Learn More About Our Professional Development Classes
Showing posts with label Reading Teacher Certification. Show all posts
Showing posts with label Reading Teacher Certification. Show all posts
Tuesday, August 15, 2017
Thursday, August 10, 2017
RDGED 707 Practicum in Reading Difficulties
RDGED 707 Practicum in Reading Difficulties
Online Course 3 semester hours graduate credit
Instructors: Beth Lambie, Heidi Neumann-Kneeland, Paula Harms, Heather Weiland, Jaimie Howe, Kristen Conrad
September 11 - December 8, 2017
Instructors: Beth Lambie, Heidi Neumann-Kneeland, Paula Harms, Heather Weiland, Jaimie Howe, Kristen Conrad
September 11 - December 8, 2017
Who Can Enroll
Students who meet the prerequisites: successful completion with a GPA of 3.0 or higher in each of the five prerequisite courses: RDGED 701, 702, 703 or 704, 705, 706 and consent of instructor.
RDGED 706 Assessment and Evaluation of Reading Difficulties must be completed prior to enrollment in RDGED 707 Reading Practicum because the assessments and evaluation reports required for RDGED 707 are introduced and practiced in the prerequisite course.
What You Will Learn
Course Description: A practicum in teaching individual students, who have completed grades 2-10, with reading difficulties. Assessment of the reader's strengths and needs is followed by the implementation of individualized instruction designed to assist the child in becoming a better reader. The practicum course will be offered online with a requirement that course participants assess then develop and instruct twelve one-hour lessons with a struggling reader in their local community.
The RDGED 707 Reading Practicum is offered during the fall, spring and summer semesters. Consider the advantage of enrolling in the practicum during the summer semester when you will not have the pressure of preparing for your daily teaching assignments in addition to the practicum lessons.
You will assess and teach a student in your community who has been identified by your school as a struggling reader and has completed the second grade or above. According to classroom reading assessments and/or standardized test results, a severe reading delay would be one or more years behind for a third grader; two or more years behind for a fourth, fifth or sixth grader; and three or more years behind for a seventh grader or older.
According to the Wisconsin State Statute ACT 166:
SECTION 21. 118.19 (14) (a) any person applying for a teacher license “…to teach in grades kindergarten to 5 or in special education, an initial license as a reading teacher or an initial license as a reading specialist” are required to take and pass a Foundations of Reading Test. The Practice Test website provides opportunities for students to become familiar with the item types that will appear on the assessment.
SECTION 21. 118.19 (14) (a) any person applying for a teacher license “…to teach in grades kindergarten to 5 or in special education, an initial license as a reading teacher or an initial license as a reading specialist” are required to take and pass a Foundations of Reading Test. The Practice Test website provides opportunities for students to become familiar with the item types that will appear on the assessment.
This test requirement applies to all students who enroll in the Spring 2014 RDGED 707 Practicum.
Course Requirements
During the first two weeks of the course, you will explore the principles of effective one-on-one intervention programs, as well as criteria for choosing a client. A struggling reader should NOT be selected or contacted until the end of the second week of the course. Information will be provided regarding the details of the client selection process and demographic requirements.
During Modules 3-5, you will assess the student, interpret the assessment results, and determine learning outcomes..
During modules 6-11, you will develop and teach twelve one-hour lessons and analyze each lesson’s results using a detailed lesson plan form. During the 12 lessons, you will administer 5 running records using familiar text. In addition, you will do a miscue analysis of errors for 2 of the 5 running records. All of these forms will be submitted as part of the course requirements.
At the conclusion of twelve lessons, a summary of assessment and instruction will be compiled and submitted as a capstone artifact in your Reading Teacher ePortfolio. All artifacts from your previous reading courses will be updated prior to submitting your final ePortfolio for the Benchmark III end of reading program assessment.
Software and Microphone Required
All lesson plans must be created in Microsoft Word. All materials used during the lessons must be scanned to create PDF files and submitted with the lesson plan Word documents in the course Dropbox.
Audio recordings of selected lessons that include running records will be submitted electronically to the course Dropbox in mp3 file format along with a self-evaluation form as part of course requirements. A good microphone, more than any other single piece of hardware, will impact the quality of recorded sound.
Audio recordings of selected lessons that include running records will be submitted electronically to the course Dropbox in mp3 file format along with a self-evaluation form as part of course requirements. A good microphone, more than any other single piece of hardware, will impact the quality of recorded sound.
Textbooks
- Blevins, W. (2006). Phonics from A-Z (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3
(Also used in RDGED 701 Developmental Reading, RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties, and RDGED 706 Assessment & Evaluation) - Leslie, L. & Caldwell, J. S. (2017). Qualitative reading inventory - 6th edition. New York, NY: Pearson Allyn & Bacon. ISBN 978-0134539409
Also available as an e-text. ISBN-13 978-0-13-702857-3
Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, order ISBN 0134539400. The Enhanced Pearson eText features and QRI electronic resources include embedded video and audio clips, forms, and figures. Also used in RDGED 706 Assessment and Evaluation). - Caldwell, J.S., & Leslie, L. (2013). Intervention strategies to follow informal reading inventory assessment: So what do I do now? 3rd edition. New York,NY: Pearson Allyn & Bacon. ISBN 13: 9780123907088 Available from Pearson or new and used from amazon.com. (This book is also used in RDGED 705 Instructional Techniques for Assisting Students with Reading Difficulties and RDGED 707 Practicum in Reading Difficulties.)
- Fox, Barbara. (2012). Word identification strategies: building phonics into a classroom reading program, 5th edition. Upper Saddle River, NJ: Prentice Hall. ISBN 9780132611282.
(Also used in RDGED 705 Instructional Techniques) - National Institute for Literacy (NIFL) booklet: Put reading first: The research building blocks for teaching children to read.
(Also used in RDGED 701 Developmental Reading and RDGED 705 Assessment and Evaluation). Free download 56 pg. booklet color PDF (1.25 MB) - Shea, M. (2006). Where's the glitch? How to use running records with older readers, Grades 5-8. Book and CD. Portsmouth, NH: Heinemann ISBN 13:978-0-325-00849-3.
(Also used in RDGED 706 Assessment & Evaluation.)
e-Textbook
An e-textbook is included in the tuition and will be provided after you login to the course. You will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.
An e-textbook is included in the tuition and will be provided after you login to the course. You will access the e-textbook to read online from your tablet, laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.
McCormick, S. & Zutell, J. (2015). Instructing students who have literacy problems. ( 7th edition) Boston, MA: Pearson Education, Inc., publishing as Allyn & Bacon. ISBN 13:9780133830934
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.pearsonhighered.com or an online bookstore such as amazon.com Be sure to allow for delivery time, and note the ISBN number and 7th edition.
Additional readings will be available online within the text of each module.
Learning Outcomes
Upon completion of this course, students will be able to:
- Interpret background and assessment information of an individual with reading disabilities to determine measurable learning outcomes that define what the child is able to do as a result of instruction.
- Evaluate and select appropriate instructional interventions for the literacy remediation based upon the assessed needs of the child.
- Analyze variables in performance using ongoing assessments to modify instruction and meet the needs of the child.
- Formulate a clear, concise and accurate report of assessment results delineating proficiencies and difficulties, reading, writing, and spelling developmental levels, measurable results of instruction in attaining learning outcomes and recommendations of research-based instructional strategies for use at school and in the home to strengthen the child's literacy.
Alignment with State and National Reading Standards
This class will help participants meet the International Literacy Association's Standards for Reading Professionals and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
Sign Up Soon!
Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.
For More Information
Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter
Friday, May 19, 2017
RDGED 701 Developmental Reading K-12
RDGED 701 Developmental Reading K-12
Online Course 3 semester hours graduate credit
Instructor: Dr. Paula Harms
Summer: June 5 - August 18, 2017
Instructor: Dr. Paula Harms
Summer: June 5 - August 18, 2017
Who should enroll?
This course is designed for
- classroom teachers
- Title I
- reading interventionists
- special education teachers
- reading specialists
- school psychologists
- curriculum directors
You Will Learn
Evidence-based instructional practices to promote
- word recognition
- fluency
- comprehension
- phonics instruction
- procedures to assess children's development as they move from emergent literacy to learning to read and into the reading to learn stage
- the influence of research upon teaching procedures and the selection and use of reading materials for instruction
Course Description:
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a personal philosophy about teaching reading as a reflective practitioner.
Concepts, methods, research, and historical developments that form the foundations of teaching reading. Pedagogical considerations, including general conditions for learning to read and write; developmental phases of reading; principles of good reading instruction; development of a personal philosophy about teaching reading as a reflective practitioner.
This class will provide a broad understanding of the processes by which students learn to read and write within the context of today's diverse learning communities.
Enroll in this course to meet your goals for
- professional development
- license renewal
- graduate credit electives
- transfer the credit to another university or reading certification program
- refresher course
- reading teacher certification
This is one of the required courses for individuals pursuing reading teacher certification, WI 316.
Textbooks
Readings will be assigned from all of the following textbooks:
- Purchase this paperback:
Blevins, W. (2006). Phonics from A-Z. (2nd ed.) New York, NY: Scholastic. ISBN:978-0-439-84511-3 Available from amazon.com - Free download: National Institute for Literacy (NIFL) booklet entitled: Put reading first: The research building blocks for teaching children to read
Download and print 56 pg. booklet color PDF (1.25 MB) - An e-textbook will be provided after you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with smartphones, an iPad, Kindle Fire or fully internet-capable device. It is not compatible with a Kindle Reader.
Temple, C., Ogle, D., Crawford, A., Freppon, P. (2014). All children read - teaching for literacy in today’s diverse classrooms (4th ed.). Boston, MA: Pearson Allyn Bacon. ISBN-13: 9780133066821
If you prefer to read a hard copy of the textbook, instead of reading via your computer or tablet, you may purchase the book from http://www.mypearsonstore.com or by telephone 1-800-922-0579, or order online from amazon.com
Be sure to allow for delivery time, and note the ISBN number and 4th edition.
Learning Outcomes
Upon completion of this course, students will be able to:
- Analyze the major theories of language development, cognition, and learning.
- Demonstrate an understanding of phonemic, morphemic, semantic, syntactic, and pragmatic cueing systems and their relation to the reading and writing process.
- Identify research-based instructional and assessment practices for promoting literacy development of beginning, developing and fluent readers and writers.
- Evaluate methods and materials that embrace and accept diversity.
- Summarize the effectiveness of instructional and information technologies to support literacy learning
Alignment with State and National Reading Standards
Course objectives are aligned with the following:
Wisconsin Standards for Teacher Development and Licensure, International Literacy Association's Standards for Reading Professionals (IRA 2010), and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
Wisconsin Standards for Teacher Development and Licensure, International Literacy Association's Standards for Reading Professionals (IRA 2010), and the Content Guidelines for Reading Teachers State of Wisconsin - DPI (p. 180)
No travel to campus is required.
This class is asynchronous and open to you 24/7. Participate from your home or work computer during hours that are best for your work and family schedule.
Advanced computer or programming skills are not required. Learners need a basic understanding of Internet browsing, email, and word processing.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox. Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
This class is a valuable first step for those interested in exploring a career as a reading teacher.
Sign Up Soon!
Register online
The university reserves the right to cancel classes that do not meet minimum enrollment requirements.
For More Information
Tuesday, May 16, 2017
RDGED 704 Young Adult (YA) Literature in the Reading Program (grades 6-12)
RDGED 704 Young Adult (YA) Literature in the Reading Program (grades 6-12)
Online Course 3 semester hours graduate credit
Instructor: Sharron McElmeel
Summer: RDGED 704 960 June 5 - August 11, 2017
Instructor: Sharron McElmeel
Summer: RDGED 704 960 June 5 - August 11, 2017
Who Should Enroll
- Middle and high school English teachers
- School library media specialists
- Talented and gifted teachers
- Special education teachers
- Classroom teachers
- Reading teachers
- Reading interventionists
- Reading specialists
You Will Learn
This course focuses on the following key areas in the national reading standards including
- the role of young adult literature in relation to their culture and development and to build knowledge toward developing a curriculum that promotes “a progressive development of reading comprehension
- suggestions for “a diverse array of contemporary literature as well as challenging informational texts in a range of subjects
- inclusion of classic myths and stories from around the world
- reading as a means of developing vocabularies and conventions of language
- integration of technology with literature related activities
This is one of the required courses for individuals pursuing reading teacher certification, WI 316.
Meet your goals for
- professional development/continuing education
- license renewal
- elective graduate credit in the Master of Science in Education online degree program
- reading teacher certification
- a refresher course
- transfer the credit to another university
- transfer credit for school library media specialist or reading teacher certification
Description
Designing strategies to build an appreciation of literature, motivating life-long readers, and using literature to encourage critical thinking across the curriculum.
Topics include the nature of teenage readers, genres of young adult literature, and its use in classroom curriculum including integration of Common Core State Standards (CCSS).
Textbooks
E-textbooks will be provided when you login to the course. You may open the e-book to read online from your laptop or desktop. The e-textbook software is compatible with an iPad, Kindle Fire or fully internet capable device. It is not compatible with a Kindle Reader.
- McElmeel, S., Loertscher, D. V., & Wrenn- Estes, B. (2015). Young Adult Literature and Multimedia: A Quick Guide, 10th Edition. Salt Lake City: Learning Commons Press/Hi Willow Research and Publishing.
ISBN: 1-933170-81-6 PDF digital edition. - McElmeel, Sharron L. (2017). The Best Teen Reads (9th ed.). Salt Lake City: Learning Commons Press/Hi Willow Research and Publishing.
ISBN 978-1-933170-83-2
In addition to the required textbooks, participants will be asked to read widely in the area of young adult literature.
Specific titles will not be required, but readings on each topic or genre will be required to successfully participate in the class discussion.
Learning Outcomes
Upon completion of this course, students will be able to:- Articulate a definition of young adult literature in relation to the total body of literature
- Analyze the role of young adult literature in the development of a young adult's world view and the development of a role as a life-long reader.
- Summarize elements of and reading materials representing pop culture and how those elements affect teen reading interests.
- Evaluate fiction and informational books in various genres and areas of interest.
- Select an appropriate title for a specific audience and prepare a written plan for a book talk for that book.
- Survey books used in the classroom and library and assess goals for creating a climate of understanding and appreciation of diverse cultures and ethnic heritages.
- Develop activities for motivating young adults to read and discuss books critically, for example, book discussions, literary circles, and so forth.
- Analyze literary elements -- for example content, plot, characterization, dialog, and point of view -- in a story and apply critical judgments to selected literature.
- Create a literature unit demonstrating an understanding of the body of contemporary young adult literature and best practices for using literature with preteen and teenage readers.
- Brainstorm ideas and plan activities to build a literacy awareness and supportive literacy environment to implement in the community; to support reading, diversity, and build a total literacy-focused community.
Content Outline
- Getting Acquainted
- Investigating Young Adult Literature Resources
- Out of Childhood and into the World of Teen/ Pop culture
- Getting to Know Teen Literature
- Booktalking: Motivating Young Adults to READ
- Adult Books taken by Young Adults/Picture Books for Young Adults
- Literacy Events List and Planning
- Multicultural and Ethnic Diversity and Censorship
- Creating Literature Connections (implementing standards)
Alignment with Teaching Standards
Course objectives are aligned with the following Wisconsin Standards for Teacher Development and Licensure (WI DPI) 1, 4, 7
No travel to campus required.
Participate from your home or work computer during hours that are flexible and convenient for your work and family schedule and responsibilities.
The class is highly interactive with a significant discussion component.
All discussion postings, projects, and assignments will be submitted via the course discussion board and Dropbox.
Activities are conducted according to a schedule with specific due dates each week; there are no required "live" chat sessions.
This is not a self-paced course.
Sign Up Soon!
Register online
The School of Education reserves the right to cancel classes that do not meet minimum enrollment requirements.
For More Information
Request Information Online
Contact Us: School of Education
Online Professional Development
University of Wisconsin - Stout
Menomonie, WI 54751
Phone: 715-232-2693
Browse Courses
e-Newsletter
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