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The Rose Institute Resources for Administrators
Welcome, Administrators
The Rose Institute for Learning and Literacy offers in-district and virtual professional development opportunities customized to help you set your teachers up for success.
We specialize in Science of Reading and Orton-Gillingham training.
Science of Reading Workshops
Please review a sample of our Science of Reading (SOR) Workshops below. If you have objectives in mind that are not listed below, let us know so we can create one to meet your needs.
- A Deeper Dive into the Science of Reading: Unpacking the Unconstrained Skills of Language Comprehension
- A Deeper Dive into the Science of Reading: Unpacking the Constrained Skills of Word Identification
- Advocating for Children with Dyslexia: Using the Reading Brain and Scientific Theory
- Author's Purpose: Text Structure Analysis and Reading Comprehension in grades 3-8
- Boosting Comprehension
- Bringing SOR into Science Instruction
- Bringing SOR into Social Studies Instruction
- Bringing the SOR into the 3-6 Classroom Parts I and II
- Bringing the SOR into the K-2 Classroom Parts I and II
- Comprehension and Composition of Informational Text
- Dyslexia: Separating Fact from Fiction
- Elkonin Boxes, Spelling Boxes, Word Work and How They Align to the Gradual Release Model
- Empowering Learners with Digital Composition
- Ending Book Deserts: With Literacy and Access for All
- Funds of Knowledge and their Influence on Comprehension
- Getting to KNOW your students: Screeners, Secondary Diagnostics and Progress Monitoring
- Growing Lifelong Readers
- Improving Students’ Reading Fluency in Grades 1-6
- Leveled Literacy And Decodables: How and Why to Shift
- Modeling Metacognition and Building Comprehension
- My What Big Words You Use: Effective and Engaging Vocabulary Instruction
- Planning Effective Read Alouds Across K-8 Content Areas
- Reading Evaluations 101: The Critical Components of a Comprehensive Reading Assessment to Inform Effective Reading Instruction
- Reading With Your Ears – The Secret Powers of Phonological Awareness
- Science of Reading for Administrators
- Science of Reading in Pre-K: Alphabet Knowledge
- Science of Reading in Pre-K: Language Comprehension
- Science of Reading in Pre-K: Phonological Awareness
- Shifting from Guided Reading into Structured Literacy and Small Group Instruction
- Tell me Why: SOR in Practice
- The More You Read, The More You Know: Best Practices for Comprehension Instruction
- The Science of Reading: The Development of the Reading Brain
- Translating the Science of Reading to Elementary Classrooms (K-2)
- Translating the Science of Reading to Intermediate Classrooms (3-8)
- Vocabulary Instruction
- Writing Success for All students Grades 3-8
- Writing Success for All Students: Supported Practice Students Need (K-2)
- Organization of a Research Based Literacy Classroom (3-6)
Orton-Gillingham Training
Brought to you by the Rose Institute for Learning and Literacy, Orton-Gillingham is a structured, multisensory approach to literacy instruction developed in the early 20th century by Dr. Samuel Orton and Anna Gillingham.
Multisensory techniques are defined as using the pathways to the brain of seeing,
saying, hearing, and kinesthetic (handwriting). This diagnostic and prescriptive approach
combines remediation, based on extensive research on children with language processing
difficulties, with an analysis of the structure of the English language. Skills are
taught in sequence based on an understanding of how children naturally develop language.
Rules and patterns of the language are emphasized to prepare teachers with knowledge
of the structure of the English language to teach students to decode words on their
own.
Structured flexibility is the hallmark of the Orton-Gillingham approach.
OG Classroom Educator (Level I)
Requirements
- 30 hours of teacher participation.
- Normally scheduled for five consecutive six-hour virtual sessions from 8:30-3:30.
- The agreement can be processed through BOCES to facilitate Co-Ser AId for a cohort of up to 24 for a flat fee.
- The maximum number of participants is 24.
- Participants who successfully complete the course receive a certificate of course completion from the Orton-Gillingham Fellow.
Requirements
- Prerequisite: The Classroom Educator Course.
- Orton-Gillingham Fellow becomes the participant’s mentor and oversees the practicum.
- Must deliver the OG lesson to a small group or whole class at least twice a week for a minimum of 50 lessons over eight months.
- Five videos of complete lessons with accompanying lesson plans must be submitted to the practicum mentor for feedback at predetermined intervals; each lesson must incorporate all previous feedback.
- Google document of all 50 OG lessons must be maintained.
- Co-Ser Aid is available.
Orton-Gillingham Associate (Level II)
Requirements and Information
- The Classroom Educator Course is a pre-requisite for this course.
- This course can be taken before, during, or after the Classroom Educator Practicum.
- Normally scheduled for five consecutive six-hour virtual sessions from 8:30-3:30.
- The agreement can be processed through BOCES to facilitate CO-SER Aid for a cohort of up to 24 for a flat fee.
- Participants who successfully complete the course receive a certificate of course completion from the Orton-Gillingham Fellow.
- The Classroom Educator and Associate Courses are pre-requisites for this practicum.
- An Orton-Gillingham Fellow becomes the participant’s mentor and oversees the practicum.
- The participant will receive feedback on all videos submitted from this fellow.
- Co-Ser Aid is available.
Teachers who have previously completed the Classroom Educator Practicum have the following requirements:
- Must deliver the OG lesson at least twice a week, one-on-one to equal a minimum of 50 lessons over a minimum of eight months.
- Five videos of complete lessons with accompanying lesson plans must be submitted to the practicum mentor for feedback at predetermined intervals; each lesson must incorporate all previous feedback.
- A Google document of all 50 OG lessons must be maintained.
Teachers who have not previously completed the Classroom Educator Practicum have the following requirements:
- Must deliver the OG lesson more than twice a week, one-on-one to equal a minimum of 100 lessons over a minimum of eight months.
- Ten videos of complete lessons with accompanying lesson plans must be submitted to the practicum mentor for feedback at predetermined intervals; each lesson must incorporate all previous feedback.
The Rose Institute Upcoming Events
Science of Reading in Pre-K: Alphabet Knowledge
The Science of Reading: What School Leaders Should Know
Boosting Comprehension
Boosting Comprehension
Leveled Literacy Versus Decodables and How and Why to Shift
Contact Us
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Rose Institute for Learning and Literacy
Tracy McCarthy
Managing Director
The Rose Institute for Learning and Literacy
Tracy.McCarthy@mville.edu