Writing Workshop

Liven Up Your Students' Sentences with Grammar Instruction

Sentence-level skills are at the heart of narrative and expository writing.  Learn latest research-based methods for supporting all students in independently, naturally and fluently crafting beautiful, meaning-rich sentences. Support students in deeply understanding what a sentence is (and is not), how sentences work and how to avoid run-ons or fragments. Lead students through a structured, scaffolded, flexible sequence of instruction. See examples of how to differentiate this instruction as you go based on assessing students’ ongoing writing samples. Avoid an isolated grammar focus by embedding this instruction right into meaningful writing experiences. View sentence grammar not as a set of rules, but as an exciting palette of choices students can make to impact their reader’s experience and express their voices. Develop fluency through short skill sprint games (10 min daily) designed to help students internalize the use of varied, authentic word selection, as well as topic-centered sentence expansion and variation.  Also, help them to practice sentence combining and artful sentence imitation rooted in disciplinary vocabulary.  Put students in charge of their growth by helping them self-monitor and set goals so they develop the motivation and self-regulation that expert writers possess. 

February 6-7, 2020

Presented by Charles Haynes, Ed.D., CCC-SLP; and Leslie Laud, Ph.D.

Regular Registration - $225
Late Registration - $275 (after January 23, 2020)
Southern Miss CEUs - $20 

REGISTER NOW 

Suggested Participants

• Kindergarten - sixth grade general education teachers
• Learning disability teachers 
• Kindergarten - sixth grade special education teachers
• Speech - language pathologists
• Academic language therapists
• Dyslexia Therapists
• Reading specialists/interventionists

Topics Covered

• Word and sentence-level strategies
• Sentence variation
• Micro-discourse application
• Sentence combining
• Complex sentence imitation

 

1.1 ASHA CEUs available

11 ALTA CEUs available

Program Completion Requirements: Participants are expected to be present for the entire program. Individuals who are not present for the full program will not be recommended for ASHA CEUs. No partial credit will be provided.

This course is offered for 1.1 ASHA CEUs (Intermediate level, Professional area)

Presenters (Bio and Disclosure Statements)

Dr. Charles W. Haynes received his doctorate from the Harvard Graduate School of Education.  At the Landmark School (1979-1991), he helped to pioneer language-based curricula for children with dyslexia and expressive language impairments. A Professor and Clinical Supervisor in the Department of Communication Sciences and Disorders at MGH Institute of Health Professions in Boston, he has longstanding interests in practical strategies for diagnosing and treating language and learning difficulties.  He served on the Board of the International Dyslexia Association (1997-2007), and received IDA's Margaret Rawson Lifetime Achievement Award for his contributions to the field of dyslexia.  His most recent publication, "From Talking to Writing: Strategies for Scaffolding Narrative and Expository Expression, Second Edition", was published by Landmark Outreach Publications this year (2018).

Dr. Haynes will receive an honorarium for his presentation.  He has relevant relationships in the products or services described, reviewed, evaluated or compared in this presentation.  He receives royalties for a book that he co-authored, Jennings, T. & Haynes, C. (2018), From Talking to Writing: Strategies for Scaffolding Narrative and Expository Expression, Second Edition, Landmark School Press: Prides Crossing, MA.  This book provides much of the content for this workshop.  In addition, he receives consulting and speaking fees for presenting nationally and internationally.  No other non-financial relationship exists.  

Leslie Laud, Ed.D. (M.A., special education & doctorate from Teachers College, Columbia University) studied data informed decision making, structured language instruction (Orton-Gillingham) and self-regulation theory. In her 30-year teaching career, she has worked as a special educator, learning specialist then staff developer, focused on structured writing instruction. She also taught graduate courses at Teachers College, Columbia University and at Bank Street College of Education  She has authored books on structured language instruction, including “Using Formative Assessment to Inform Literacy Instruction”. She publishes studies in peer-reviewed journals and presents often on how progress monitoring can inform writing instruction, and evidence-based practices for writing instruction in general. She now consults in schools, districts and states to support scaling structured language instruction for writing. 

Dr. Laud will receive an honorarium for her presentation.  She has relevant relationships in the products or services described, reviewed, evaluated or compared in this presentation.  She is a consultant at thinkSRSD and receives speaking fees for presenting regionally and nationally.  No other non-financial relationships exist.