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A Professional Learning Community: Comprehensive Knowledge of Comprehension and Informed Instruction

A deep knowledge of the science of reading is necessary for designing and delivering informed instruction. Skilled reading includes the ability to make meaning of text. Comprehension is often misunderstood as a single entity while it is complex -“the orchestrated product of orchestrated product of a set of linguistic and cognitive processes operating on text and interacting with background knowledge, features of the text, and the purpose and goals of the reading situation (Castles et al, 2018).”

This professional learning community is a unique opportunity for deepening educator knowledge of the multi-faceted aspects of comprehension and increasing expertise in creating informed instructional environments for all students. Varied learning formats, including presentation, discussions, activities and assignments are designed to:

  • surface critical knowledge related to science of reading and the implementation of informed instruction including the role of educator knowledge and educational context.
  • explore the multidimensional nature of comprehension including research, definition, contributing factors including critical language processes.
  • examine the contributions of vocabulary, syntax, background knowledge, inference, and literacy knowledge to the construction of meaning.
  • delve into a blueprint or master plan that organizes and scaffolds the informed educator’s approach to developing necessary skills and abilities for comprehending varied texts.
  • build a bridge to practice by examining informed instructional frameworks for each critical contributor (word meaning, sentence comprehension, use of background knowledge and text structures, inference-making) that include strategies and activities for acquiring and applying related skills.
  • prompt reflection on sample instructional activities for each contributor, consideration of current practices and creation of instructional exemplars.
  • review conditions necessary for implementation of innovations including provision of professional learning opportunities and development of instructional tools (blueprint for comprehension instruction, aligned  lesson organizers and lesson plans).
  • support the development of final products (sample lesson organizers and lesson plans) and/or a preliminary action plan for implementing instructional changes.
Target Audience
General Educators, Special Educators, Reading Specialists, Administrators K-8
Learner Outcomes

Participants will be able to:

  • Identify critical knowledge related to science of reading and the implementation of informed instruction including the role of educator knowledge and educational context.
  • Describe the multidimensional nature of comprehension including research, definition, contributing factors including critical language processes.
  • Explain the contributions of vocabulary, syntax, background knowledge, inference, and literacy knowledge to the construction of meaning.
  • Explain the use of a blueprint or master plan that organizes and scaffolds the informed educator’s approach to developing necessary skills and abilities for comprehending varied texts.
  • Identify informed instructional frameworks for each critical contributor (word meaning, sentence comprehension, use of background knowledge and text structures, inference-making) that include strategies and activities for acquiring and applying related skills.
  • Build connections between sample instructional activities for each contributor, current practices and create instructional exemplars.
  • Identify conditions necessary for implementation of innovations including provision of professional learning opportunities and development of instructional tools (blueprint for comprehension instruction, aligned lesson organizers and lesson plans).
  • Develop final products (sample lesson organizers and lesson plans) and/or a preliminary action plan for implementing instructional changes
No Sessions available for registration.

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