Improve your Literacy Teaching

Fall Term II: October 30–December 22, 2017

Spring Term I: January 22–March 18, 2018
Spring Term II: March 19–May 13, 2018

Summer Term I: May 14–July 8, 2018

Costs and Fees

All our online courses are 8 weeks long and offered for 3 graduate credits.

Tuition Registration Fee Technology Fee Copyright Fee Total
$1,875 $20 $30 $50 $1,975
Teacher reading to a group of small children
Graduate Certificate
Developing Systematic Language and Literacy Expertise

Courses in Literacy Teaching

The following online courses in literacy teaching can be taken individually or part of a graduate certificate program.

  • Intentional Teaching in a Readers’ Workshop (Grades K-2)

    Summer Term II: July 10–September 3, 2017 (EEDUC 6180)

    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)

    Summer Term II: July 10–September 3, 2017 (EEDUC 6168)

    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.

  • Guided Reading: Differentiating Literacy Instruction (Grades 3-8)

    Fall Term I: September 5–October 29, 2017 (EEDUC 6045)

    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.

  • Intentional Teaching in a Writers’ Workshop (Grades K-2)

    Fall Term I: September 5–October 29, 2017 (EEDUC 6176)

    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.

  • Linking Assessment to Teaching: Reading, Writing and Word Study (Grades K-8)

    Fall Term II: October 30–December 22, 2017 (EEDUC 6165)

    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.

  • Guided Reading: Responsive Teaching (K-2)

    Spring Term I: January 22–March 18, 2018 (EEDUC 6047)

    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, Spelling and Vocabulary (Grades 3-8)

    Spring Term I: January 22–March 18, 2018 (EEDUC 6049)

    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.

  • Thinking, Talking and Writing About Texts (Grades K-8)

    Spring Term II: March 19–May 13, 2018 (EEDUC 6169)

    You will 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. Several instructional contexts within readers’ workshop will be examined: interactive read aloud, literature study, writing about reading, minilessons, and conferences.

  • Intentional Teaching in a Writers’ Workshop (3-8)

    Summer Term I: May 14–July 8, 2018 (EEDUC 6185)

    The course includes planning for instruction in small group; individual conferring; and whole group minilessons and share. You will 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.

  • Phonics, Vocabulary and Spelling in the Reading/Writing Classroom (Grades K-3)

    Summer Term I: May 14–July 8, 2018 (EEDUC 6039)

    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 will 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. Attention will be given to supporting English language learners and to students who have difficulty learning to read and write.

Online courses in Literacy Coaching and Teacher Leadership

These courses are not part of a graduate certificate program.

  • Acquiring Coaching and Teacher Leadership Expertise: Part 1

    Fall Term II: October 30–December 22, 2017 (EEDUC 6403)

    Literacy coaches, teacher leaders, and administrators learn how to improve the literacy achievement of students by investing in the expertise of teachers. Through an examination of a variety of aspects of the teacher leader/coach role, educators learn how to work effectively with all stakeholders, developing strong communication skills and effective coaching moves that foster teamwork and a culture of trust and teacher growth. This course serves as a foundation to Part Two, which focuses on the application of these understandings. Participants need access to a school environment in order to complete assignments.

  • Acquiring Coaching and Teacher Leadership Expertise: Part 2

    Spring Term I: January 22–March 18, 2018 (EEDUC 6404)

    Part Two of this course helps literacy coaches and teacher leaders work with teachers to develop their expertise in the teaching of reading and writing. The emphasis of this course is the practical application of understandings built in Part One. Literacy coaches, teacher leaders, and other administrators learn how to implement various forms of content-embedded coaching and how to support the ongoing learning of teachers by designing effective professional development that builds collective efficacy. Participants need to work in, or have access to, a school environment in order to complete assignments.

    Prerequisites: Acquiring Coaching and Teacher Leadership Expertise: Part 1 (EEDUC 6403)

  • Building Capacity through Continuous Professional Learning

    Spring Term II: March 19–May 13, 2018 (EEDUC 6405)

    In this course, teacher leaders, literacy coaches, and administrators examine the elements essential to creating a healthy culture for professional learning in the school. Participants investigate a variety of 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

Questions
If you have any questions, please contact the Center for Reading Recovery and Literacy Collaborative.