Neuhaus Education Center

Language Enrichment for Older Students (Virtual)
2025-10-22 09:00 - 15:00, 2025-10-29 09:00 - 15:00, 2025-11-05 09:00 - 15:00 (America/Kentucky/Louisville) | Virtual
Language Enrichment for Older Students is a Tier II intervention for upper elementary and middle school students who struggle with foundational literacy skills. The curriculum is based on the principles behind the science of reading and includes the components of structured literacy.
Language Enrichment for Older Students coursework includes instruction in:
1) the structure of the English language for reading and spelling;
2) developing vocabulary and listening and reading comprehension skills;
3) research that supports structured literacy instruction; and
4) implementation, through practice, of a 30-minute lesson.
This curriculum moves students quickly past basic sound-symbol correspondences to instruction in reading concepts such as affixes, roots, and combining forms, syllable division, and reading patterns to help accurately read longer words. The lesson plan includes lessons from Developing Metacognitive Skills, a curriculum focused on building comprehension skills for students in grades 4-8.

Structured Reading & Spelling Volume 1 (Virtual)
2025-10-23 09:00 - 15:00, 2025-10-30 09:00 - 15:00, 2025-12-02 09:00 - 15:00, 2025-12-03 09:00 - 15:00, 2025-12-09 09:00 - 15:00, 2025-12-10 09:00 - 15:00 (America/Kentucky/Louisville)
Structured Reading and Spelling (SRS) is designed to specifically address older students (9th-12th) and adults who lack foundational and functional literacy skills. This is a structured literacy program that has two tracks (Standard or Accelerated) depending on the knowledge level of the student. SRS is an all-inclusive scripted manual that provides explicit instruction in word-attack skills, morphology, comprehension, and composition. The program starts at the beginning and gets progressively more complex as the students demonstrate mastery of the content through progress monitoring. There are 5 manuals in total. Current professional learning covers SRS Volume 1 Standard and Accelerated content

Language Enrichment (Virtual)
2025-10-28 09:00 - 15:00, 2025-11-04 09:00 - 15:00 (America/Kentucky/Louisville) | Virtual
Language Enrichment is a structured literacy curriculum that enables teachers to teach successful decoding for students in grades 1-3. In Language Enrichment, participants learn how and why instruction in structured literacy is effective with helping students become skilled readers. The coursework covers:
1) decoding and encoding concepts including reliable reading and spelling patterns;
2) building fluency and accuracy in reading connected text;
3) building oral language and world knowledge;
4) developing listening and reading comprehension with strategies; and
5) implementing a daily 30-minute lesson plan.

Structured Reading & Spelling Volume 2 (Virtual)
2025-11-06 09:00 - 2025-11-07 15:00 (America/Kentucky/Louisville)
Structured Reading and Spelling (SRS) Volume 2 training is the next step in professional learning for instructors of high school students and adult learners. Participants in this two-day, live virtual training will deepen their understanding of foundational literacy skills, understand the impact of reduced literacy skills on adults, and learn research-based methods of instruction specific to an adult learner.

Participants will receive SRS Volume 2A Standard, SRS Volume 2B Standard and SRS Volume 2 Accelerated. These manuals are fully scripted and include student materials that contain lessons in: word attack skills for multisyllabic words, engaging narrative and expository texts, vocabulary activities, comprehension and summarization activities, and advanced grammar skills that aid in composition.

SRS Volume 1 professional learning is a pre-requisite to this course.

Learn More About SRS Here

Unexpected Underachievement (Virtual)
2025-11-11 09:00 - 15:00 (America/Kentucky/Louisville) | Virtual
A difficulty in learning to read or spell that is unexpected in relation to other cognitive abilities could indicate dyslexia or a related disorder. Whether there is a diagnosis or not, the instruction for students with dyslexia or a related disorder and those who are struggling with reading and spelling is the same.
In Unexpected Underachievement, participants learn:

1) models of literacy acquisition;
2) domains of language and how they impact literacy and learning;
3) characteristics of dyslexia;
4) effective activities and strategies for learning to read and spell well; and
5) appropriate accommodations.

Reading Readiness (Virtual)
2025-11-12 09:00 - 15:00 (America/Kentucky/Louisville) | Virtual
In Reading Readiness, participants learn:

1) the foundational skills that are necessary to become fluent readers and accurate spellers;
2) hands-on, multisensory activities to teach and reinforce these skills;
3) strategies for building instant recognition of words with reliable and unexpected pronunciations; and
4) the importance of explicit and systematic handwriting instruction to spelling and writing.

Reading Readiness (In Person)
2025-11-12 09:00 - 15:30 (America/Kentucky/Louisville) | Neuhaus Education Center, 4433 Bissonnet, Bellaire, TX, 77401, United States

Multisensory Grammar (Virtual)
2025-11-18 08:30 - 12:00 (America/Kentucky/Louisville) | Virtual
In Multisensory Grammar, participants learn:

1) activities that make the abstract concept of grammar concrete;
2) strategies for increasing students’ sentence complexity when writing; and
3) to use of parts of speech in the construction and revision of written paragraphs.

Participants also engage in collaborative activities that extend their learning and can be presented to their students.

Written Composition (Virtual)
2025-11-18 12:30 - 16:00 (America/Kentucky/Louisville) | Virtual
Students often struggle with written composition because they are unsure about how to formulate ideas and translate them onto paper. Knowledge of the structures of different paragraphs aids students in formulating and translating ideas.In Written Composition Fundamentals, participants learn:

1) how to teach the structures of descriptive, narrative, process, compare and contrast, and persuasive paragraphs;2) how to help students enhance the quality of their paragraphs; and3) how to teach students to edit and revise paragraphs.

Participants also engage in collaborative activities that extend their learning and can be presented to their students.

Developing Metacognitive Strategies (Virtual)
2025-12-04 09:00 - 2025-12-05 15:00 (America/Mexico_City)
In Developing Metacognitive Strategies, participants learn:

1) activities that increase oral language;2) strategies for increasing vocabulary and background knowledge;3) summarization activities;4) questioning techniques; and5) progress monitoring for fluency, vocabulary, and comprehension.

Scientific Spelling (Virtual)
2025-12-11 08:30 - 12:00 (America/Kentucky/Louisville) | Virtual
Students’ spelling errors demonstrate what they know and need to know about sounds and letter patterns to develop accurate spelling. By addressing specific needs, students improve their accuracy and learn how to spell for a lifetime.
In Scientific Spelling, participants learn how to analyze spelling errors and plan instruction to target students’ specific needs. Instruction for participants will include:
phonemic awareness, reliable spelling patterns and rules, and/or strategies for learning words with unexpected spelling.
Participants also engage in collaborative activities that extend their learning and can be presented to their students.

Oral Language & Listening Comprehension (Virtual)
2025-12-11 12:30 - 16:00 (America/Kentucky/Louisville) | Virtual
Oral language is the foundation of comprehension. In the early grades, comprehension is best developed through listening. In Oral Language & Listening Comprehension, participants learn:

1) the importance of oral language and listening comprehension to skilled reading comprehension;
2) activities that develop oral language and comprehension;
3) assessment of student’s oral language through naming and story retelling; and
4) the elements of narrative and expository text that support comprehension.
