Part I: Three hours with two 10-minute breaks

INTRODUCTION:

• Group Expectations and Logistics
• Learning to Read versus Reading to Learn

KEY CONCEPTS:

• First 2 Neural Pathway Building Blocks
• Cueing Systems’ and their Components
• Defining Wonderful Reading and Benchmark 1
• Demonstration: Competent Readers
• Self Esteem and Struggling Readers

READING THEORY AND PROCESS LEARNING THEORY:

• Causing an Experience of Competent Reading
• Allowing a Reader to Experiment with New Strategies
• Methodology and Flow Chart Exercise

1 HOUR, WORKING LUNCH BREAK: AN ASSIGNMENT WITH THE TUTORING PACKET

Part II: Two hours with one 10-minute break

PRACTICAL APPLICATION:

• Post-Tutoring Tape & Debriefing
• Combining Theories
• Demonstration
• Practice with Each Other

ASSESSMENT:

• Listening for Symptoms and Addressing the Problem
• A New Look at “Running Records” as an Assessment Tool
• Demonstration
• Practice with Each Other
• Debriefing

CONCLUSION:

• Criteria for Choosing Materials: Assessing and Tutoring
• Comments/Concerns/Ideas/Insights of Participants