8 school.  I am hoping to become better equipped to be a LETRS facilitator. I will be a national trainer.  Fun fact:  I am currently choreographing a production of Beauty and the Beast!

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Find helpful insights from our many talented Authors and Trainers.

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Please include your name in the subject line.

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Please include your name in the subject line.

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What is your current role?

What do you hope to gain/accomplish this week?

What will you be doing with LETRS as a local trainer?

Tell us a fun fact about you!

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Books:
1.  Proust and the Squid:  The Story and Science of the Reading Brain
2.  Reader, Come Home:  The Reading Brain in a Digital World
3.  Tales of Literacy for the 21st Century

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Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is the Director of the newly created Center for Dyslexia, Diverse Learners, and Social Justice at the UCLA Graduate School of Education and Information Studies. Previously she was the John DiBiaggio Professor of Citizenship and Public Service and Director of the Center for Reading and Language Research in the Eliot-Pearson Department of Child Study and Human Development at Tufts University. She is the author of Proust and the Squid: The Story and Science of the Reading Brain (2007, HarperCollins), Dyslexia, Fluency, and the Brain (Edited; York, 2001), Tales of Literacy for the 21st Century (2016, Oxford University Press), and Reader, Come Home: The Reading Brain in a Digital World (August, 2018, HarperCollins).

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Maryanne Wolf is a scholar, a teacher, and an advocate for children and literacy around the world. She is focused on the impact of digital media on the reading brain.

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Anchor Chart

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Word Recognition (Tadpole Skills)
Phonological Awareness:  light green for new growth in your reading circuit.
Decoding:  dark green for deeper growth as you begin to learn letters and connect those to sounds.
Sight Recognition:  brown for developing deep roots in automatically recognizing words.

Language Comprehension (Frog Skills)
Background Knowledge:  blue because the sky is the limit...you can never have enough background knowledge.
Vocabulary:  gold for a rich breadth/depth of vocab. knowledge.
Language Structures: red for STOP and think about how words, phrases, sentences, paragraphs connect to form ideas.
Verbal Reasoning:  purple for that royal language and ability to make inferences/understand metaphors, etc.
Literacy Knowledge: white because it permeates all of the other colors and enhances your ability to understand a text.

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Creator of the PAST!
Books:
1.  Equipped for Reading Success:  A Comprehensive, Step-by-Step Program for Developing Phonemic Awareness and Fluent Word Recognition
2.  Essentials of Assessing, Preventing, and Overcoming Reading Difficulties

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© 2023 Equipped for Reading Success - WordPress Theme by Kadence WP

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Books:
1.  Reading in the Brain:  The New Science of How We Read
2.  How We Learn:  Why Brains Learn Better Than Any Machine...for Now

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Enseigner la recherche en train de se faire

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Syllabication Folder for Small Group Practice?

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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Speech to Print:  Language Essentials for Teachers (3rd Edition)

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Louisa Moats, Ph.D.
Dr. Moats has been a teacher, psychologist, researcher, graduate school faculty member, consultant, and author of many influential scientific journal articles, books, and policy papers on the topics of reading, spelling, language, and teacher preparation.

Dr. Moats's awards include the prestigious Samuel T. and June L. Orton award from the International Dyslexia Association for outstanding contributions to the field; the Eminent Researcher Award from Learning Disabilities Australia; and the Benita Blachman award from the Reading League.

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The fundamentals teachers need to deliver high-quality literacy instruction

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Books:
1.  The Reading Mind:  A Cognitive Approach to Understanding How the Mind Reads
2.  When Can You Trust the Experts:  How to Tell Good Science From Bad in Education

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Web page for Daniel Willingham, Professor of Psychology at the University of Virginia

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Something to help you remember how to teach words: (lexical quality hypothesis-Charles Perfetti)

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Something to help you remember how to teach words: (lexical quality hypothesis-Charles Perfetti)

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50 Nifty Activities

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We provide a wide variety of instructional materials for your classroom such as Kid Lips and Phoneme/Graphem Cards.

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Books:
1.  Language at the Speed of Sight:  How We Read, Why So Many Can't, and What Can Be Done About It