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Wednesday, June 3
 

9:35am MDT

The Power of I (Invite, Inspire, Include): Relational Mindet Shifts that Stregthen Structured Literacy Instruction
LIMITED
Wednesday June 3, 2026 9:35am - 10:35am MDT
Limited Capacity seats available
Learning to read requires courage. Structured literacy asks students to respond often, take risks, and learn from mistakes—and that kind of learning only thrives in classrooms built on trust and belonging. In this session, teachers will explore The Power of I: Invite, Inspire, Include as a mindset shift that enhances structured literacy instruction through relational teaching.

Through reflection, discussion, and practical application, participants will learn how small shifts in language, routines, and connection can dramatically impact student engagement and confidence. By bridging the gap between social-emotional well-being and cognitive load, educators will learn to create an environment where students feel safe enough to tackle the rigors of decoding and complex text.

Educators will leave feeling empowered to deliver explicit instruction in ways that honor both the science of reading and the humanity of learners. This session proves that high-stakes academic instruction and high-quality human connection aren't just compatible—they are inseparable.
Presenters
avatar for Sheryl Barham

Sheryl Barham

Literacy Specialist and Educational Consultant, J Paul Taylor Academy
Sheryl Barham is a literacy specialist, educational leader, and yoga instructor with 22 years of experience dedicated to creating inclusive, high-impact learning environments. For nearly a decade, she has focused on the intersection of academic rigor and student well-being, serving... Read More →
Wednesday June 3, 2026 9:35am - 10:35am MDT
Room 10 - Acoma

10:55am MDT

Unlocking Every Voice: Dynamic Language Strategies for All Classrooms and Simple Shifts to Integrate Language Into Your Literacy Lessons
FULL
Wednesday June 3, 2026 10:55am - 11:55am MDT
Limited Capacity full
This interactive workshop provides an understanding of the importance of intentional oral language development for literacy and learning success. This understanding will give you and your students a linguistic edge as they learn to read and write.

Language is the primary tool we use to make sense of the world around us. In the Reading is Language Model (Hulme and Snowling, 2025), there is a reciprocity between reading and language as literacy develops. Expanding upon the concepts of the Simple View of Reading (Gough and Tunmer, 1986), we will demonstrate that oral language skills are the essential precursor to the components of the SVR. As Dr. Charles Hulme suggests, the stagnation of NAEP scores highlights an urgent need for more robust language instruction.

During this session, we will discuss efficient assessments and programs that support the development of language skills critical for literacy. Additionally, you will experience concrete, brief instructional strategies designed to infuse language development throughout the school day. Language not only helps students improve their reading and writing skills; it provides a sense of belonging that supports learning in all areas. When we give language the emphasis it deserves, we provide students with the foundation necessary for lifelong academic achievement.
Presenters
avatar for Judi Dodson

Judi Dodson

National Literacy Consultant and Thought Leader, 95 Percent Group
Judi Dodson is a National Literacy Consultant and Thought Leader for the 95 Percent Group, where she specializes in the critical intersection of oral language, foundational literacy skills, and the neurological impact of trauma on learning. With over 20 years of experience as a special... Read More →
Wednesday June 3, 2026 10:55am - 11:55am MDT
Room 10 - Acoma

1:30pm MDT

Building Spanish and English: Using Cross-Linguistic Phonology to Strengthen Early Literacy Instruction for English Learners
LIMITED
Wednesday June 3, 2026 1:30pm - 2:30pm MDT
Limited Capacity seats available
English Learners bring valuable phonological knowledge to early literacy instruction. Research identifies phoneme-grapheme relationships between Spanish and English as fully transferable, partially transferable, or non-transferable, and these connections serve as a critical bridge for reading development. In this session, you will examine how the similarities and differences in Spanish and English phonology impact student reading and spelling in English.

You will be introduced to the Translinguistic Tool for Teachers of English Learners (T³EL), a resource designed to support your understanding of phoneme-grapheme reciprocity across languages. You will explore practical guidance for teaching phonics concepts to English Learners and gain the instructional tools necessary to implement these strategies in your classroom. You will leave with a clear roadmap for using a student’s home language as a powerful foundation for English literacy success.
Presenters
avatar for Dr. Nicole Florez

Dr. Nicole Florez

Curriculum Designer, Institute for Multi-Sensory Education (IMSE)
Nicole Florez, Ed.D., is a Curriculum Designer at the Institute for Multi-Sensory Education (IMSE) and a distinguished expert in literacy for diverse learners. With over 20 years of experience in elementary education, she brings a global perspective to her work, having taught internationally... Read More →
Wednesday June 3, 2026 1:30pm - 2:30pm MDT
Room 10 - Acoma

2:50pm MDT

Equity by Design: Building Background Knowledge for Stronger K–5 Comprehension through Culturally Responsive Literacy
LIMITED
Wednesday June 3, 2026 2:50pm - 3:50pm MDT
Limited Capacity seats available
Students struggle with comprehension not only because of decoding challenges, but because texts assume knowledge they may not yet have. In this interactive workshop, participants will examine the role of background knowledge within Scarborough’s Reading Rope and experience a classroom-ready routine for Grade 3–5 literature and informational texts.

Using a grade-level excerpt, educators will learn how to implement a structured 10–12 minute “Build Background Knowledge” sequence prior to reading. The session demonstrates how to intentionally teach essential context and concept vocabulary while integrating culturally responsive connections and structured academic discourse routines that ensure equitable participation.

Participants will leave with a one-page planning template and a knowledge-builder menu that can be applied immediately to upcoming reading lessons. This session bridges structured literacy and equity by showing how explicit knowledge instruction strengthens comprehension and access for all students.
Presenters
avatar for Laura Bryant

Laura Bryant

Dual-Language Educator and Instructional Leader, Las Cruces Public Schools
Laura Bryant is a dual-language elementary educator with 18 years of experience across general education and bilingual settings. A National Board Certified Teacher (NBCT) since 2018, she is recognized for her commitment to professional excellence and her expertise in serving multilingual... Read More →
Wednesday June 3, 2026 2:50pm - 3:50pm MDT
Room 10 - Acoma
 

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