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DTSTART;TZID=America/Los_Angeles:20261110T160000
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UID:10000096-1794326400-1794330000@chartwellteachinginstitute.org
SUMMARY:Maximizing Your Read Aloud
DESCRIPTION:How can we intentionally build students’ language\, comprehension\, and writing skills through the everyday practices already happening in our classrooms? In this interactive 1-hour virtual workshop\, participants will explore the academic\, social-emotional\, and physiological benefits of read-alouds and consider how reading aloud can create meaningful opportunities for students to build background knowledge\, develop oral language\, engage with complex ideas\, and connect with others. Using examples from a variety of classic K–8 texts\, we’ll examine how read-alouds can serve as a foundation for purposeful discussion\, thinking\, and comprehension. \nParticipants will learn\, practice\, and process practical strategies they can use immediately. They will engage with discussion protocols that promote academic discourse and oral language development\, analyze common text structures\, and practice matching text structures with graphic organizers to help students identify and organize key information. We will then connect comprehension and oral language to writing through shared writing and the use of graphic organizers to support students with sentence-level writing. Participants will consider how these strategies can be adapted across grade levels to help students move from listening and talking\, to thinking and organizing\, to writing and communicating their ideas with greater clarity and confidence. \nAudience: K-8 teachers\, interventionists\, reading specialists\, school and district administratorsLength: 1 hourPresenter/s: Meghan SanchezDates: November 10\, 2026Time: 4 pmCost: Free \nOutcomes \n\nImplement discussion protocols to facilitate academic discourse and strengthen students’ oral language development.\nAnalyze common text structures and select appropriate graphic organizers to support comprehension and identification of key information.\n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				Teacher Bio\nMeghan Sanchez is a Teacher Training Consultant with Chartwell Teaching Institute (CTI)\, specializing in structured literacy\, morphology\, and language comprehension. Meghan brings 10+ years of classroom experience and\, prior to this role\, taught students of all ages\, from PreK-4 to high school. She received her Bachelor’s degree from Haverford College and a dual Master’s from Lesley University.
URL:https://chartwellteachinginstitute.org/event/read-aloud/
LOCATION:Virtual Workshop
CATEGORIES:One Day,Science of Reading,Virtual
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DTSTART;TZID=America/Los_Angeles:20261117T160000
DTEND;TZID=America/Los_Angeles:20261117T170000
DTSTAMP:20261019T130650Z
CREATED:20260722T170504Z
LAST-MODIFIED:20261019T130650Z
UID:10000097-1794931200-1794934800@chartwellteachinginstitute.org
SUMMARY:Math Sticking Point: Fractions
DESCRIPTION:Fractions begin to appear as early as 1st grade mathematics\, and educators typically introduce fraction operations in 4th grade. By Grade 7\, students focus on fractions and their operations as cornerstone topics\, as teachers introduce proportional reasoning and slope. Yet by the end of Grade 8\, proficiency with fraction operations is as low as 28% nationwide based on studies by the National Assessment of Educational Progress. \nIn this workshop\, teachers will dive deeper into recent research\, exploring why students typically struggle with fractions and fraction operations. We will then explore proven strategies that move students away from “tricks” and toward a conceptual understanding of what fractions are. By the end of this workshop\, you will have a better understanding of the role of fractions in the number system and be able to share that understanding with your students. \nAudience: Math teachers\, instructional coaches\, multiple-subject teachers\, special education teachers\, administrators\, support staff.Length: 1 hourPresenter/s: Jesse VickersDates: November 17\, 2026Time: 4 pmCost: Free \nOutcomes \n\nDefine misconceptions about what fractions are and what they represent\nAnalyze student work samples to identify student misconceptions\nCompare and contrast varying strategies used to build a conceptual understanding of fraction operations\n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				Teacher Bio\nJesse Vickers is a math teacher at Chartwell High School. He holds a Bachelor’s degree in Mathematics and a Master’s in Instructional Science and Technology\, both from CSU Monterey Bay. When he’s not teaching\, you can find him spending time with his family\, either at the beach or a nearby bookstore.
URL:https://chartwellteachinginstitute.org/event/math-sticking-point-fractions/
LOCATION:Virtual Workshop
CATEGORIES:One Day,Science of Reading,Virtual
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DTSTART;TZID=America/Los_Angeles:20261202T160000
DTEND;TZID=America/Los_Angeles:20261202T170000
DTSTAMP:20261019T133610Z
CREATED:20260722T170819Z
LAST-MODIFIED:20261019T133610Z
UID:10000098-1796227200-1796230800@chartwellteachinginstitute.org
SUMMARY:The Power of the Sentence: Syntax
DESCRIPTION:While reading comprehension and writing proficiency are often addressed at the paragraph or essay level\, true mastery begins with the sentence. This session bridges the gap between explicit grammar instruction and meaningful language application. \nParticipants will explore how a strong command of syntax directly enhances reading fluency and text comprehension. Through explicit\, research-aligned strategies\, you will learn how to teach core grammar concepts\, including parts of speech\, varied sentence structures (simple\, compound\, complex\, and compound-complex)\, and purposeful punctuation–not as isolated rules\, but as dynamic tools for expression and understanding. \nAudience: K-5 Teachers\, Special Education Teachers\, Literacy Specialists/Interventionists\, TutorsLength: 1 hourDates: December 2\, 2026Time: 4 pmCost: Free \nOutcomes \n\nIntegrate parts-of-speech and punctuation instruction directly into reading and writing routines to improve syntactic awareness and reading fluency.\nMaster techniques for sentence combining and chunking to support comprehension of complex texts across content areas.\nIdentify clause structures and sentence types to guide students toward intentional syntactic variety in their writing.\n\n			\n			\n				\n				\n				\n				\n			\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n				\n				\n				\n				\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				\n			\n			\n				\n				\n				\n				\n				\n				\n				\n				\n				\n				Teacher Bio\nA former classroom teacher turned literacy advocate\, Molly Bricker is on a mission to bring Structured Literacy to every classroom through her work with the Chartwell Teaching Institute. Based in Los Angeles\, she also runs an educational therapy practice focused on individualized student support. Molly is a member of both the Association of Educational Therapists and the Orton-Gillingham Academy. Molly has a personal interest in the intersection of early physical and language development and later learning outcomes\, which informs her work with adults and children alike.
URL:https://chartwellteachinginstitute.org/event/power-sentence-syntax/
LOCATION:Virtual Workshop
CATEGORIES:One Day,Science of Reading,Virtual
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