The Science of Reading Series
apply CURRENT READING RESEARCH IN YOUR CLASSROOM
This session of the HILL’s Science of Reading Professional Learning Series is an Approved Course for Mass Literacy: Open Access Professional Learning (OAPL).
Registration is NOW CLOSED.
Eligible Massachusetts educators may take this course at no cost, and will receive a stipend upon completing the course. Visit doe.mass.edu/instruction/ela/OAPL to learn more.
Eligibility: This course is open ONLY to educators who meet the requirements below and have not already taken a previous session of the HILL’s Science of Reading Professional Learning Series.
- currently employed Massachusetts public school educators whose work relates to literacy in grades preschool through three, including general education teachers, special education teachers, ESL or language support teachers, principals, paraprofessionals, literacy coaches, and other school or district administrators whose work relates to literacy in grades preschool through three.
- Massachusetts higher education faculty or administrators, employed at an approved educator preparation program, whose work relates to early literacy.
Completion Requirement: Satisfactory completion is defined as attendance at no less than 20 out of 25 hours of scheduled, synchronous course time, and completion of all course assignments by June 2, 2023. We strongly recommend reviewing the course dates below before registering. In addition, all participants MUST complete DESE’s Pre- and Post-Knowledge Assessment at the beginning and end of the course.
Stipend: A stipend of $450 will be paid to participants upon completion. Please note that they will be distributed in late Summer 2023. No stipends will be paid for incomplete courses. Also, all participants must complete and return a W-9 to the HILL (email@example.com) BEFORE the course begins.
Our virtual Introductory Science of Reading Professional Learning Series teaches critical components of literacy instruction for Grades K-2, integrating current research into each module and translating it into classroom application.
The series consists of ten 2.5-hour facilitated, synchronous modules held via Zoom and continued learning through asynchronous materials and follow up activities via Google Classroom. These modules address questions such as:
- What happens in the brain when we read? How can this understanding inform our instruction?
- How is reading related to oral language?
- What are high-leverage instructional routines that support reading acquisition?
- What role does automaticity play in becoming a proficient reader?
- What cognitive processes are involved in deeply understanding text?
- How do we know we are using the right assessments to determine student need?
- . . . and much more!
This course completely changed the way I teach reading and phonics.
Shea Hutchinson, Kindergarten Teacher, Fitchburg Public Schools
Dates & Topics
MODULE 1: The Brain and Reading
Thursday, 1/5/2023, 3:30pm-6:00pm EDT
MODULE 2: Oral Language and Literacy
Thursday, 1/19/2023, 3:30pm-6:00pm EDT
MODULE 3: Features of Effective Instruction: What, Why, How
Thursday, 2/2/2023, 3:30pm-6:00pm EDT
MODULE 4: The Power of Phonological Awareness
Thursday, 2/16/2023, 3:30pm-6:00pm EDT
MODULE 5: Word Blending: A Hierarchy of Skills
Thursday, 3/2/2023, 3:30pm-6:00pm EDT
MODULE 6: The Role of Automaticity
Thursday, 3/16/2023, 3:30pm-6:00pm EDT
MODULE 7: Text Reading: What (with Whom), When and How
Thursday, 3/30/2023, 3:30pm-6:00pm EDT
MODULE 8: Growing Vocabularies
Thursday, 4/13/2023, 3:30pm-6:00pm EDT
MODULE 9: Building Comprehension
Thursday, 4/27/2023, 3:30pm-6:00pm EDT
MODULE 10: Pulling it All Together
Thursday, 5/11/2023, 3:30pm-6:00pm EDT
Excerpt from a Session
I have come away from this training…with more knowledge about each area of effective reading instruction and feel more fully equipped to teach reading as well as support the literacy initiatives in my school… It has already had an impact on my work as specialist and coach.
Rebecca StuartReading Specialist, Newburyport Public Schools
This course has been eye opening. This information will impact my teaching as I now know that I can lay the ground work that leads students to the reading process. The application activities were essential to understanding the reading process. I will be using all of the activities moving forward.
Margaret Magennis ESL Teacher, Fitchburg Public Schools
I’ve gained a lot of knowledge about how to successfully implement phonics and phonological awareness instruction into my daily reading block, building their orthographic reading skills and building up their storage of words that become ‘sight words’ for students.
Christine Miley-Letourneau4th Grade Teacher, Randolph Public Schools