Please Wait, Loading Page...
- KIDS - Online Registration System

Please wait...

Adding to Workshop Cart:

 

Workshop Title

Checking for additional rates...



Online Course Details

Account Login

New Registrant
 

Workshop Cart

Cart Empty
Ready
 

There are 0 workshops in your cart.

Checkout (Inactive)
Building Capacity for Effective Reading
Workshop #: CECO-26

Description:

Students who can read effectively and efficiently have a door-opening skill: an ability to decode, understand and successfully interact with information in a host of subject areas, and an opportunity to be a successful learner. Because the focus of this course is to learn and apply specific coaching strategies in the teaching of reading, the course will not address every aspect of reading instruction, nor is it intended as a course on a particular methodology of reading instruction. However, when you are referencing a particular methodology of reading instruction, you will be asked to tie it to your state standards for the grade you are teaching.  Effective coaching strategies are paired with intentional best practice in reading in an effort to grow both kinds of skills. The methods of coaching intentional best practice in reading will help every teacher to be more effective and intentional in the teaching of reading and will provide a methodology to support any and all specific reading programs.

Course Objectives:

  • Understand the elements of a positive coaching relationship
  • Establish operating principles and plan for an effective coaching experience
  • Understand best practice in each of the seven components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and reading in content area skills
  • Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction
  • Design and use essential questions in reading instruction and in coaching
  • Use the Foundational Four in lesson planning and design
  • Understand four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students, vocabulary/decoding, comprehension, and writing about the reading
  • Differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read
  • Choose effective methods for data collection and analysis
  • Observe effective coaching methods and practices
  • Identify effective communication structures and those that detract from a positive coaching experience
  • Construct effective reading lessons based upon research-based practice in reading
  • Observe one another and conduct coaching conferences and feedback analysis
  • Distinguish between effective and ineffective lessons/instructional episode/practices
  • Learn how to assess text fit and to differentiate instruction using appropriate resources and identified, common standards
  • Differentiate comprehension questions, understanding that for some students literal questions are more difficult than inferential
  • Understand the different reading demands of specific subject areas and design lessons to assist reading in content areas, with special emphasis upon reading rate
  • Design a building-wide coaching and collaboration process for increasing student reading achievement
  • Observe and conduct an effective data-driven coaching conference

Methods of Instruction:

A variety of strategies are employed in this course:

  • Content presented for participants to read online—the formal instruction
  • Video clips of lessons, coaching, feedback sessions
  • Specific and varied learning activities to practice skills and strategies
  • Analyses of lessons by video and script
  • Specific practice with data collection and feedback processes
  • Online forum for participants to post answers to questions, lesson analysis, responses to feedback sessions and receive specific feedback against identified standards
  • Application settings to be completed in workplace settings and summarized in forum for specific feedback
  • Activities, quizzes, and feedback with each course module so skills are practiced at high enough levels of understanding so that they can be applied throughout the course

Participant Learning Outcomes:

Upon completing this course the participant will be able to:

  • establish operating principles and plan for an effective coaching experience;
  • analyze effective and ineffective communication structures;
  • conduct an effective data-driven coaching conference.
  • choose and use effective methods for data collection and analysis;
  • design and use essential questions in reading instruction and in coaching;
  • demonstrate the four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students.
  • use best practices in phonemic awareness;
  • demonstrate how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction;
  • differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read;
  • choose and use  effective methods for data collection and analysis;
  • construct effective reading lessons based upon research-based practices in reading;
  • distinguish between effective and ineffective lessons/instructional episode/practices
  • use best practices in fluency;
  • use best practices in phonemic awareness;
  • use best practices in vocabulary use best practices in comprehension;
  • use best practices in writing about the reading use best practices in reading in the content areas;
  • implement the different reading demands of specific subject areas and design lessons to assist students’ abilities to read in content areas, with special emphasis upon reading rate; correspondingly brainstorm a building-wide coaching and collaboration process for increasing student reading achievement.

Texts, Readings, Instructional Resources:

Totally online- no additional textbooks required.

Student Expectations:

  • Rehearse the skills and report on the results (submit to instructor).
  • Complete written self-reflection exercises (submit to instructor).
  • Complete all quizzes.
  • Collaborate with peers using the on-line forum.
  • Assignments submitted to the on-line instructor (self- reflections, results of skills practicing, creating a plan, evaluating techniques).  The course moderator/mentor will interact with the participant to ensure the participants mastery of the knowledge and skills taught in the course.  The moderator’s assessment assures the participant’s new level of expertise will enable the participant to understand and implement the new skills and strategies immediately into their personal working situation.  The combination of the all the interactive components of the courses and the one-on-one interactions with the moderator/ mentor will determine the participant’s mastery.
  • Complete all aspects of the online course.

Credit: Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.           

Class Outline:

Lesson 1

  • 1.a Practices to Ensure Success in Coaching
  • 1.b Reading and Enduring Understandings
  • 1.c Coaching Questions and Data Collection in Reading
  • 1.d Reading and Enduring Understandings
  • 1.e Student Outcomes
  • 1.f Student Engagement
  • 1.g Teacher Behaviors that Contribute to Student Learning
  • 1.h Essentials of Reading Achievement and Reading Instruction
  • 1.i Coaching Questions and Data Collection in Reading
  • 1.j To Question or Not to Question ...
  • 1.k Effective Use of Language in Coaching

Lesson 2

  • 2.a Phonemic Awareness and Reading
  • 2.b Enduring Understanding, Phonemic Awareness and English Language Learners
  • 2.c A Word on Phonemic Awareness and Assessment

Lesson 3

  • 3.a Phonics and Reading
  • 3.b Enduring Understanding, Phonics and Coaching
  • Lesson 4
  • 4.a Fluency and Reading
  • 4.b How Do Students Become Fluent Readers?
  • 4.c Fluency and Older Readers
  • 4.d Assessing Fluency

Midterm

Lesson 5

  • 5.a Vocabulary
  • 5.b Distinguishing Between Effective and Ineffective Vocabulary Strategies
  • 5.c Pre-Teaching of Key Vocabulary
  • 5.d Practicing Key Vocabulary
  • 5.e Vocabulary Development While Students Are Reading
  • 5.f Building-Wide Vocabulary Focus

Lesson 6

  • 6.a Comprehension
  • 6.b Moving From the Known to the Unknown in Reading
  • 6.c Differentiation: Many Avenues to the Same Goal
  • 6.d Comprehension Strategies
  • 6.e Reading Text at an Instructional Level
  • 6.f Read Alouds and Coaching

Lesson 7

  • 7.a Writing About the Reading
  • 7.b Focus of Writing
  • 7.c Forms of Writing About the Reading
  • 7.d Extended Responses

Lesson 8

  • 8.a Reading in Content Areas
  • 8.b Reading Demands of Different Subject Areas
  • 8.c Reading Skills in Literature
  • 8.d Reading Skills in Social Studies
  • 8.e Reading Skills and Science
  • 8.f Reading Skills in Math Class
  • 8.g Other Content Areas
  • 8.h Before, During, After Reading Strategies

Lesson 9

  • 9.a Coaching and Collaborating on a School-Wide basis
  • 9.b Common Language and Vocabulary
  • 9.c Building-Wide Reading Focus
  • 9.d Teaching and Coaching Colleagues Across Content Areas
  • 9.e Leadership for Collaboration
  • 9.f Commitment to the Task
  • 9.g Forum Post
  • 9.h Final Thoughts and Closure

Post Survey

Evaluation

Final Exam

Final exam is in two parts. There will be an objective exam that is comprehensive over all course content in coaching and reading. Each participant will also engage in a coaching experience, self-evaluate that experience according to a rubric, and report the results to the forum. Another rubric will determine whether the participant has effectively applied the concepts from the course. The combination of the two will determine the passing grade.

Contact Information: info@CECreditsOnline.org  or 425-788-7275 Ext 104

45

3
Graduate credit is available after course completion for an additional fee from various universities.

 
Registration Fee
$345
Register Button

Close MapProfessional Development Alliance