Upcoming Literacy and Coaching Courses
You can take these online courses in literacy teaching or coaching individually, or as part of our graduate certificate program, Developing Systematic Language and Literacy Expertise.
For more information about individual courses or the graduate certificate program, contact Kelly Adams at firstname.lastname@example.org or 617.349.8165.
Courses Offered by Term
Spring II Term
March 19 - May 13, 2018
Thinking, Talking and Writing About Texts (Grades K-8)
You'll learn how to observe, analyze, and lift the level of students’ thinking about reading through instruction that engages students in close analysis of text and links thinking, talking, and writing. Using behavioral evidence of student talk and writing, participants make effective teaching decisions for all students, including those whose primary language is not English. We will examine several instructional contexts within readers’ workshop: interactive read aloud, literature study, writing about reading, minilessons, and conferences.
Building Capacity through Continuous Professional Learning
In this course, teacher leaders, literacy coaches, and administrators examine the elements essential to creating a healthy culture for professional learning in the school. You'll investigate structures and modalities for professional learning opportunities and consider how language can be used to promote engagement and foster continuous reflection on the effects of teaching on student learning. Participants need to work in, or have access to, a school environment in order to complete the assignments.
Note: This course cannot replace EEDUC 7130 or EEDUC 7103
Summer I Term
May 14 - July 8, 2018
Phonics, Vocabulary and Spelling in the Reading/Writing Classroom (Grades K-3)
This course offers educators the opportunity to learn the role that phonics, phonological awareness, vocabulary, spelling, and word study instruction play in learning to read and write. You'll expand your knowledge of the alphabetic principle and how words work, develop an understanding of the essential elements of a word study curriculum, learn how to assess students’ reading and writing for phonics and spelling knowledge, and use a continuum of word study to plan for instruction. We'll give attention to supporting English language learners and to students who have difficulty learning to read and write.
Intentional Teaching in a Writers' Workshop (Grades 3-8)
The course includes planning for instruction in small group; individual conferring; and whole group minilessons and share. You'll engage in the writing process to build an understanding of theory and process around genre, craft, and conventions. You assess and plan instruction for all students, including those whose primary language is not English using The Fountas and Pinnell Literacy Continuum and other resources.
Shared Leadership for School Improvement
Coaches and teacher leaders study the importance of building professional capital and advocating for decisions rooted in the school’s vision of literacy teaching and learning. Participants develop the knowledge and ability to promote shared leadership, lead productive teams, facilitate group inquiry around data, mentor colleagues, and communicate effectively with internal and external stakeholders.
Summer II Term
July 9 - September 2, 2018
Intentional Teaching in a Readers' Workshop (Grades K-2)
You will learn the rationale and organizational framework to support a readers’ workshop in the primary classroom, including whole group and small group teaching, and independent reading with individual conferring. you will consider the purpose and management of literacy centers to promote independent, self-regulated learning. Through analysis of informal assessment data, participants will design explicit instructional experiences for a range of students, including English language learners using The Fountas and Pinnell Literacy Continuum and other resources.
Intentional Teaching in a Readers' Workshop (Grades 3-8)
You will learn how the framework of the readers’ workshop supports the development of the reading process in individual students as well as the development of a community of learners among students and a culture of learning within the classroom. Attention will be given to supporting students who have difficulty with the reading process, and readers whose primary language is not English.
Fall I Term
September 4 - October 28, 2018
Intentional Teaching in a Writer's Workshop (Grades K-2)
This course focuses on the structure of a writers’ workshop, K-2, and includes assessing and planning for instruction in small group teaching; individual conferring; and whole group minilessons and share for all students, including English language learners. You will build an understanding of the theory and practice of how young children develop as writers and how children’s writing changes over time using The Fountas and Pinnell Literacy Continuum and other resources. You will engage in “teachers as writers” to experience the writing process and to develop their knowledge of genre, craft and conventions.
Guided Reading: Differentiating Literacy Instruction (Grades 3-8)
You will learn how to observe and assess the reading behaviors of intermediate and middle school students; form flexible groups; analyze and select appropriate texts; and plan guided reading lessons that address the needs of individual readers within the group. You will learn about the complex nature of the reading process and consider how each element of a guided reading lesson presents opportunities for teaching and learning that will support the varying needs of students, including those whose first language might not be English.
Fall II Term
October 29 - December 23, 2018
Acquiring Coaching and Teacher Leadership Expertise
This course helps literacy coaches and teacher leaders define their role and engage effectively with teachers, administrators, and other stakeholders. You'll develop communication skills and work with professional resources to enhance your coaching practice. Investigate ways to promote inquiry and reflection as well as learn how to work with adult learners who find change difficult. We'll also explore record keeping that fosters accountability and the monitoring of teacher progress. You'll need to have access to a school environment to participate. Participants need access to a school environment in order to complete assignments.
Linking Assessment to Teaching: Reading, Writing, and Word Study (Grades K-8)
Through authentic, standardized assessment and the analysis of reading records, writing, and talk, you will gain insight into how students are able to process, comprehend and craft meaningful text. You will also identify the behaviors and understandings essential to the way words and language work, and design literacy instruction that meets the varying needs of all students.
Spring I Term
January 22 - March 17, 2019
Guided Reading: Responsive Teaching (Grades K-2)
You will build a strong understanding of reading as a complex process and learn how to help students become more proficient readers through differentiated instruction in small, guided reading groups. You will use running records of oral reading behaviors to study a child’s progress in reading over time and consider the role that a gradient of texts and matching books to readers has on student progress. You will analyze assessment data to form flexible groups, select appropriate texts, and plan guided reading lessons for effective literacy instruction of diverse students.
Word Study: Teaching Phonics, Vocabulary, and Spelling (Grades 3-8)
You will investigate essential categories of learning and consider ways in which word study fits into a broader language and literacy framework. You will analyze teaching and engage in inquiry that will deepen your understanding of how words work and serve as a set of instructional practices for effective teaching of a range of students.
Costs and Fees
All of our online courses are 8 weeks long and offered for 3 graduate credits.
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