SLANT System® Introductory CourseLivestream via ZOOM
DATES for 2022 Option 1: January, 2022 Tuesday & Wednesday for two weeks January 11, 12, 18, 19 5:00 PM to 9:00 PM CDT Option 2: May, 2022 Tuesdays for four weeks May 3, 10, 17, 24 5:00 PM to 9:00 PM CDT Option 3: June, 2022 Tuesday-Friday June 14, 15, 16, 17 9:00 AM to 1:00 PM CDT Option 4: August, 2022 Monday-Wednesday August 8, 9, 10 9:00 AM to 3:00 PM CDT Register early, space is limited! If you are a school district or organization registering multiple people and/or you need to pay by purchase order, please send an email to info@slantsystem.com.
▼ |
About the SLANT System® Introductory CourseCertification in the SLANT System® for Structured Literacy begins with a 25-hour introductory course that presents an overview of the SLANT System®, delivered over multiple days covering: • The definition of dyslexia • Current research in effective reading approaches, • The brain and dyslexia • Diagnostic assessment procedures • The scope and sequence of the SLANT System® • The content of a typical lesson • Characteristics of students for whom SLANT® is appropriate • Systematic introduction to language structure Participants develop an overall understanding and assessment of dyslexia, an understanding of the SLANT System®, learn how to prepare a typical lesson, and gain insight into language structure. Participants will receive necessary materials, included with their training, to support their instruction with their students for immediate implementation. The introductory course is a prerequisite for full certification in the SLANT System®. The SLANT System® provides a year long, in-depth training supervised one-to-one practicum process which can lead to certification in the use of the system. SLANT® certified teachers have demonstrated their ability to use the system with fidelity and have completed 45 hours of coursework in structured literacy instruction. For more information regarding certification click here. Graduate credit hours are available for both the SLANT System® Introductory Course (2 credit hours) as well as the Practicum Seminars (4 credit hours). If a participant opts to receive the graduate credit, they will be billed through and receive a transcript from Dominican University in River Forest, Illinois. For Illinois teachers, CPDUs are provided to all participants in the introductory and practicum at no additional cost. |
Introductory Course Goals and Objectives
This course will provide trainees with an overview of The SLANT System®. The SLANT System® is an alternative approach to teaching reading and spelling designed for students who are at risk for attaining reading success, or who have already demonstrated difficulty with the reading, spelling, or writing processes. The emphasis in this course will be on the components of The SLANT System® as a Multisensory Structured Literacy approach, the content of a typical lesson, characteristics of students from whom SLANT® is appropriate, basic diagnostic procedures, and a systematic introduction to language structure (letter/sound relationships, syllable types, & spelling rules). Trainees will come away with an overall understanding of the SLANT System®, how to prepare a typical lesson, and insight into language structure.
Content
The course will begin with an overview of current research into effective reading practices, highlighting the findings of the National Reading Panel and current scientific research into effective reading practice. The 3-tiered model of intervention / prevention is also part of this introduction.
Next, the course presents the components of all Multisensory Structured Literacy (MSL)approaches. Trainees will learn the relationships between The SLANT System®, as an MSL approach, and several other approaches to teaching reading (Whole Language, Linguistic, Phonic, etc). The scope and sequence of SLANT® will be explained. The importance of multisensory teaching will be highlighted. Materials will be available for trainees to review.
Characteristics of at risk and struggling readers for whom SLANT® is appropriate will be discussed. The importance of phonemic awareness skills will be addressed along with procedures for identifying adequate phonemic awareness skills. Basic reading decoding diagnostic tools, both formal and informal, will be presented, examples of students’ performances will be shown, and general error patterns will be highlighted.
As this course emphasizes work with students in small groups or one-to-one instruction, the components of a typical remedial lesson will be presented. Trainees will learn the three practice/review activities presented each session (visual, auditory, and blending), as well as the technique for introducing a new sound unit or language concept. Other components of a lesson, such as reading and spelling, will also be discussed. Trainees will observe a video of a typical lesson.
A major portion of the class will focus on the understanding of grapheme/phoneme and phoneme/grapheme relationships and an introduction to the structure of the English language. Trainees will be presented with a hierarchy for teaching these grapheme/phoneme and phoneme/grapheme relationships. A procedure for teaching irregular words will be demonstrated. The major elements of language structure (syllable types, spelling rules, consistent spelling generalizations) will also be addressed.
Class time is 25 hours.
Student Learning Objectives
As a result of this course, the trainee will:
• Identify the 5 areas necessary for successful reading instruction
• Become familiar with the 3 tiered model of intervention
• Identify the characteristics of reading disabilities and dyslexia
• Define phonemic awareness.
• Identify phonemic awareness skills as they relate to the reading process.
• Identify typical errors in reading and spelling which signify decoding difficulties.
• Define multisensory structured Literacy.
• Demonstrate competency in the scope and sequence of the SLANT System®.
• Identify the components of a typical remedial lesson.
• Plan a beginning SLANT® lesson.
• Identify the seven types of syllables.
• Demonstrate competency in using the three major spelling rules.
• Demonstrate competency in using consistent spelling generalizations.
• Identify irregular words and be able to teach them using multisensory techniques.
This course will provide trainees with an overview of The SLANT System®. The SLANT System® is an alternative approach to teaching reading and spelling designed for students who are at risk for attaining reading success, or who have already demonstrated difficulty with the reading, spelling, or writing processes. The emphasis in this course will be on the components of The SLANT System® as a Multisensory Structured Literacy approach, the content of a typical lesson, characteristics of students from whom SLANT® is appropriate, basic diagnostic procedures, and a systematic introduction to language structure (letter/sound relationships, syllable types, & spelling rules). Trainees will come away with an overall understanding of the SLANT System®, how to prepare a typical lesson, and insight into language structure.
Content
The course will begin with an overview of current research into effective reading practices, highlighting the findings of the National Reading Panel and current scientific research into effective reading practice. The 3-tiered model of intervention / prevention is also part of this introduction.
Next, the course presents the components of all Multisensory Structured Literacy (MSL)approaches. Trainees will learn the relationships between The SLANT System®, as an MSL approach, and several other approaches to teaching reading (Whole Language, Linguistic, Phonic, etc). The scope and sequence of SLANT® will be explained. The importance of multisensory teaching will be highlighted. Materials will be available for trainees to review.
Characteristics of at risk and struggling readers for whom SLANT® is appropriate will be discussed. The importance of phonemic awareness skills will be addressed along with procedures for identifying adequate phonemic awareness skills. Basic reading decoding diagnostic tools, both formal and informal, will be presented, examples of students’ performances will be shown, and general error patterns will be highlighted.
As this course emphasizes work with students in small groups or one-to-one instruction, the components of a typical remedial lesson will be presented. Trainees will learn the three practice/review activities presented each session (visual, auditory, and blending), as well as the technique for introducing a new sound unit or language concept. Other components of a lesson, such as reading and spelling, will also be discussed. Trainees will observe a video of a typical lesson.
A major portion of the class will focus on the understanding of grapheme/phoneme and phoneme/grapheme relationships and an introduction to the structure of the English language. Trainees will be presented with a hierarchy for teaching these grapheme/phoneme and phoneme/grapheme relationships. A procedure for teaching irregular words will be demonstrated. The major elements of language structure (syllable types, spelling rules, consistent spelling generalizations) will also be addressed.
Class time is 25 hours.
Student Learning Objectives
As a result of this course, the trainee will:
• Identify the 5 areas necessary for successful reading instruction
• Become familiar with the 3 tiered model of intervention
• Identify the characteristics of reading disabilities and dyslexia
• Define phonemic awareness.
• Identify phonemic awareness skills as they relate to the reading process.
• Identify typical errors in reading and spelling which signify decoding difficulties.
• Define multisensory structured Literacy.
• Demonstrate competency in the scope and sequence of the SLANT System®.
• Identify the components of a typical remedial lesson.
• Plan a beginning SLANT® lesson.
• Identify the seven types of syllables.
• Demonstrate competency in using the three major spelling rules.
• Demonstrate competency in using consistent spelling generalizations.
• Identify irregular words and be able to teach them using multisensory techniques.
