Reading Teacher Continuing Ed (Readocity)

Designed for reading specialists, elementary education teachers, special education teachers, tutors, and parents, this series of courses will lead to a Research-Based Reading Instruction and Interventions: Elementary Level teacher professional development certificate.

About the certificate:

  • Each course offers a variety of research-based strategies for reading instruction and interventions.
  • Teachers learn and practice new teaching strategies directly in the context of their classroom or teaching situations.
  • After selecting a strategy, teachers plan and get feedback from peers and Dr. Johnson before implementation.
  • Teachers try the strategy for two weeks, engaged in reflective analysis, and report back.

Open enrollment begins March 15. These are self-paced online classes you can start anytime.

TEACHER PROFESSIONAL DEVELOPMENT CERTIFICATE

Research-Based Reading Instruction and Interventions: Elementary Level
Andrew P. Johnson, Ph.D.
Professor, Literacy Instruction
Minnesota State University, Mankato
www.Readocity.com

Class 1: Reading and the Brain – 15 Clock Hours

About this Course: This course is designed to provide an overview of how the brain creates meaning with print and to describe and demonstrate eight pedagogical strategies

Course goals: As a result of taking this course, students will be able to —

  • describe the salient processes related to creating meaning with print.
  • compare and contrast meaning-first vs. code-first approaches.
  • identify and implement new pedagogical strategies.
  • engage in a reflective analysis and response related to three pedagogical strategies.

 Class 2: Diagnostic Reading Inventory – 20 Clock Hours

About This Course: This course is designed to provide an overview how to use a Diagnostic Reading Inventory to diagnose reading deficit areas related to fluency, comprehension, and word identification

Course goalsAs a result of taking this course, students will be able to —

  • use a Diagnostic Reading Inventory (Informal Reading Inventory) to diagnose the cause of reading difficulties.
  • conduct a miscue analysis to identify word identification strengths and deficits.
  • conduct a running record to identify approximate reading levels.
  • assess comprehension using a maze and story retelling chart.
  • assess and document fluency using WPM or SPF assessments.

 Class 3: Word Identification – 15 Clock Hours

About This Course: This course is designed to provide an overview of strategies and instruction related to word recognition and word identification.

Course goalsAs a result of taking this course, students will be able to —

  • understand how to teach word identification strategies.
  • design activities to develop all three cueing systems used to recognize words (semantic, syntactic, and phonological).
  • implement new strategies to enhance students’ ability to recognize letter sounds and letter patterns.
  • teach the four word identification strategies (morphemic analysis, analogies, context, and phonics).
  • design activities and utilize pedagogical strategies to enhance student’s ability to recognize sight words.

 Class 4: Comprehension – 20 Clock Hours

About this course: This course is designed to provide an overview of strategies and instruction related to comprehension.

Course goals:  As a result of taking this course, students will be able to —

  • understand how to teach a cognitive process.
  • understand how schemata are used to create meaning.
  • implement new strategies to enhance students’ ability to comprehend narrative text.
  • implement new strategies to enhance students’ ability to comprehend expository text.
  • design pre-reading activities to enhance students’ ability to comprehend narrative and expository text.

 Class 5: Fluency – 15 Clock Hours

About This Course: This course is designed to provide an overview of reading fluency.

Course goals: As a result of taking this course, students will be able to —

  • describe the importance of reading fluency.
  • implement strategies for assessment fluency.
  • identify and implement new pedagogical strategies related to fluency.
  • engage in a reflective analysis and response related to three pedagogical strategies.

Class 6: Vocabulary and Spelling Instruction – 20 clock hours

About This Course: This course is designed to provide an overview of learning related to word knowledge (vocabulary) and spelling.

Course goalsAs a result of taking this course, students will be able to –

  • describe how words are learned.
  • identify and implement new pedagogical strategies related to vocabulary.
  • identify and implement new pedagogical strategies related to spelling.
  • engage in a reflective analysis and response related to three pedagogical strategies.

Class 7: Voluntary Reading, Instructional Approaches, and Teaching Written Expression – 20 clock hours

About This Course: This course examines voluntary reading, four instructional approaches to reading, and methods and strategies for teaching written expression.

Course goals

As a result of taking this course, students will be able to —

  • understand and critically evaluate the salient elements of four approaches to reading instruction.
  • design a literature-based and language experience reading lessons.
  • describe the importance of reading volume and voluntary reading.
  • design and implement strategies for promoting voluntary reading.
  • understand the basics of teaching writing.
  • design and implement new pedagogical strategies related to written expression.

Class 8: Reading Lessons, Communication Skills, Grammar and Punctuation – 20 clock hours

About This Course: This course demonstrates how to create scaffolded, guided, and shared reading experience lessons. It also describes how to infuse oral communication skills and study skill strategies within reading and other content areas.

Course goalsAs a result of taking this course, students will be able to —

  • use the SRE format to design effective reading lessons.
  • design a shared reading experience lesson.
  • design a guided reading experience lesson to teach a skill.
  • design small group speech and listening skills activities.
  • design teacher-direct pre-reading activities to enable students to read a textbook.
  • use a variety of strategies to teach grammar and punctuation.

 Class 9: Action Research – 20 clock hours

About This Course: This course describes and demonstrates how to use action research for teacher professional development.

Course goalsAs a result of taking this course, students will be able to —

  • understand the action research process.
  • connect research-based ideas directly to classroom practice.
  • design an action research proposal.
  • implement an action research study to study some aspect of school or classroom practice.

 Class 10: Dyslexia – Severe Reading Difficulties 20 clock hours

About This Course: This course examines dyslexia or severe reading disabilities from a psycholinguistic perspective, and it describes the types pedagogical strategies and other elements that are appropriate for reading instruction and interventions with this population.

Course goalsAs a result of taking this course, students will be able to —

  • understand the condition of dyslexia.
  • implement a variety of pedagogical strategies appropriate for students with dyslexia.
  • describe the type of reading instruction necessary for students with dyslexia.
  • describe the types of strategies used for reading instruction for students with dyslexia.
  • design an appropriate intervention for students with dyslexia.

COMMON CORE STATE STANDARDS

Key Reading Standards Addressed –

  1. Reading: Literature
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  • Range of Reading and Level of Text Complexity
  1. Reading Informational Text
  • Key Ideas and Details
  • Craft and Structure
  • Integration of Knowledge and Ideas
  • Range of Reading and Level of Text Complexity
  1. Reading: Foundational Skills
  • Phonics and Word Recognition
  • Fluency

 Selected Standards Addressed –

  1. Writing
  2. Speaking & Listening
  3. Language

http://www.corestandards.org/ELA-Literacy/

“I thoroughly enjoyed the program and learned a great deal. I now include many of these strategies in my sessions, and not only can I see my students progressing, but they are actually enjoying themselves more. Sentence mix-up is a favorite of quite a few of them! Thank you very much.”
Laura TNew York, Private Reading Tutor and Teacher for 13 years

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