COURSE TITLE:
NO. OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4.00 credits]
| WA CLOCK HRS: OREGON PDUs: PENNSYLVANIA ACT 48: |
60 60 60 |
INSTRUCTOR:
Noor Makboul
noormakboul90@gmail.com
COURSE DESCRIPTION:
Want to learn about the most up-to-date research-based practices for how to teach children (PreK-2) to read? Do you have students in your class that are struggling readers and aren’t sure how to help them? Have you heard buzz words like the science of reading, heart words, sound walls and want to learn more? Teach in a balanced literacy format but want to include important elements from the Science of Reading? This is the class for you! Our text, Reading Above the Fray, introduces researched-based instructional practices to help students get the foundational skill needed to read. These strategies will also help to move from a balanced literacy classroom to a structured literacy classroom. You will be surprised how easy it is to implement these practices in the classroom, and you will see how much your students will grow as readers!
This course is appropriate for educators who teach reading in grades PreK-2.
Text: Reading Above the Fray by Julia Lindsay Amazon
Price: $30
LEARNING OUTCOMES: Upon completion of this course, participants will have:
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participants their choice of CEUs (Continuing Education Units), Washington State Clock Hours, Oregon PDUs, or Pennsylvania ACT 48 Hours. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours, Oregon PDUs, and Pennsylvania ACT 48 Hours.
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.
AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering, determine with your district personnel, department head, or state education office the acceptability of these credits for your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT
Reading Above the Fray: Reliable, Research-Based Routines for Developing Decoding Skills (The Science of Reading in Practice), by Julia Lindsay Amazon price: $30
None. All reading is online.
MATERIALS FEE
None
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A. INFORMATION ACQUISITION
Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments.
Group participants can only view and respond to their group members in the Forum.
Assignment #1: Introduction
Read chapters 1 and 2 in the text.
Read the following articles:
In 400+ words, introduce yourself (name, position/grade) and what led you to register for this class.
Questions to answer in your response:
Assignment #2: Oral Language and Print Concepts
Read chapters 3 and 4 in the text.
Read the following articles:
Plan an activity for your students or small group that both develops oral language skills and/or print concepts. Write a brief lesson plan (lesson plan template: LINK or create your own). Teach the lesson to your students or a small group of students.
In 200+ words, reflect on how the lesson went with your students.
Assignment #3: Phonemic Awareness
Read chapter 5 in the text.
Read and watch the following:
https://www.youtube.com/embed/8dhqWg3P45I
In 300+ words, respond to the following prompts:
Respond to another student’s post in the group forum in 2 to 3 sentences.
Assignment #4: Alphabetic Knowledge
Read chapter 6 in the text.
Read and watch the following:
In 300+ words, write a summary of your understanding of the alphabetic principle.
Respond to another student’s post in the group forum in 2 to 3 sentences.
Assignment #5: Sound-Spelling Knowledge
Read chapter 7 in the text.
Watch Videos: Wiley Blevins videos LINK
https://www.youtube.com/embed/HDfv3B_JZQo
In 300+ words, reflect sound-spelling relationships.
Respond to another student’s post in the group forum in 2 to 3 sentences.
Assignment #6: Decoding/Chunking/Fluency
Read chapters 8-10 in the text.
Read and watch the following:
https://www.youtube.com/embed/yTCxzvprqDY
In 300+ words, write about decoding, chunking, and fluency.
Respond to another student’s post in the group forum in 2 to 3 sentences.
Assignment #7: Seven Syllable Types
Read the following articles:
Create a collage or other visual representation illustrating the seven different syllable types. Consider using a creative image to help students remember the different types. Be sure to use word examples. Write 4-5 sentences explaining your image(s).
Assignment #8: A Call to Action
Create a brochure/newsletter/flyer/pamphlet (or other instructor approved idea) about the important skills needed for students to learn to read at your grade level.
Be sure to include:
You can determine who the audience is (parents, fellow educators, students) and how you present the material based on your audience.
Use our text and resources we have explored in your final product.
Consider using these website for additional information:
(Click on your grade level on the side for phonological, phonics, fluency, and vocabulary activities. You are welcome to explore and include comprehension and writing activities, but these are not the focus of the assignment.)
ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B. LEARNING APPLICATION
In this section, you will apply your learning to your professional situation. This course assumes that most participants are classroom teachers who have access to students. If you do not have a classroom available to you, please contact the instructor for course modifications. Assignments done in a course forum will show responses from all educators who have or are taking the course independently. Feel free to read and respond to others' comments. Group participants can only view and respond to their group members in the Forum.
Assignment #9: Chapter 7 Revisited: Heart Words
Part 1: Sight Words VS High-Frequency Words VS Heart Words
Read the following articles:
Create a collage or other visual representation illustrating the definition of sight words, high-frequency words, and heart words. Focus on the differences between these phrases, and be sure to include word examples. Write 4-5 sentences explaining your image(s).
Part 2: Word Mapping
Choose a list of FRY words that best align to what you teach your students as traditional ‘sight words’.
FRY LIST 1-100 FRY LIST 101-200 FRY LIST 201-300
For each word, determine if the word is decodable or irregular (heart word). Some ideas to consider as you look at words:
How to complete the assignment:
OR
OR
Use the following resources to explore alternative ways to teach these words/how to map the words:
Assignment #10: Sound Walls
Read the following articles:
In 300+ words, write your thoughts on sound walls.
Respond to another student’s post in the group forum in 2 to 3 sentences.
Assignment #11: Chapter 8 Revisited: Decodables
Read and watch the following:
In 400+ words, write what you would say to your administrator/colleague/a parent if they asked why you are using decodables and not leveled readers.
Be sure to explain:
Assignment #12: Student Study (500 Level ONLY)
Choose a student from your class that you want to learn more about as a reader. Over a week or two, conduct the following assessments:
In 500+ words, reflect on what you learned about this student:
Assignment #13: Lesson Planning (500 Level ONLY)
FIRST:
Read the following articles:
NEXT:
Using the information and formats you learned about above, write a series of lessons (3-4) that build on skills for students in your grade level. Consider the scope and sequence that you follow, and be sure to add in new, important concepts you have learned about. You can teach these lessons as a whole group or small group. Include an assessment at the beginning and end to see how your students did over the course of your lessons.
Use this lesson plan template: LINK.
Assessment: Your assessment should include decoding (reading the words) and encoding (spelling) that align with the topic you are teaching. You can choose to do the assessment for the entire class, or you can choose to do the assessment for 3-4 students of your choice. Be sure to provide the assessment in your assignment.
Note: You may not have 40-50 minutes a day for foundational skills as the lesson minutes state. I, personally, have 20-25 minutes a day in my classroom for foundational skills. Within a topic (ex: short a and short i), I make sure to do all the parts of a phonics lesson over the course of 2-3 (sometimes 4-5) days to ensure that students are exposed to the content and have adequate time to practice the skill.
THEN:
Teach the lessons to your class or small group.
In 500+ words, reflect on your lessons:
1) Areas of strength?
2) Areas for growth?
Assignment #14: Choice Assignment (500 Level ONLY)
Complete ONE of the following:
(You may want to create a folder (physical or digital) to store ideas and resources that you have gathered from this assignment- especially for the options that you don’t choose. You may want to access those resources in the future!)
Option A) Podcasts
FIRST:
1. Listen to Sold A Story Podcast (LINK/can also be found on other platforms)
OR
2. Listen to the following episodes from Melissa and Lori Love Literacy Podcast (LINK/can also be found on other platforms)
THEN:
In 600+ words (about 100 words per episode), write your response to the content of the episode.
Questions to consider in your response:
OR
Option B) Instagram
FIRST:
Create or open Instagram (webpage or app).
Choose 6 accounts to explore:
@daydreamingaboutdata
@_readingrachel_
@literacy.edventures
Explore their posts, videos/reels, and websites.
THEN:
Choose 2 images, posts, videos, or articles from each account you chose. For each account, write 100+ words about why you choose those items.
When turning in your assignment, be sure to include a link or image that you are referring to in your response.
OR
Option C) Website Exploration
FIRST:
Spend some time exploring (read articles, watch videos) the following websites:
THEN:
Write 100+ words about each link.
Questions to consider in your response:
OR
Option D) Professional Development
1) Learning objectives/purpose for staff
2) Clear examples to demonstrate the following topics: (10+ slides)
3) An opportunity for staff to practice or demonstrate their learning provided in the professional development
OR
Option E) Article and Summary
Read the following article: Teaching Reading IS Rocket Science (Moats, 2020) LINK then in 600+ words, summarize the key concepts presented by the author. What will be your next steps as an educator?
OR
Option F)
Another assignment of your own design with the instructor’s prior approval.
C. INTEGRATION PAPER
Assignment #15: (Required for 400 and 500 level)
SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)
Write a 400-500 word Integration Paper answering these 5 questions:
INSTRUCTOR COMMENTS ON YOUR WORK:
Instructors will comment on each assignment. If you do not hear from the instructor within a few days of posting your assignment, please get in touch with them immediately.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Noor Makboul, MAT, received a Masters Degree in the Art of Teaching from Lewis and Clark College in 2014. She has also earned her ESOL endorsement and will receive her reading endorsement in 2023. She currently teaches second grade in Cornelius, Oregon. She is passionate about teaching and enjoys finding new ways to engage and challenge her students. Outside of the classroom, she loves to read, do art projects, and spend time with her family.
BIBLIOGRAPHY
FOUNDATIONAL READING SKILLS (PREK-2)