Bringing It All Together – Using Best Practices in Literacy Instruction, Coltey & Perry, Summer 2019

Course Number:  EDU 5620 C14
Instructor: Jodie Perry
Location:

August 12-October 31, 2019. August 12-15 at CCV Rutland. The remainder of the course will take place in an online environment.  

Dates and Times:

August 12-15 from 9:00 am-3:00 pm

Credits: 3 graduate credits
Tuition: $975

Note: Course payment of $975 by check or purchase order, payable to Castleton University, is due at the time of registration. A purchase order number can be entered into the online registration form and the purchase order can be uploaded to the registration form. If paying by check, please mail the check to Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05735. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.

Course Description

Learn how to implement developmentally appropriate word study within your literacy block to support guided reading instruction in a Multi-Tiered System of Supports approach as well as increase vocabulary instruction.

Audience: K-8 classroom teachers, Coaches, and instructional leaders.

 

Course Goals & Objectives

Course Goals:

  • To develop appropriate vocabulary instruction
  • Provide developmentally appropriate word study
  • Development of screening inventory for appropriate word work groups
  • How to implement Word work within guided reading
  • How to implement Writing extensions within guided reading

 Course Objectives:

  • To develop a deeper understanding of vocabulary instruction during guided reading
  • To utilize and implement best literacy practices
  • To connect writing extensions to guided reading while embedding vocabulary and word work.
  • Develop lesson plans that incorporate developmentally appropriate word study and integrate writing strategies.
  • Using Fountas and Pinnell Literacy Continuum and Guided Readers and Writers texts, develop a deeper understanding of the students in your classroom while focusing on appropriate groupings.
  • Research and reflect upon best practices in literacy instruction with a focus on word work and writing.

Course Expectations

Assignments:

  • Pre-assignment : Coordinate upcoming SY 19-20 Student data (guided reading levels) and be ready to discuss strengths and challenges in class
  • Pre-assignment: Select 1-2 read aloud books (picture book) that you will use in the fall to highlight vocabulary instruction
  • A Google classroom will be created to allow students to confer on readings after each class
  • Day 1 - Background on the development of vocabulary - teach the use of the initial screener - word study levels DSA- implementation - score - data to form groups
  • Day 1 - Word study groups that are related to your Guided Reading groups.  The difference between spelling stages and reading levels.
  • Day 1 - Begin to look at resources to support word study instruction
  • Day 1 (Reflections)
  • Day 2 - Vocabulary - Activities around vocabulary instruction - looking at Isabell Becks’ book.  Model re-aloud.
  • Day 2 - Select Re-aloud and create own lesson based on model provided, starting from Vocabulary instruction through the assessment.
  • Day 2 (Reflections)
  • Day 3 - Guided Reading - Using the Literacy Continuum, compare reading levels by starting with the benchmarks per grade level.  What will be different from the beginning to the end of the year in regards to the reading levels in their class.
  • Day 3 - Looking at your class data and ways in which to group (optimal group size)  
  • Day 3 - Looking at the components of your guided reading lesson.
  • Day 3 - Watching best practice in action
  • Day 4 - Recap of the work done over the last few days
  • Day 4 - Develop/organize 5 lessons for the first few weeks of guided reading
  • Day 4 - Instructor Course Evaluation

 Additional Resources:

Articles on best practice will be collected and shared for students to reference in their work.

Projects: Enrolled Students will create/develop/organize 5 guided reading lessons for the beginning of the year using any data they may have.  (Which includes, word study, vocabulary and writing extension)

Evaluation:  Lesson plans will be sent via Google Classroom and will be scored using a rubric.  All components must be included to be proficient.  Formative assessment will occur during each activity asked of students

Required Texts

Required texts not included in the course cost.

The Fountas and Pinnell Literacy Continuum  ISBN# 978-0325-06078-1

Bringing Words to Life - Isabel Beck ISBN# 978-1462508242

Word Journeys – Kathy Ganske ISBN# 978-1462533626

Other Suggested Readings/Texts: Instructor will provide via links and handouts, and in class use.

For additional course information

Jodie Perry

(802) 282-3936

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!