Extended Coaching Facilitation for MindPlay’s Comprehensive Reading Course for Educators
||EDU 5620 C19
||Jane Ashby, Ph.D., Senior Education Director at the Stern Center for Language and Learning
||On-site or virtual
|Dates and Times:
||June 1, 2018, to June 30, 2019. Students can begin the course any time this summer. The course takes a full 10 months.
||3 Graduate Credits
Note: Please register directly with the Stern Center for Language and Learning. If you wish to take the course for Castleton credit, please notify Stern. Stern staff will then give you the link to Castleton's online registration form.
Prerequisite: Successful completion of MindPlay’s Comprehensive Course for Educators
The Extended Coaching Facilitation course is a 45-hour graduate level course, 38-hours of guided instruction and 12-hours in independent readings, assessment and lesson planning designed to provide teachers who have taken MindPlay’s Comprehensive Reading Course for Educators with extended knowledge to teach reading to all students, particularly those who struggle. Participants, some of whom may be within school Communities of Practice, will transfer their conceptual learning from the Mindplay Comprehensive Reading Course to classroom applications within their grade level clusters. Teachers will apply teaching strategies and activities to understand their students' performance and use data to differentiate instruction to deliver instruction that fosters literacy for all learners. A coach will expand teacher applications of how our language works to deliver quality reading and spelling instruction. Participants will apply explicit, systematic instruction in phonological awareness, reading and spelling development, phonics, structural analysis, grammar, fluency, vocabulary, and reading comprehension using ongoing assessment data to expand student outcomes, provide systematic instruction in fostering literacy development for all learners and develop a school culture of strong literacy performance.
Course Goals & Objectives
As a result of the course, students will apply:
- explicit, systematic instruction that is consistent with current scientific research benefits learning
- phonological awareness instruction to benefit students when learning to decode and spell
- systematic and explicit phonics instruction based on Mindplay module expansion activities and assessment outcomes
- fluency assessment measures to provide intervention as necessary
- grammar instruction based on a system of rules that governs our use of both spoken and written language.
- ways to develop lesson plans to enhance vocabulary learning
- meaningful instruction in reading comprehension that involves, the factors that influence reading comprehension
- how to recognize strengths and needs in reading and spelling programs and enhance programs as needed by using research-based best practices
- developmental frameworks for determining student's reading and spelling levels and needs and for setting instructional goals
Course Requirements: All participants are expected to bridge language concepts to classroom curriculum at their grade level/s, through direct observation and assessment that supports data-based decision making including:
- 27 hours of classroom application
- 13 hours onsite/online with coach
- 3 observations by coach, live or videotaped
Focus Area: Using Assessment to Set Goals and Inform Instruction
Focus Area: Vocabulary
Focus Area: Reading Foundations and Phases of Reading Development (building phonemic awareness, phonics, automaticity, fluency)
Session 4 :
Focus Area: Lesson Planning for Building Reading Foundations (phonemic awareness, phonics, automaticity, fluency)
Focus Area: Spelling Development and Word Study
Focus Area: Progress Monitoring
Focus Area: Morphology Session 8
Focus Area: Active Comprehension Strategies Session 9
Focus Area: Lesson Planning for Comprehension Instruction
Focus Area: Comprehension: Text Complexity
Focus Area: Comprehension: Multiple Strategy Instruction
Focus Area: Comprehension: Asking and Answering Questions
Focus Area: Progress Monitoring and Evaluation
Participants will be required to complete ten lesson plans based on analyses of student performance to inform application of classroom activities presented. They will also complete summaries of assigned readings and maintain a journal of reflections based on their classroom applications.
Expectations: Students will learn how to:
- apply understanding of the conceptual base for teaching the structure of language within their own instructional setting
- apply developmental frameworks to students in their own instructional setting
- understand conceptual base for teaching the structure of language at the word, sentence and text level to students in elementary classrooms
Lesson Plan Designs and Assessment: 60%
Final Reflection: 40%
- Archer, A,L, Hughes, C.A. (2011), Explicit Instruction: Effective and Efficient Teaching. Guilford Press, New York.
- Beck, I.L, McKeown, M.G. & Kucan, L (2008)/ Creating Robust Vocabulary: Frequently Asked Questions & Extended Examples. Guilford Press, New York. (pp. 45-58)
- Beck, I.L., McKeown, M.G., Hamilton, R.L., & Kucan, L. (1997) Questioning the Author: An Approach for Enhancing Student Engagement with Text. International Reading Association, Newark, Delaware. (pp 22-46)
- Selected Readings from Birsh, J. (2011). Multisensory teaching of basic language skills (3rd ed.). Baltimore, MD: Paul H. Brookes Publishing Co.
- Selected Readings from Kilpatrick, (2016) Equipped for Reading Success: A Comprehensive, Step-by-step Program for Developing Phonemic Awareness and Fluent Word Recognition. Casey & Kirsch Publishers, Syracuse NY.
- Additional reading may be assigned as appropriate.
- Ehri, C. L. (2002). Phases of acquisition in learning to read words and implications for teaching. BJEP Monograph Series II, Number 1-Learning and Teaching Reading, 1(1), 7-28.
- Foorman, B., Beyler, N., Borradaile, K., Coyne, M., Denton, C.A., Dimino, J., Furgeson, J., Hayes, L., Henke, J., Justice, L., Keating, B., Lewis, W., Sattar, S., Streke, A., Wagner, R., & Wissel, S. (2016). Foundational skills to support reading for understanding in kindergarten through 3rd grade (NCEE 2016-4008). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov.
- Hasbrouck, J. & Tindal, G. (2017). An update to compiled ORF norms (Technical Report No. 1702). Eugene, OR. Behavioral Research and Teaching, University of Oregon.
- International Dyslexia Association (2010). Knowledge and practice standards for teachers of reading. Washington, DC: Author.
- Moats, L. C. (2005). How spelling supports reading. American Educator, Winter 2005/2006, 12-43.
- National Reading Panel. (2000). Teaching children to read: An evidence- based assessment of the scientific research literature on reading and its implications for reading instruction. Bethesda, MD: National Reading Panel, National Institute of Child Health and Human Development.
- Shanahan, T., Callison, K., Carriere, C., Duke, N.K., Pearson, P.D., Schatschneider, C., & Torgesen, J. (2010). Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.
- Snow, C.E., Burns, S., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young Students. Washington, DC: National Academy Press.
- Spencer, M., Quinn, J.M., Wagner, R.K. (2014). Specific reading comprehension disability: Major problem, myth, or misnomer? Learning Disabilities Research & Practice, 29, 3-9.
For additional course information
Jane Ashby, Ph. D.
For additional registration information