Learning Opportunities

Using the "Words Their Way" Program to Effectively Enhance your Students' Spelling, Reading and Writing

Presented By

Miriam Ramzy, PhD & Michelle Bence, PhD

Series Sessions

Date	Time
Monday, May 10, 2021	4:00 PM - 6:00 PM

Location

Online Online

TARGET AUDIENCE: ALL K-6 EDUCATORS, COACHES AND EDUCATIONAL ASSISTANTS ARE ENCOURAGED TO ATTEND

Words Their Way is the gold standard of word study programs, but in practice, it can be a nightmare to implement. Teachers often become overwhelmed with Words Their Way and as a result, give up on using it in their classroom. Join us to find out why this type of word study instruction is important and how it can be easily executed. We will uncover the ways in which this program improves spelling development and fosters reading and writing acquisition. See the amazing outcomes that three classroom teachers have achieved using this word study approach. You will leave with hands-on strategies and activities to be used immediately and will see how Words Their Way leads to gold medal results.

Miriam Ramzy, PhD

Miriam Ramzy is a teacher and researcher based in Alberta. She has worked as a classroom teacher in both English and French Immersion settings, a literacy coach and facilitator, a school administrator, and Director of Student Learning. Currently, she works with school boards across Western Canada, supporting teachers, leaders, educational assistants, parents, and students from Jr. K - 12. Her work centers on literacy research and practice, with a deep commitment to supporting partners in education to create effective, responsive, and inclusive spaces where all students thrive. Miriam holds a PhD from the University of Calgary. Her research examined writing instruction, with a particular focus on the transcription process. She continues to contribute to professional learning and educational research with a passion for bridging theory and classroom practice.

Michelle Bence, PhD

Michelle Bence is a dedicated educator with over 20 years of experience in K-12 classrooms and literacy education. She has worked extensively with several school boards across Western Canada as a literacy consultant, leading initiatives in literacy development, professional teacher learning, and the system-wide implementation of evidence-based literacy practices. Michelle recently completed her Ph.D. at the University of Calgary. Her research focuses on dialogic pedagogy and its role in fostering students’ complex thinking, literacy identities, and language development in relation to literacy acquisition and engagement with texts.