Literacy_Development

The International Reading Association reports that "adolescents entering the adult world in the 21st century will read and write more than at any other time in human history." Additionally, current research indicates that low performing schools are filled with struggling readers. ACT research shows a strong connection between meeting the Explore reading benchmark and the other benchmarks.

This series is designed to enhance teachers' understanding of the importance of literacy instruction and its connection to student learning. Participants will be given an opportunity to engage in multidisciplinary literacy examples and will leave with a variety of ready-to-use ideas.

Audience: Principals, Instructional specialist/coaches & teachers of grades 4-12

Session One: Before and During Reading Strategies

This session will focus on how to use before and during strategies to help students understand that reading is an interactive process of constantly constructing meaning.

Session Two: After Reading Strategies/Vocabulary Instruction

Session two will focus on after reading activities to promote student ability to paraphrase, summarize, and analyze. Various vocabulary strategies will be examined.

Session Three: Writing to Learn

Reading and writing are integrally related and help students monitor their own learning. In session three participants will learn to actively engage students while using authentic writing strategies.

Presenter:
Sherry St. Clair

Sherry St. Clair has taught in an elementary school, served as an associate principal at a high school and served as a Secondary School Consultant with the Kentucky Department of Education. As an independent consultant, Sherry now provides training and consulting to school districts across the country. She works with teachers and administrators to plan and sustain improved educational opportunities for students. Her work with school districts, state agencies and universities has focused around effective instructional strategies, embedding literacy instruction into daily school practices, and strategies to prepare students with college and career readiness skills.

Sherry holds a Bachelor’s degree in education from Berea College. Her Master’s degree, in the area of Instructional Leadership, and Rank I, in the area of Instructional Supervision, were both obtained from Western Kentucky University. Sherry resides in Kentucky with her husband and two children.