From the Lab to the Classroom: Translating Science-Based Foundational Reading Research into High Leverage Instructional Routines, King, Fall 2019

Course Number: EDU 5627 C11
Instructor: Laura King

In-person and online.

Dates and Times: October 5, 2019-February 28, 2020
3 graduate
Tuition: $975

Course Description

This course is designed for coaches, K-5 classroom teachers, interventionists, and specialists (Grades 6-beyond is possible, if your position aligns with the focus of this course). As we review current foundational reading science, we will identify and practice research-supported, highly efficient pedagogic routines. Participants will have time to practice these new routines in their classroom and report out on actual experience. The course will model/foster professional collaboration via a Share/Tune “exchange,” where participants will report out/share evidence of classroom applications. In addition, each week participants will interact with an online platform; they will read an article/excerpt and/or respond to an instructional dilemma. This will encourage continued practice of professional collaboration, thinking like a scientist, and the application of science-based routines when responding to students’ reading challenges. To conclude the course, participants will write up three student profile/reports that show how the use of specific instructional routines studied in the course enhanced student learning. 

Required Readings

Required Readings/Texts:

Required texts are not included in the course cost.

BrainWords: How the Science of Reading Informs Teaching by J. Richard Gentry and Gene P. Ouellette, Stenhouse Publications, 2019.

Additional articles will be shared throughout the course.

Course Schedule & Expectations

TIME FRAME: October 5, 2019-February 28, 2020, varied times/dates (IMPORTANT: see below). 


LOCATION:  RNESU SCHOOLS, Location to be determined



October 25    8am-3pm, Franklin Center, Rutland VT (optional)

Presentation by Dr. J. Richard Gentry, author of Brain Words: How the Science of Reading Informs Teaching. Note: Participants who are able to attend can post notes from this presentation in lieu of five online responses. They will also be responsible to share out content on October 26. 



October 5    8am-noon      Introduction: The Science of Reading and its Application in the Classroom

October 26    8am-noon     Review of Dr. Gentry presentation

Teaching Reading Like a Scientist: Using a             Problem/Solution Model to guide responsive instruction 


October 15    3:15-6:30    3:15-4:15* Classroom Applications/Share & Tune

                4:30-6:30 Highlight: Phonemic Awareness Interventions

December 3       3:15-6:30    3:15-4:15* Classroom Applications/Share & Tune

                4:30-6:30 Highlight: Alphabetic Principle IInterventions

February 11     3:15-6:30    3:15-4:15* Classroom Applications/Share & Tune

                4:30-6:30 Highlight: Fluency Interventions & Beyond!

*These are actual meeting dates for Rutland Northeast Supervisory Union Teachers. These dates are focused on small group literacy exchange w/ a focus similar to this class. It is understood that educators outside of RNESU may not be able to arrive in time for this first hour. Arrival at 4:30 is acceptable; if this is the case, the three hours of *contact time can be personalized & negotiated with the instructor. 


There will be 20 online posts over the time period of this class. Participants taking this for credit must (1) make at least ten responses that demonstrate authentic interactions with readings and thoughtful connections to classroom practice, and; (2) ten comments in response to other participants’ posts.  (NOTE: If participant was able to attend Dr. Gentry’s presentation - notes from the presentation can be substituted for up to five online responses) 


Participants have until February 28, 2020, to post three student profiles. Profiles will follow a format shared during the October 5 session - with description of student as a learner; reading profile specifics, including multiple forms of data; description of routine/s that was/were applied during instruction; data analysis after the routine/s’ use, and; reflection of the instructional experience.   

For additional course information

Laura King

For additional registration or payment information

Bethany Sprague

(802) 468-1325

Register online now!