OBJECTIVES:

Participants will be able to:

1. Explain various models of reading development, including Simple View of Reading (Gough and Tumner, 1986; Hoover & Gough, 1990), Scarborough’s Reading Rope (Scarborough, 2001), and the Active View of Reading (Duke and Cartwright, 2021)
2. Plan for intentional knowledge building that connects content area topics and language arts instruction.
3. Build text sets or collections of texts that connect to a specific knowledge-building outcome but represent a variety of levels of difficulty, complexity, genres, and structures.
4. Leverage read-aloud as an opportunity to expand oral language and build knowledge in intentional ways.
5. Consider the Strategic Six Thinking Moves as a basis for strategy instruction that draws on evidence-based practices.
6. Design vocabulary instruction that draws on a variety of instructional methods, including both implicit and explicit instruction.
7. Implement structured plans for explicit vocabulary instruction and intentional morphology instruction that effectively draw on phonology, meaning, context, and orthography.
8. Critically assess a scope and sequence for word -learning across the grades and stages of reading development.
9. Apply brain-friendly word- learning principles to maximize opportunities for orthographic mapping.
10. Support fluency development by drawing on a variety of resources and methods, including choral reading, repeated reading, self-recording, self-evaluation, etc.
11. Critically evaluate independent practice opportunities in the language art classroom.
12. Empower students to become more self-directed through book choice, pursuit of topics for building personal expertise, partner and small group learning structures, and goal setting.
13. Implement and/or refine research-based teaching structures, including intentional knowledge building, revised strategy instruction, vocabulary development, fluency instructional formats, responsive lesson design, and responsive teaching moves.
14. Design a personalized implementation plan to ensure the course concepts are carried forward into the coming academic year.

REQUIRED TEXT:

Shifting the Balance: 6 Ways to Bring the Science of Reading into the Upper Elementary Classroom (Stenhouse Publishing, 2023). 

All other materials will be disseminated electronically. Access to the internet is critical.

TESTIMONIALS:

"THE INSTRUCTORS REALLY UNDERSTAND THE WORLD OF TEACHING. FROM THE FIRST PAGE OF BOTH BOOKS AND THE ON-LINE VIDEOS FOR THE CLASS, THEY ACKNOWLEDGED THE CHALLENGES WE AS TEACHERS ARE FACING MAKING A CHANGE IN OUR INSTRUCTION. THEY WERE ALL VERY DOWN TO EARTH. THEY SEEMED LIKE COLLEAGUES, WHICH WAS VERY REFRESHING."

"I APPRECIATED THE INSTRUCTORS EXPLAINING THE INSTRUCTIONAL MOVES IN DETAIL AND WITH SPECIFIC EXAMPLES. THIS ALLOWED ME TO QUICKLY IMPLEMENT THE IDEAS IN MY CLASSROOM."

"I LIKED THINKING THROUGH THE QUESTIONS IN THE WORKSHEETS. THE VIDEOS DID A GOOD JOB OF GUIDING US THROUGH THE TEXT."

"INSTRUCTORS AMAZING AND CONTENT GREAT FOR TEACHERS."

"I LEARNED MANY VALUABLE STRATEGIES TO USE TO IMPROVE MY READING INSTRUCTION."

"LOVE THE PRACTICAL IDEAS!"

"GREAT TO UNDERSTAND THE WHY BEHIND THE SHIFTS AS WELL AS SOME WAYS TO IMPLEMENT IN THE CLASSROOM."

"BEST PRACTICE TAUGHT IN AN EASY WAY."