New Reading Professional Learning Courses with SPELD NSW in 2023 - SPELD NSW

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New Reading Professional Learning Courses with SPELD NSW in 2023

New Reading Professional Learning Courses with SPELD NSW in 2023

The professional learning team at SPELD NSW has been busy creating a suite of new reading courses that are launching in 2023! We have had the privilege of working closely with a number of schools to support them on their change journey to implementing evidence-based reading instruction and as part of that work several high-quality engaging and thought-provoking courses have been developed which are now available to all NSW teachers!

We are very excited to announce that in 2023 we are taking our courses to Newcastle, Wollongong, Wagga Wagga, Port Macquarie and Dubbo! We are very happy to be engaging with NSW communities to support schools, teachers and parents and carers in helping all students achieve reading success. We are also continuing in-school consulting and professional development with a range of different schools seeking to further improve their approaches to reading instruction and response to intervention.

We wanted to tell you a little about some of the courses we are offering in the new year….

Teaching Reading in the Early Years is our flagship 3-day course aimed at K-1 teachers. It looks at developing a strong framework for planning and instruction in phonics and early fluency skills. Our goal is to give teachers and leaders the tools and knowledge to hit the ground running with the new K-2 English syllabus in 2023.

For schools and teachers looking for a 1-day starter course without the 3-day commitment we have Evidence-Based Reading in Action which is an express tour through the key pedagogical elements of teaching reading that every evidence-based classroom should consider. Teachers walk away with routines and strategies that they can start implementing immediately in their classrooms.

For teachers looking beyond phonics and decoding, The Fluency Puzzle is a highly interactive day where we challenge teachers to think about how to develop the subskills of reading across K-6. As the course name suggests, fluency is a complex riddle to solve so we ensure that teachers have a thorough understanding of how to assess fluency and then how to engage students in targeted, meaningful, and engaging learning that develops their fluency as well as their vocabulary and comprehension.

No reading comprehension journey is complete without a rich vocabulary and content knowledge, and this is what Words to Wonder is all about. This two-day course takes teachers deep into the world of words! Teachers walk away confidence in how they can select words for instruction and with models of instruction to use in the classroom. We challenge teachers to think about vocabulary instruction as central to reading comprehension and we provide frameworks for planning and programming that brings a new perspective on how to plan and teach reading comprehension in K-6.

Finally, What the K-2 English Syllabus Looks Like in the Classroom addresses the foundational knowledge that every teacher needs to implement the new curriculum. The focus here is on teacher content knowledge! We take teachers through a range of hands-on activities to help them understand the core concepts and terminology in the new syllabus to support their confidence in the classroom. We also look at student profiles in line with the syllabus, so teachers have a clear understanding of what the new syllabus outcomes look like in the real world.

SPELD NSW prides itself in developing quality professional learning that is focused on giving teachers tools, models or practice and strategies to best support all learners in your classroom. Our reading courses are designed to empower you as educational professionals!

We look forward to seeing you at one of our 2023 Reading Professional Learning Courses!

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Teaching Reading in the Early Years- a step forward in planning

Many school communities are excited by the new path that the NSW K-2 English syllabus is taking and they are ready to jump in feet first into evidence-based reading instruction. Armed with the understanding that a systematic and explicit approach to reading instruction is the most effective in reaching all learners, many schools are now seeking to understand what that might mean in their context.

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