Course Listing

1 Day Workshops

Infusing Social Studies Content with Literacy Skills

This one day workshop models strategies to mediate language and elicit responses from students with language-based learning disabilities. Without strategies to ensure the success of these students who struggle to process and to formulate language, they are not able to participate fully in classroom activities. Providing a structured approach to increase vocabulary, as well as templates to aid written production, enables students to better elaborate their ideas. The use of pictures and other visuals evokes oral language, which in turn elicits more specific vocabulary and detailed written language. Additional multisensory activities further enhance students’ ability to access the abstract concepts encountered in social studies. Teaching reading and writing skills using social studies content ensures productive instructional time spent with both language arts and content skills.

 

Upon completion, participants will be able to:

  • lead a brainstorming activity to activate prior knowledge about a theme
  • complete templates to aid written expression of sentences and paragraphs
  • design templates to structure writing tasks adapted to individual situations
  • produce worksheets to facilitate vocabulary development of a topic relevant to their curriculum

 

LEVEL

This course is appropriate for educators at the elementary and middle school levels.

Course Information

Credits
5 hours/PDPs
Dates/Time Price
July 16, 2018
8:30am - 3:00pm
$150

Registration is unavailable at this time.

Teachers Say...

Over 99% of educators felt that their Outreach Summer Institute seminar provided them with useful information that they could apply to their everyday classroom responsibilities.


About the Instructor

Bruce Miller

Bruce Miller began at Landmark School in 1985, and currently chairs the elementary-middle school social studies department. Besides teaching social studies classes, he has taught reading tutorials and language arts classes as well as coached sports and served as academic advisor. Various grants enabled him to develop curriculum and refine language-based teaching techniques for dyslexic students. He has presented at regional and national conferences (e.g., IDA, LDA, NCSS). He studied history and German at Syracuse University and earned a master’s degree in special education through Simmons College, where his thesis topic was learning disabilities and Waldorf education.  

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