2 Day Seminars
IN-PERSON COURSE LOGISTICS
COURSE DESCRIPTION
The National Reading Panel’s report in 2000 that reading fluency is one of the five pillars of reading, along with phonemic awareness, phonics, vocabulary, and comprehension. Since then, researchers have further emphasized the importance of reading fluency to overall reading achievement. Despite this recognition, the nuances of how reading fluency is defined, measured, taught, and strengthened continue to be addressed. This two-day seminar will provide a closer look at what reading fluency is, what it is not, and how to best build and support oral reading fluency in the classroom and at home.
Upon completion, participants will be able to:
LEVEL
This course is appropriate for educators at the elementary and middle school levels.
MATERIALS
Materials will be provided on-site.
GRADUATE CREDIT OPTION
Participants may elect to add 1 graduate credit to this course. Graduate credit is an additional $125 and is granted by Colorado State University-Pueblo.
| Credits | |
|---|---|
| 10 Hours/PDPs 1 Optional Graduate Credit |
|
| Dates/Time | Price |
| July 18-19, 2022 8:30am - 3:00pm |
$300 |
Registration is unavailable at this time.
Over 98% of educators felt that their Outreach Summer Institute seminar provided them with strategies and tools that will help their students.
Kristine began working at Landmark High School in 2010 as a language arts tutorial teacher after having earned her bachelor’s degree from Stonehill College. She has since earned her master’s degree in special education from Simmons College and a master’s degree in education from Endicott College with a focus on Reading & Literacy. She now also holds a Reading Specialist License. Since 2014, Kristine has taught courses through Landmark Outreach related to Executive Function and Assistive and Educational Technology and supporting students with Language-Based Learning Disabilities. She also researched and compiled topics for the monthly Free Landmark Teaching Strategies related to the use and role of technology in the classroom, working memory, processing speed, the Collaborative Strategic Reading approach, and supporting students with Language-Based Learning Disabilities. She currently heads the reading department, in addition to teaching two small group classes in that department.
