Wiley Blevins: A Fresh Look At Phonics
Birmingham, AL: November 18, 2019 | Embassy Suites Hoover | 2960 John Hawkins Pkwy, Birmingham, AL 35244
Time: 7:30-8:30 Registration; 8:30-3:30 Workshop | Continental Breakfast included
Fee: $199.00 without a book; $222.00 with book A Fresh Look at Phonics (Early Bird before September 30, 2019); After Sept. 30th — $225.00 without a book; $248.00 with a book
A Fresh Look at Phonics
Presented by Wiley Blevins.
This session explores the key characteristics of strong phonics instruction [e.g., readiness skills (phonemic awareness/alphabet recognition), sensible scope and sequence, blending, dictation, word awareness (word building and word sorts), high-frequency words, connected text reading, and teacher expertise] and the 10 common causes of phonics instructional failure. Participants will explore these instructional issues through a combination of discussion and hands-on exploration with the goal of fine-tuning them to maximize instructional success. This workshop is based on Blevins’ work with school districts—examining test scores vs. instructional tools and classroom practices to identify the mismatches and areas of weakness that impede or slow learning.
Wiley Blevins is an author and educational consultant living in New York City. He completed graduate school at Harvard University and has taught both in the United States and South America. Wiley had conducted educational research on topics ranging from fluency to the use of decodable text, created reading instructional programs for companies such as Scholastic and McGraw-Hill, and has written over 15 books for teachers. These include A Fresh Look at Phonics, Phonics from A to Z, Teaching Phonics and Word Study in the Intermediate Grades, Phonemic Awareness Activities for Early Reading Success, Building Fluency, and Teaching Nonfiction. He also writes children’s books, such as the Spooky Tales Retold series and the Ick and Crud early chapter book series. Wiley’s current interests include the use of adaptive technology and differentiated teacher training.