|Course Number:||EDU 5627 C11|
|Location:||In-person and online.|
|Dates and Times:||February 2 - June 30, 2020. Four Saturday in-person sessions from 9:00 - 1:00 at the RNESU Central Office and four Thursday afternoon sessions from 4:00 - 7:00 at Lothrop Elementary School.|
To quote Dr. Louisa Moats, “Teaching Reading IS Rocket Science!”
Using the Simple View of Reading as our Lens (Gough and Tumner, 1986), participants will grow to understand that the word “simple” does not suggest “simplistic.” Learning to read is probably the most complex thing our brain ever learns to do, and well-informed teachers’ instructional practices can make all the difference, especially for our most fragile learners.
The purpose of this course is to deeply engage in the current national discussion about reading science, while actively reflecting on equitable classroom practices. Throughout the course, participants will respond to readings, explore new instructional routines, and show how revised/enhanced practices impact student learning. The course will model/foster professional discussion/exchange both face-to-face and online, as participants will discuss new ideas that surface, report out on instructional shifts tried in the classroom, reflect on student growth, and frame newly uncovered questions about the teaching/learning relationship. For a final project, students will present three different student profiles - and show how changes in instruction had an impact on their growth as readers.
This course is suitable for K-8 classroom teachers, coaches, interventionists, and special educators.
Costs for required texts, if any, are not included in the course tuition.
Participants will use an Open Source textbook throughout this class (FREE-ACCESS HERE): Steps to Success: Crossing the Bridge Between Literacy Research and Practice (Editor: Kristen A. Munger)
Other texts that will inform the content of this course (you will read excerpts; you may want to track down, borrow, etc.)
Equipped for Reading Success (David Kilpatrick)
Brain Words: How the Science of Reading Informs Teaching (J. Richard Gentry)
Next Steps with Academic Conversations: New Ideas for Improving Learning
Through Classroom Talk Paperback (Jeff Zwiers)
The Knowledge Gap (Natalie Wexler)
Explicit Instruction: Effective and Efficient Teaching (Anita L. Archer and Charles A.
Know Better, Do Better: Teaching the Foundations So Every Child Can Read (David and Meredith Liben)
Language at the Speed of Sight: How We Read, Why So Many Can't, and What Can Be Done About It (Mark Seidenberg)
Face-to-Face Meeting times:
Saturdays, 9am-1pm- RNESU Central Office
Thursdays, 4-7pm – Lothrop Elementary
Each month there will be FOUR possible prompts (related to readings) to respond to via an online platform. Over the course of the semester, participants taking this course for credit are required to post at least 16 times: (1) complete at least eight responses that demonstrate authentic interactions with readings and thoughtful connections to classroom practice, and; (2) complete at least eight thoughtful comments in response to other participants’ posts, also with connections to readings/practice. The instructor will also participate, sharing other readings/connections which may further inform the online discussion. The goal is engaging with the content in a meaningful way!
Participants have until June 7, 2020, to post three student profiles. Profiles will follow a format shared during the first Saturday session - with description of student as a learner; reading profile specifics, including multiple forms of data; description of at least THREE distinct routine/s learned from the course that was/were applied during instruction; data analysis after the routine/s’ use, and; final reflection of the instructional experience.