Training Description

Tuesdays, January 6, 13, 20, 2026 9:00 a.m.-3:00 p.m. Central via Zoom The Interactive Writing Intervention is designed for beginning readers and focuses on foundational skills. The physical act of writing slows down the reading process, and if the writing is meaningful, it promotes the integration of three language systems: a.) comprehension of ideas (meaning system); b. expression of ideas (language system); and c.) facility with mechanics (graphonemic and motor systems) while developing foundational skills The lesson framework consists of three phases, each with 30 minutes of instruction. •    Language Phase: Builds essential background knowledge, academic vocabulary, and oral language through units of study using interactive read-aloud, discussion, and writing about reading. •    Writing Phase: Part one includes building letter knowledge and handwriting practice (letter formation, naming, and sound–symbol relationships), phonemic awareness, phonics, reading and writing a decodable sentence, and reflection and goal-setting. In part two, the teacher and students co-construct a message grounded in a shared experience, reread it for fluency and accuracy, and reflect on strategies using a checklist for transfer. In the final part, the students reconstruct a cut-up message using learned encoding and decoding strategies, reread for accuracy, fluency, and expression, and reflect and set goals. This phase is repeated for a second day, except that students write independent messages while the teacher conducts 1:1 conferences. The phase ends in part three, when students share their writing and use a writing checklist to provide evidence of the application of strategies. •    Reading Phase: This phase uses the same letter, sound, and word activities from the writing phase for part one. In part two, the teacher introduces a meaningful decodable text, and students read independently while the teacher confers with them. Part two concludes with choral rereading for accuracy and fluency. In part three, the students and teacher discuss the text, reflect on reading strategies used, and set goals for transfer. This approach supports students in developing foundational skills while writing and reading continuous texts for application and transfer. Participants will receive: Lesson planner and procedure booklets Word and letter teaching resources Appropriate assessment materials We accept credit cards or school checks (choose ‘Manual Payment’ at checkout).