1 North Georgia College & State University LART 7200: Trends and Practices in Reading Education (Meets Requirements for Maryland s Processes and Acquisition of Reading) Course Description This course assists teachers in understanding the reading acquisition process. Using scientifically-based research, participants learn the foundational concepts of how children learn to read (characteristics, assessment, and instruction) from the most emergent stage through adulthood. Through the use of online case studies, readings, and collaboration, educators gain an understanding of the predictors of success and failure in reading, and apply knowledge of language structure to understand the reading and writing processes of children. Competencies Upon completion of this course, participants will be able to Describe the phases of reading acquisition; Articulate assessment and instructional strategies appropriate for each stage of reading acquisition; Describe multiple variables that contribute to reading acquisition; Explain dyslexia and the contributions of neuroscience to our understanding of the reading process; and Apply knowledge of language structure to understand the reading and writing processes of children. Materials All materials are accessed via the CaseNEX website using the PIN provided and the user name/password you create. All readings listed can be found by going to Class Materials Virtual Library Readings (Search). See Appendix for an annotated bibliography of course readings. If you do not have the most recent versions of the following software, please download each from the given sites.
2 Windows Media Player RealPlayer Adobe Reader QuickTime Cases Used Get Lost Match Makers Now What On The Same Page Reading Champs Course Requirements and Grades Close reading of all assigned materials is expected prior to beginning other course requirements listed for each session. Please make every effort to complete assignments by the due date. If you are turning in an assignment late, you must your instructor to inform him/her that a late assignment has been posted. Points will be deducted from late work at the instructor's discretion. Graduate Course Policies and Procedures All attendance and academic integrity policies of North Georgia College & State University apply to this course. These policies can be found in the online graduate bulletin. Graduate Course Access North Georgia College & State University is committed to equal access to its programs, services, and activities for individuals with disabilities. If you believe that you have a disability requiring an accommodation, please contact your instructor. Introductory Session (2 points) Students completing the outlined requirements of the introductory session can earn 2 bonus points. The Journal and Discussion in this session do not count toward your required Journal or Discussion participation. Discussion (48 points) - Informed participation in online Discussions led by the course instructor is required. Discussion topics will be posted each session by your instructor. Participation should not be limited to simply
3 answering the instructor's question. Instead, discussions should follow an ongoing process of reviewing and responding to classmates' and instructor's comments in a dialogue fashion. Discussion postings should include application of the session's readings to the issues raised in the discussion prompt. You should log into and participate in the discussion at least three separate times each session. Your first posting must be your response to the discussion question, followed by at least two responses to your classmates' comments. (Please note, your class discussion can be found under the Discuss' tab on the top menu bar. The Discuss this case' link found within cases is a global' discussion area where you can interact with students in other courses. For the purpose of your class discussion assignments, however, please use the top menu bar.) You are required to participate in 8 topics of Discussion and may earn up to 6 points per session, for a total of 48 possible points. Journal (56 points) Completion of reflections based upon personal and professional experiences, session readings, and Journal prompts is required. These reflections are to be completed in your online Journal and should use components of the five-step case analysis method as indicated in the prompt. To access your Journal, click on the Journal button on the top menu bar. This entry can only be viewed by you and your instructor. Your instructor will provide feedback for each Journal posting. Graduate students are required to complete 8 journals. Each Journal is worth a maximum of 7 points for a total of 56 possible points. The two journals not chosen may be used with prior instructor permission only for make-up or substitution points for a struggling student under unusual circumstances (for example, serious health problem or other family emergency). All Journals have a suggested length of 250 words. See the Case Analysis Rubric in Appendix B for details on how your Journal will be evaluated. Workbook (75 points) The Workbook is intended as a place to apply course concepts to your unique school situation. Graduate students are required to complete three Workbook Assignments as noted in the syllabus. Each Workbook will be worth 25 points, for a total of 75 possible points. See the Workbook Assignment Rubric in Appendix B for details. Workbooks are accessed from the Talking to Each Other menu. Post your Workbook Assignment there following the directions given. (Note: If your Workbook includes images, charts, tables, or other complex formatting, please work in a word processing program and then attach your work to this area. This will ensure that all formatting stays intact). When citing sources, be sure to reference them appropriately using APA style. (See APA Style.org, Electronic References
4 Total points: 179 Graduate students must earn a B or higher in order to receive graduate credit. The point distribution for graduate students is noted below: A A A B B Assignment Weights: Discussion: 28% Journal: 30% Workbook: 42% Course Schedule Find session dates by selecting Syllabus on the top menu bar. For typical courses, final Discussions, Journals, and Workbooks are due by Saturday at midnight unless otherwise noted. Please see the News Flash for any alterations of the course schedule posted by your instructor. Course Policies and Procedures All attendance and academic integrity policies of North Georgia College & State University apply to this course. Access North Georgia College & State University is committed to equal access to its programs, services, and activities for individuals with disabilities. If you believe that you have a disability requiring an accommodation, reasonable prior notice must be given to the instructor and the Office of Disability Resources. Please contact the Coordinator of the Office of Student Disability Resources, at Barnes Hall, Room 221, or call
5 Introductory Session Exploring the CaseNEX Site The role of orthographies and sound systems in word recognition Complete these tasks prior to the beginning of Session 1. Essential Knowledge/Skills: P2.4, P2.7, P2.10, P2.11 Readings The Evolution of English The Sounds of English and Spanish (Explore the English and Spanish Library) Examples of Different Orthographies (non-latin writing system examples) Read the course requirements, paying special attention to the Case-Analysis and Workbook Assignment Rubrics. They will be used by your instructor throughout the course to evaluate assignments where appropriate. Discussion Post one entry introducing yourself to your classmates. You may choose to describe your professional background and experience, relevant personal information, or why you are taking this course. (100 words or fewer) Journal How can teachers benefit from understanding more about the historical evolution of the English language and alphabetic writing? Similarly, how does an understanding of sound systems (English and other) and orthographies (English and other) enhance one s teaching of reading? (100 words or fewer) Note Use Cas to send a note to your instructor stating that you will be taking this course. To do so, click on Cas on the top menu bar and then Click here to create a new message. Use the marked link to look up an address. Continue linking down until you see the class list. Select the instructor s name and then compose your message and hit Post Message.
6 Session 1 Understand, describe, and recognize phases of the reading acquisition process: Emergent Readers Essential Knowledge/Skills: P1.1, P1.2, P1.3, P1.6, P2.6 Case On The Same Page Readings Developmental Stages of Reading, Emergent Readers Emergent Readers and Writers (pre-kindergarten through first grade) Reading Partners: Parents and Children. Good Beginnings Never End The Importance of Phonemic Awareness in Learning to Read Preventing Reading Difficulties in Young Children, Chapter 2, The Process of Learning to Read, Phonemic Segmentation Video The Alphabetic Principle Video Discussion Review the shared reading between Courtney and her dad in this session s case. Using knowledge from this session s readings and your own experiences, provide feedback to her father. How did the father s behavior in the video align with the SBRR regarding reading development? What could the father do differently during future shared readings to further the alignment between his behavior and research? Assume you are meeting with Courtney s family. Describe how Courtney s reading skill (specifically her phonological awareness, print skills word recognition, fluency and comprehension skills) can be enhanced through shared readings, and the role of these skills in Courtney s emergent reading and spelling. As part of your conference with them, explain what is meant by the alphabetic principle. Journal Develop a graphic organizer that describes the relationships between phonological, orthographic, semantic, and syntactic processing in early reading development. Then, describe specific SBRR actions teachers and families can take to promote reading and language development, including comprehension and fluency. Include examples from the readings and video used this session.
7 Note Check your Cas (linked from top menu bar) and News Flash (on the right when you login) for notes from your instructor every time you log on to the site. Workbook Readers Matrix Beginning this Session, use the provided Reader Matrix graphic organizer to summarize information about the various types of readers (emergent, beginning, transitional, advanced). Throughout this course you ll be adding information based on current scientific research about what readers know, what they re learning to do, instructional recommendations, including those for fluency and comprehension, and text recommendations and assessment possibilities,. When considering assessment recommendations for each stage of reading, be sure to articulate what is being assessed by the various tasks (e.g., spelling provides information about a student s phonics skills). You will need to download the Matrix to your computer: 1. Click here to open the Reader Matrix. See Appendix A for course matrix. 2. Once it s opened, save as to your computer s hard drive. 3. Add to the Matrix throughout the course. 4. When the assignment is complete, attach the Matrix to your Workbook to submit it to your instructor. The completed matrix will count as one Workbook Assignment, and is due by the end of Session 6.
8 Session 2 Applying knowledge of language structure to understand the reading and writing processes of children: Part 1 Essential Knowledge/Skills: P1.9, P2.1, P2.2, P2.3, P2.7, P2.8, P2.9 Case Now What? Readings Findings and Determinations of the National Reading Panel (Alphabetics)--Read Section on Phonemic Awareness Instruction, p. 7 Put Reading First: The Research Building Blocks for Teaching Children to Read (download entire PDF or order print copy online) Teaching Reading is Rocket Science What Teachers Need to Know About Language Discourse Analysis for Language Teachers Discussion Review the fall assessment results from Shaunna s fall testing presented in the Now What case. This includes data from DIBELS and PALS testing. Shaunna clearly has students with varying levels of literacy preparedness and understanding of the alphabetic principle. Using your readings as a guide, describe specific research-based techniques Shaunna could use to teach letter naming, matching, writing. fluency and comprehension. Based on this session s readings, which students do you consider to be at risk for reading difficult and why? Describe how students fluency in phonological processing, letter naming, and word recognition affects their subsequent reading achievement. Journal Spend this session observing language interactions between children, between a child and a parent, and between individuals from different sociocultural environments. If possible, transcribe or record the conversations to allow further analysis. Then, consider the role language structure played in the success of the conversations you overheard. Did specific word choices, pronunciations, or sentence structures enhance or confuse the conversation? What about other language patterns, such as inflection or dialectical differences? Reflect on ways that differences between the English speech sound system and that of another language may interfere with students
9 understanding of phonics, reading, and comprehension, and consider actions teachers can take to ameliorate those differences. Workbook None this session
10 Session 3 Applying knowledge of language structure to understand the reading and writing processes of children: Part 2 Essential Knowledge/Skills: P2.6, P2.7, P2.9, P2.12 Case Now What? Readings Findings and Determinations of the National Reading Panel (Alphabetics) Read Section on Phonics Instruction, p.8 English Morphemes Put Reading First: The Research Building Blocks for Teaching Children to Read (review sections related to morphemes and orthography) Discussion From Now What, compare and contrast Madison and Andrew s writing samples. Analyze their work to determine the nature of the errors (phonological, orthographic, morphological). Determine whether these errors are typical of students at risk for reading difficulty. Identify any phonological, phonic, or morphological confusions that you see. Then describe some specific behaviors Shaunna could take to stimulate those students understanding of language structure. Be specific in your recommendations. Journal Consider important vocabulary that you teach within one of your content areas. Then, drawing upon knowledge gained from this session s readings, describe a morphology-based lesson to teach reading, spelling, and vocabulary using one or more words. Using scientifically-based strategies, what new and interesting words could be incorporated into the lesson? What shared readings or class texts could be included as a way to expand students vocabulary and comprehension? Workbook None this session
11 Session 4 Understand, describe, and recognize phases of the reading acquisition process: Beginning/Early Readers Essential Knowledge/Skills: P1.1, P1.2, P1.3, P1.6, P1.7, P1.9, P2.9 Case Reading Champs Readings Developmental Stages of Reading, Early Readers DIBELS information Early Readers (first grade through second grade) Preventing Reading Difficulties in Young Children, Chapter 7-- Organizational Strategies for Kindergarten and the Primary Grades What are Dynamic Indicators of Basic Early Literacy Skills (DIBELS)? Preventing Reading Difficulties in Young Children, Chapter 3, Who Has Reading Difficulties? Discussion What specific skills and tasks distinguish an emergent reader from a beginning reader? What skills and task distinguish an emergent reader from a student at risk for reading difficulties? From what you saw in Michael s assessment results (DIBELS results in Scene 2 and spelling results in Scene 4 from Reading Champs) and his work samples, what are his instructional strengths and areas of need? Use the DIBELS descriptive levels of performance links to help you with your interpretation. Describe specific SBRR instructional strategies that teachers could take to help Michael develop as a reader. Journal Compare the spelling samples from Michael and Natalie. Using your knowledge of the continuum of reading development, describe each student s level. In terms of a continuum of stages, which student is more developed? Provide a rationale for your answer. Then, select material that could be used for read-alouds and assisted reading that could expand students vocabulary. Describe how specific teaching behaviors (e.g., sentence extension, rephrasing, modeling, questioning) could be used to stimulate students language development. How might these teaching actions influence comprehension?
12 Workbook Lesson Planning and Delivery To help you become familiar and proficient with SBRR strategies, this workbook provides an opportunity to use and reflect on the strategies you ve read about thus far in the course. Use the knowledge you have gained from the readings in this course and choose two SBRR strategies to implement that are appropriate for your teaching situation. Describe the strategy and modify it to create a challenging and engaging learning experience specific to your learners. Include the following information: Description of classroom, students, grade level, content, and other relevant information; Goals and objectives Materials Procedures; and Assessment (informal or formal) Be sure to cite the research that supports the strategy s use as well as the rationale for your choice. After you ve carried out the lessons, reflect on how the lessons went. How did the strategy enable student learning? What portions of the lesson would you do again? What portions might you change, and why? AND Add information about beginning/early readers to your Reading Matrix.
13 Session 5 Understand, describe, and recognize phases of the reading acquisition process: Developing/Transitional Readers Essential Knowledge/Skills: P1.2, P1.3, P2.8 Case Match Makers Readings Developmental Stages of Reading, Developing Stage Early Fluent/Fluent Readers (second through third grade) Findings and Determinations of the National Reading Panel: Fluency Preventing Reading Difficulties in Young Children, Chapter 4, Predictors of Success and Failure in Reading Reading for Meaning: Tutoring elementary students to enhance comprehension Barbara Foorman video on Word Families Discussion Focusing on Scene 4 from Match Makers, discuss actions that Beth, the teacher, could take to implement one of the SBRR strategies outlined in Reading for Meaning: Tutoring Elementary Students to Enhance Comprehension. Use Jordan s work samples to describe his level of reading development. Then describe how the five components of reading interact for developing and transitional readers. Journal What teaching actions could you (as the teacher) take that would help a developing/transitional level reader progress to the next level? Describe the use of specific instructional strategies to enhance fluency including guided repeated oral reading procedures. Describe the role of fluency in phonological processing, letter naming, word recognition, oral reading, and comprehension. Workbook Add information about developing/transitional readers to your Reading Matrix.
14 Session 6 Understand, describe, and recognize phases of the reading acquisition process: Middle and High School Students (Advanced Reading Level) Essential Knowledge/Skills: P1.2, P1.3, P1.4, P1.5, P1.6, P1.7 Case Get Lost Readings Contexts for Engagement and Motivation in Reading Developmental Stages of Reading, Fluent Stage Findings and Determinations of the National Reading Panel (Vocabulary) Read Vocabulary Instruction and Text Comprehension Instruction, p 13, 14 The Fifteen Key Elements of Effective Adolescent Literacy Programs (p. 12) Discussion Review the Guthrie Engagement Model of Reading from the first reading (look closely at the yellow circles in the model) and Deshler s Fifteen Key Elements reading. Choose one to use for this assignment. Consider two students you ve worked with reading difficulty who struggled with motivation and engagement. Using the readings framework as a guide, brainstorm lists of actions you might take to engage those two students using SBRR strategies. Describe how you could incorporate the use of comprehension monitoring, cooperative learning, graphic organizers, question answering, question generation, and summarization into instruction for these students. As you read your colleagues posts, respond in light of the long-term predictions of reading outcomes for struggling readers. Journal Using knowledge gained from the readings on engagement, motivation, and adolescent literacy programs as a guide, describe some of the intrinsic and extrinsic factors that contribute to reading acquisition. Then, consider teaching actions that address those factors. Workbook Add information about advanced readers to your Reading Matrix so that it now contains information about advanced level readers. Within your matrix,
15 be sure to address the characteristics of proficient, mature readers: sufficient phonological awareness, accurate word recognition, passage reading fluency, active construction of meaning, flexibility, and selfmonitoring. The Reader Matrix is due by the end of this session. Submit the matrix using the Workbook function.
16 Session 7 Understanding phases of the reading acquisition process: Reading and the Brain Essential Knowledge/Skills: P1.8, P1.9, P1.10, P1.11 Case None this session Readings A Conversation with Sally Shaywitz Difficulties with Reading Dissecting Dyslexia Discussion NIH defines dyslexia as a brain-based type of learning disability that specifically impairs a person's ability to read. These individuals typically read at levels significantly lower than expected despite having normal intelligence. Although the disorder varies from person to person, common characteristics among people with dyslexia are: difficulty with phonological processing (the manipulation of sounds) and/or rapid visual-verbal responding. Discuss ways in which knowledge from cognitive neuroscience can be used within today s classrooms. That is, how can teachers benefit from or translate the information we re learning from brain imaging (fmri) techniques into the classroom? Also, describe how these scientific contributions are contributing to what we know about the reading process for students with various types of reading difficulties. What does it contribute to our knowledge of students with reading difficulties associated with decoding, comprehension, and retention? Journal Create a metaphor or analogy that illustrates differences in the way the brain is activated during reading for both good and poor readers. Share your analogy with your colleagues at work as a way of sharing what you ve learned about reading and the brain, and gather their perspectives on the instructional implications of what you have presented. Specifically, describe
17 how knowledge in cognitive neuroscience can influence how reading is taught to children. Workbook None this session
18 Session 8 Variables and their contribution to reading acquisition: Reading and Second Language Learners Essential Knowledge/Skills: P2.3, P2.13 Case None this session Readings Effective Reading Instruction for Struggling Spanish-Speaking Readers: A Combination of Two Literatures English Language Learners: Boosting Academic Achievement h_points/rp_winter04.pdf Reading Instruction and Literacy in English Language Learners and Other At-Risk Children Discussion In which ways is effective reading instruction for ELL students different from effective reading instruction for all students? In which ways is it the same? Describe the relationship between language proficiency and reading proficiency. Examine any pertinent issues and actions that might be taken to address them. Journal The AERA reading English Language Learners: Boosting Academic Achievement emphasizes the need to craft interactions carefully that help students comprehend text and enrich their vocabularies. Choose a text that you have used or plan to use with a group of students. Examine it critically for aspects that may cause confusion to English Language Learners. What instructional issues does the text present? What pre-teaching activities could you provide to enhance the instructional climate for your second language learners? Identify the text, particular vocabulary words, an activity, and related actions you may take to enhance learning for these students.
19 Workbook Research Summary Throughout this course, we ve sought to understand the reading acquisition process by studying foundational concepts, language structure, and language development. Choose one of the five components of reading to explore in depth. Conduct research and summarize what you ve learned using the following framework: Topic and rationale for choosing the topic How it relates to the processes and acquisition of reading The scientific basis for the instructional strategies used within the component How this information is translated effectively for use within the classroom How you can share this information with others Your written product should be 3-5 pages in length, double spaced. OR Authentic Case Analysis Choose an emergent, beginning, transitional, or advanced level student in your class or school. Describe fully the student s current literacy skills along with skills to be included in long range planning to move this student into the next stage of literacy development. Then, apply the five-step case analysis to this student s instructional situation, detailing the relevant issues, perspectives, knowledge, actions, and consequences. Refer to the Case-Analysis Rubric under the Course Tutorial to guide your thinking. Be sure to cite knowledge from related readings as part of your justification for your chosen actions and forecast the consequences of your proposal. Include a timeline for implementing your plan, notes about other staff you may require to assist you, and any other details that will help you fully implement your ideas. Due by the end of this session
20 Appendix A: Reader Matrix Emergent Reader What they know: What they re learning to do: Instructional recommendations for this type of reader: Text recommendations for this type of reader: Assessment recommendations for this type of reader: 20
21 Beginning Reader What they know: What they re learning to do: Instructional recommendations for this type of reader: Text recommendations for this type of reader: Assessment recommendations for this type of reader: 21
22 Transitional Reader What they know: What they re learning to do: Instructional recommendations for this type of reader: Text recommendations for this type of reader: Assessment recommendations for this type of reader: 22
23 Instructional Reader What they know: What they re learning to do: Instructional recommendations for this type of reader: Text recommendations for this type of reader: Assessment recommendations for this type of reader: 23
24 Appendix B: Journal and Workbook Assignment Rubrics (2) 24
Florida Reading Endorsement Alignment Matrix Competency 1 The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL). The
Elementary Math Methods Syllabus Course Description This course is designed to support both new and experienced elementary math educators in refining and focusing their instructional skills. Close examination
Course Credit In-service points St. Petersburg College RED 4335/Reading in the Content Area Florida Reading Endorsement Competencies 1 & 2 Reading Alignment Matrix Text Rule 6A 4.0292 Specialization Requirements
Reading Competencies The Third Grade Reading Guarantee legislation within Senate Bill 21 requires reading competencies to be adopted by the State Board no later than January 31, 2014. Reading competencies
Selecting Research Based Instructional Programs Marcia L. Grek, Ph.D. Florida Center for Reading Research Georgia March, 2004 1 Goals for Today 1. Learn about the purpose, content, and process, for reviews
Math Technology Integration Syllabus Course Description Course participants will develop instructional skills needed for integrating educational technologies into their existing math curriculum. Participants
Scientifically Based Reading Programs: What are they and how do I know? Elissa J. Arndt, M.S. CCC-SLP Florida Center for Reading Research Alternate Assessment Summer Training Institute July, 2007 1 Goals
BEST PRACTICES RESOURCE GUIDE for ELEMENTARY, MIDDLE, and HIGH SCHOOLS Elementary School Best Practices Small class size Pupil/Teacher ratio Vertical and Horizontal articulation at each grade level and
Learning Today Smart Tutor Supports English Language Learners By Paolo Martin M.A. Ed Literacy Specialist UC Berkley 1 Introduction Across the nation, the numbers of students with limited English proficiency
Reading K 12 Section 35 * *Competencies and skills incorporate the scientifically based reading research (SBRR) and the components of Florida's formula for reading success addressing improved reading outcomes
WiggleWorks Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content and student achievement
Scientifically Based Reading Programs Marcia L. Kosanovich, Ph.D. Florida Center for Reading Research SLP Academy Fall, 2005 Goals for Today 1. Understand the big picture of an effective reading program.
Reading Recovery and Common Core State Standards Background Across the U.S., most states are adopting the Common Core State Standards so that teachers and parents have a common understanding of what students
Pasco County Schools Add-On Program Reading K-12 Endorsement - 1 - I. Program Title: Add-on Program for Reading (K-12) Endorsement II. Program Rationale and Purpose In1998, Pasco County began a study of
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
The Elementary Reading Block GOAL... All Florida students read on grade level or higher by 2012 Solution: 5+3+ii+iii=NCLB Reading Priorities 5 + 3 + ii + iii 5 Major Components 3 Types of Classroom Assessments
1 REVISOR 8710.4725 8710.4725 TEACHERS OF READING. Subpart 1. Scope of practice. A teacher of reading is authorized to facilitate and provide for kindergarten through grade 12 students instruction that
Technology for English Language Learners PreK Adult A Multisensory Approach to Learning early literacy and mathematics reading to learn becoming Lifelong learners Grades PreK 5 Support for beginning readers
Texas A & M University Commerce Department of Education Curriculum and Instruction ELED 524: Language Arts Curriculum Grades 1-8 Online class, Spring 2014 Instructor: Dr. Susan Szabo, Associate Professor
Jan/Feb 2007 What Does Research Tell Us About Teaching Reading to English Language Learners? By Suzanne Irujo, ELL Outlook Contributing Writer As a classroom teacher, I was largely ignorant of, and definitely
California Department of Education August 20, 2012 Foundational Literacy Skills for English Learners Introduction Foundational literacy skills which primarily address print concepts, phonological awareness,
Research Into Practice READING Reading Instruction and Reading Achievement Among ELL Students Principles of ELL Reading Instruction Some very straightforward principles, directly supported by research,
LETTER OF ENDORSEMENT: TEACHER LEADERSHIP AND INSTRUCTIONAL COACHING Requirements Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Letter of Endorsement in Teacher Leadership and
. EDAM EDAM-5001. EARLY LITERACY: GUIDING PRINCIPLES AND LANGUAGE DEVELOPMENT This course is the prerequisite for all other courses in the Early Childhood Literacy program. It outlines the philosophical
Online Course Syllabus EDFD630 Theories Human Development and Learning Important Notes: This document provides an overview expectations for this online course and is subject to change prior to the term
21ST CENTURY TEACHING AND LEARNING 21st Century Teaching and Learning Dr. Grace Surdovel, Director of Master's Programs/Faculty of Practice The Master of Science in Education with a major in 21st Century
Appendix G Alverno College Master of Arts in Education Specialization in Reading Teacher/Reading Specialist IRA/NCATE Standards for Reading Professionals - STANDARD 1: FOUNDATIONAL KNOWLEDGE have knowledge
Masters of Science in Curriculum & Instruction Special Education Emphasis Alignment of Summative Assessments to InTASC Standards The Courses in the TESL Emphasis are aligned to MN Board of Teaching Standards
Schools Teaching Early Phonological Awareness Skills Phonological Awareness in Preschool Stephanie Robbins Forbes, M.S. CCC-SLP James Madison University Harrisonburg, VA Lee Ann Sweet Gray, M.S. CCC-SLP
Read & Write GOLD By Andrew Leib Read & Write GOLD (R&WG) from Texthelp Systems is literacy software: a collection of assistive technologies, writing tools, and links to online resources that make reading,
READING SPECIALIST STANDARDS Standard I. Standard II. Standard III. Standard IV. Components of Reading: The Reading Specialist applies knowledge of the interrelated components of reading across all developmental
READING WITH PENNSYLVANIA READING SPECIALIST CERTIFICATE Reading with Pennsylvania Reading Specialist Certificate Program Coordinator: Ms. Anne Butler The Master of Science degree in Education with a concentration
Elementary Language Arts Overview of Courses and Opportunities STRAND TIER 1 TIER 2 TIER 3 Planning Instruction and Experiences for All s Technology Integration What is the Literacy Diet? (Reader s Workshop
Standard 1. Foundational Knowledge Candidates have knowledge of the foundations of reading and writing processes and instruction. 1.1 Demonstrate knowledge of psychological, sociological and linguistic
Phonics and Word Work Introduction Foundational Skills This guide explores how explicit and systematic phonics and word work instruction is included in the ReadyGEN program. It looks at the resources that
Understand the problems a child may be having with reading, and target what you can do to help! Look inside for practical, research-based information for parents and teachers about: Phonological and Phonemic
1 RDG 380.001 COMPREHESION AND VOCABULARY COURSE SYLLABUS: May Mini 2014 Instructor: Susan Williams Office Location: Mesquite Metroplex, Suite 600 Office Hours: Monday Thursday 9:00 12:00 Office Phone:
Dyslexia Certificate Program Level 1 Winter/Spring 2016 BACKGROUND & PHILOSOPHY It is estimated that 10 15 percent of the general population has a reading based learning disability. Of those individuals,
Revised Publishers Criteria for the Common Core State Standards in English Language Arts and Literacy, Grades K 2 David Coleman Susan Pimentel INTRODUCTION Developed by two of the lead authors of the Common
What Content-Area Teachers Should Know About Adolescent Literacy What Content-Area Teachers Should Know About Adolescent Literacy Developed by: 2007 This publication was produced under National Institute
Curriculum and Instruction Core curriculum is the foundation of Tier 1 instruction and is the basis for building K-12 literacy in Arizona students. The curriculum at each level must be based upon the 2010
COLLEGE OF CHARLESTON EDFS 425 SYLLABUS FALL 2013 TEACHING READING AND LANGUAGE ARTS TO STUDENTS WITH DISABILITIES Instructor Dr. Kristen Ashworth Office: 86 Wentworth Street, #334 (843) 953-2004 Office
Language Reading Connection Collaborating with Your SLP WELCOME! What is Project CENTRAL? Coordinating g Existing g Networks To Reach All Learners The ultimate goals are to provide professional development
Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological
TExMaT I Texas Examinations for Master Teachers Preparation Manual 085 Master Reading Teacher Copyright 2006 by the Texas Education Agency (TEA). All rights reserved. The Texas Education Agency logo and
Reading Street and English Language Learners How do you identify English language proficiency levels on Reading Street? How do English language learners (ELLs) differ from other learners? ELLs have varying
The Building Blocks of Reading and Writing The road to becoming a reader begins the day a child is born and continues through the end of third grade. At that point, a child must read with ease and understanding
Intervention Appropriate GRADES 2 12 RTI Aligned to the PROGRAM OVERVIEW ommon Core STATE STANDARDS Raise Reading Achievement for Struggling Students epsbooks.com/aor epsbooks.com/aor 1 Proven to Raise
Endorsement Inservice Add-on Certification Program School Board Approval The Volusia County School District's Endorsement plan was approved at the meeting of the School Board of Volusia County on Tuesday,
Scholastic Reading Counts! Aligns to (With Professional Development from Scholastic Red) The following chart details how Scholastic Reading Counts!, with professional development support from Scholastic
+ Comprehension, Engagement and Fluency Learning Module When you see this icon, stop to discuss with the colleagues at your table + At this module, you will be reminded of the importance of building comprehension
GUIDELINES FOR THE IEP TEAM DATA COLLECTION & Progress Monitoring Decisions about the effectiveness of an intervention must be based on data, not guesswork. Frequent, repeated measures of progress toward
THE SCHOOL DISTRICT OF PALM BEACH COUNTY Add on Certification Program English for Speakers of Other Languages (ESOL) Endorsement 2011 2016 William F. Malone, Acting Superintendent Constance Tuman Rugg,
Tennessee Teacher Licensure Standards: Page 1 of 9 Introduction Candidates for licensure as a reading specialist complete advanced studies in reading and leadership, enabling them to fulfill multiple responsibilities
TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
CENTRAL WASHINGTON UNIVERSITY CENTER FOR TEACHING AND LEARNING DEPARTMENT OF LANGUAGE, LITERACY, & SPECIAL EDUCATION LITERACY EDUCATION EDLT 410: Teaching Word Recognition Skills Schedule information (quarter,
Building and Assessing Reading Fluency: Academy of READING with Oral Reading Fluency Research Brief Marcie Penner-Wilger Cognitive Scientist AutoSkill International Inc. April 2008 Correspondence concerning
PALS is the essential screening, diagnostic, and progress monitoring tool for measuring the fundamental components of literacy. 888.924.7257 www.palsmarketplace.com PALS Who are we? The Phonological Awareness
Scholastic System 44 System 44 is a foundational reading program designed for the most challenged struggling readers in Grades 3-12. Intentionally metacognitive, System 44 helps students understand that
Beyond the Phonics vs. Whole Language Debate What the Research Says We Should Really be Teaching in Reading 1 Content Development Content developed by: Edward J. Kame enui, Ph. D. Deborah C. Simmons, Ph.
CHARACTERISTICS FOR STUDENTS WITH: LIMITED ENGLISH PROFICIENCY (LEP) Research has shown that students acquire a second language in the same way that they acquire the first language. It is an exploratory
Presentation Full Details and Transcript Teaching Phonological Awareness in Preschool June 2007 Topic: Preschool Language and Literacy Practice: Teach Phonological Awareness Highlights Ms. Johnson learns
INTEGRATING THE COMMON CORE STANDARDS INTO INTERACTIVE, ONLINE EARLY LITERACY PROGRAMS By Dr. Kay MacPhee President/Founder Ooka Island, Inc. 1 Integrating the Common Core Standards into Interactive, Online
21st Century Community Learning Center Grant Overview The purpose of the program is to establish 21st CCLC programs that provide students with academic enrichment opportunities along with activities designed
Nevis Public School District #308 District Literacy Plan Minnesota Statute 120B.12, 2011 2015-2016 Learning together... Achieving quality together. SCHOOL BOARD Chairperson: Vice Chairperson: Treasurer:
TESOL / NCATE Program Standards STANDARDS FOR THE ACCREDIATION OF INITIAL PROGRAMS IN P 12 ESL TEACHER EDUCATION Prepared and Developed by the TESOL Task Force on ESL Standards for P 12 Teacher Education
Teachers Getting Started Guide Table of Contents 1.1 Minimum System Requirements 4 1.2 Creating your first classroom 6 1.3 Adding and deleting student accounts 8 1.4 Using the Activity Library 10 1.5 Creating
NW COLORADO BOCES ALTERNATIVE LICENSURE PROGRAM 1 *For specific online course requirements, please refer to the attached course handout entitled Comprehensive Online Teacher Induction Program and Alternative
TESOL Standards for P-12 ESOL Teacher Education 2010 1 = Unacceptable 2 = Acceptable 3 = Target Standard 1. Language: Candidates know, understand, and use the major theories and research related to the
Welcome Hello and Welcome to the Fast ForWord Family! Congratulations on taking this important step toward helping your students accelerate their learning by developing their brains to process more efficiently.
Intensive Instruction for Middle School/High School Coaches Academy - August 7-11, 2005 Lila Rissman, M.S., Curriculum Specialist Jennifer Page, M.S., Intervention Teacher The Florida Center for Reading
Possible examples of how the Framework For Teaching could apply to Failing Needs Improvement Proficient Distinguished 1a Knowledge of Content and Pedagogy The RS makes no use of a scope and sequence of
REED 317 Content Area Reading Spring 2014 3 Credits Instructor: Dr. Emily K. Milleson Office Hours: M 12:00-1:00 PM Office: FR 216 T 2:00-3:00 PM W 12:00-2:00 PM Phone: 301-687-4352 TH 2:00-3:00 PM Email:
1 Florida Center for Reading Research RAVE-O What is RAVE-O? RAVE-O (Retrieval, Automaticity, Vocabulary, Engagement-Orthography) is a comprehensive, fluency reading and comprehension intervention program
AEC 3033C Research & Business Writing for Agricultural and Life Science Erin Nessmith email@example.com 813-757-2280 Welcome to the wonderful world of business and research writing! Please Read Carefully.
A Review of the Research on Effective Phonics Instruction: How Evan-Moor s Daily Phonics Supports Sequential Skill Development in Decoding Tarra B. Henry, M.Ed., CET, NBCT 2012 Evan-Moor Corp. A Review
Welcome to this presentation on using RTI information to develop an IEP. It was developed by the Building RTI Capacity project team from the Meadows Center for Preventing Educational Risk at The University
Robina State School SUPPORT FOR STUDENTS WITH DYSLEXIA THROUGH THE EXPLICIT TEACHING OF READING Essential for all students but critical for students with dyslexia Background Dyslexia, as with other learning
Columbia College Online Campus P a g e 1 MGMT 338 A International Business Late Fall Session, Term 15-52 October 26-December 19, 2015 Course Description Exploration of the challenges involved in multinational
AISD Guidelines for Implementation of the Gómez and Gómez Dual Language Enrichment Model These PK 5 guidelines are designed to promote fidelity in the implementation of the Gómez and Gómez Dual Language
Voyager Passport Targeted Reading Intervention for Students in Grades K-6 Reading results. Imagine the possibilities. You can make a diff The Reality of Illiteracy According to recent statistics, the average
DBA 9101, Comprehensive Exam Course Syllabus Course Description Establishes that a doctoral candidate has acquired the essential knowledge and skills covered in each of the courses, not including dissertation
The National Reading Panel: Five Components of Reading Instruction Frequently Asked Questions Phonemic Awareness What is a phoneme? A phoneme is the smallest unit of sound in a word. For example, the word