NCTE offers consultants and services on reading instruction that when used together, provide extended learning opportunities for teachers and makes a positive impact on learning. These opportunities include the Adolescent Literacy Pathways Program, Web Seminars, Resource Kits and books on reading for study groups. Consultants are available to present one-day or multi-day presentations or provide year-round consulting. All workshops and presentations can be customized to meet your specific needs. Make your request today!
Content Area Literacy: Reading for Meaning
Consultant: Peggy Albers
Audience: 3-12 teachers
In this single or multiple-day workshop, teachers will understand how the reading process works, and how learners make sense of content materials. Teachers will learn the significance of understanding text structures within content materials and reader stances, and how to use these structures and stances to support students’ writing.
Motivating the Unmotivated Adolescent Reader
Consultant: William Kist
Audiences: Teachers (Grades 5-Adult), Administrators, Literacy Coaches
In a single-day or multiple-day workshop, teachers will read about and discuss trends and strategies used in adolescent literacy education. A key component of the workshop will be strategies to motivate struggling readers, both those “a-literates” who just don’t like to read and those who struggling with decoding and comprehension.
Good First Teaching
Consultant: Kathy Egawa
Strong early literacy programs are based on a solid understanding of early literacy and child development. What are the indicators of quality K-3 programs? What do reading, writing, and spelling instruction, for instance, look and sound like? How can families be involved, even those that haven’t typically participated in school experiences?
Making Reading Happen—A Reading in the Content Areas Workshop
Consultant: Jeffrey Golub
This workshop is designed to be insightful, challenging, engaging, worthwhile, and fun. In the first part, the presenter describes and demonstrates the concept of "making the invisible visible," and then, through a series of examples and activities, makes the various reading skills "visible" to the participants.
Struggling Readers in the Content Classroom Presentation
Consultant: Dona Italiano
Dona address the needs and profiles of struggling readers in this workshop.
Constructing Classrooms to Support Young Readers and Writers (preK, K, 1st–3rd grade)
Consultant: Susi Long
Audiences: PreK, kindergarten (and their teaching assistants), first–third grade teachers, and administrators. In these workshops, Susi works with teachers and administrators to envision classroom structures and strategies that build on what we know about young children as readers and writers.
Where’s the Phonics (and other stuff people always ask you)?: Understanding and Articulating Children’s Learning Within Semantically-Rich Classrooms
Consultant: Susi Long
Audiences: Classroom teachers, teaching assistants, and administrators in schools that serve children in preK, kindergarten through third grade classrooms. This workshop engages teachers and administrators directly in practices that support children as thoughtful literacy users and learners while demonstrating how specific skills and strategies are learned in the context of those experiences.
Teaching Standardized Testing as a Genre
Consultant: Trina Strickland Randle
This session will engage teachers in thinking through reading and writing testing strategies. Teachers will get ideas for how to teach about standardized testing as a writing unit of study.
Developing Readers that READ: Critical Reading Strategies for All Readers
Consultant: Katie Van Sluys
Audience: K-5 teachers, coaches, teacher leaders
Work with Katie Van Sluys in a day-long workshop to pursue issues and strategies to help all students’ in becoming critical readers who use reading in their everyday lives for pleasure, problem solving, and action. Together we will use rich and relevant literature to explore a range of reading strategies and practices to further develop the reading repertoire of readers in your classroom(s) so that our students not only can read but do read.