Reconstructing Literacy Instruction in MTSS, Coltey, Summer 2019

Course Number:  EDU 5620 C10
Instructor: Elizabeth Coltey

July 15-18, 2019 at CCV Rutland. The remainder of the course will take place in an online environment.  

Dates and Times:

July 15-18 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 05753. 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 manage your literacy block with the multiple components of English Language Arts used in a Multi-Tiered Systems of Supports approach. This course will examine best practices to reach learners of all ranges and capabilities, from struggling learners to those exceeding proficiencies.

Audience: K-6 Literacy teachers

Course Goals & Objectives

Course Goals:

  • To develop practical application of targeted literary instruction in Multi-Tiered Systems of Support.
  • To use best practices to support student learning from below to above proficiencies.

Course Objectives:

  • To understand the expectations and constraints of using the Multi-Tiered Systems of Support in literacy instruction.
  • To utilize student data to inform instruction in the Tier 1 classroom and Tier 2-4 supports services.
  • To plan and implement a new approach to literary blocks across student proficiencies.
  • To use targeted literacy instruction to support student learning utilizing the Common Core State Standards for VT or NY.

Course Expectations


  • Pre-Assignment – Acknowledge your level of understanding (none, some, full) of the Multi-Tiered System of Support model in your school and state.
  • Pre-Assignment – Write 2-3 pages noting the positives and constraints of your daily schedule in regards to literacy instruction (reading, phonics and writing).
  • Class 1 Read through “The Daily 5” book and identify how this framework could fit into your schedule (all five components or a select few)
  • Class 1 Using the most recent data collected (please remove identifying markers) analyze students’ progress in regards to end of year expectations. Where are your gaps? How below are some? What is going on in your room right now that can be to meet the instructional needs of your students? (2-3 pages) Prepare to share qualitative information for guidance from peers
  • Class 1  Read “Understanding Texts and Readers:”
  • Class 1 (In Class) Review pertinent parts of the District Management Group Vermont Agency of Education “Expanding and Strengthening Best-Practice Supports for Students Who Struggle. Discussion “How are schools meeting these demands, or not meeting them?”
  • Class 1 (In class) Using the Reading Strategies book, choose 5 strategies to differentiate for below, on and above students
  • Class 1 (In class) Using the Writing Strategies book, choose 5 strategies to differentiate for below, on and above students
  • Class 2 (In Class) Share findings from assessment data and gaps. What current best practices could support colleagues and in return, benefit students?
  • Class 2 (In Class) Review and Discuss The Daily 5 (All components) What could this look like in a single literacy block?
  • Class 2 (In Class) Begin work on fall instruction. What do you cover in the first 8 weeks of school? Identify targets in literacy (reading, phonics and writing) How does the Reading and Writing Strategies lessons fit into your work? How could The Daily 5 fit in?
  • Class 2  Align your first unit to include Reading and Writing Strategies that would be appropriate for your grade level(s). (5-10 Strategies combined.
  • Class 2 Write five (5) introduction lessons to the support the components of The Daily 5 and how you intend to use it in your classroom in the fall.
  • Class 3 (In Class) Utilizing “Understanding Texts and Readers” discuss how this resource has changed your view on guided reading, The Daily 5, and Reading Workshop for student learning and instruction.
  • Class 3 (In Class) Share out three (3) lessons in CF groups. Use protocol
  • Class 3 (In Class) Roundtable discussion on targeted instruction and the benefit using frameworks to ensure success
  • Class 3 (In Class) Instructor Evaluation

Required Texts

Required texts not included in the course cost.

The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers
Author: Jennifer Serravallo
ISBN: 032507433X, 9780325074337
2015 Edition

The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers
Author: Jennifer Serravallo
ISBN 978-0325078229
2017 Edition

Understanding Texts and Readers: Responsive Comprehension Instruction with Leveled Texts
Author: Jennifer Serravallo
ISBN 978-0325108926
2018 Edition

The Daily 5: Fostering Literacy Independence in the elementary grades
Author: Gaily Boushey & Joan Moser
2nd Edition

Other Suggested Readings/Texts: Instructor will provide via links and handouts

For additional course information

Elizabeth Coltey
(802) 786-1854

For additional registration information

Bethany Sprague
(802) 468-1325

Register online now!