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ELL Reading: Teaching Strategies for K-12

Price

ELL Reading: Teaching Strategies for K-12

Humboldt State University

  • Tuition: $375.00
  • Tuition: $345.00
  • (You Save: $30.00)
  • Hours: 45.00
  • University Credits: 3.00
  • Promotions
What you need to know

CE Credits Online and Humboldt State University Extended Education are pleased to offer you online professional development courses designed to improve teaching and student achievement.

  • Standards-based
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills
  • Facilitated by highly trained moderators.

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits based on a semester system. The credit fee due from the student is $50 per credit.  

Initiating Your University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit.  Upon completion of your course, you have two weeks to apply and pay for university credit.   University credit fees are not included in the price listed.  Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information regarding this process you may visit University Affiliations.

Course Description

Course Description:

This course focuses on effective strategies for English language reading instruction. Learn practical techniques and methods for teaching reading in any ELL environment. Explore key issues related to the successful teaching of reading, such as the role of reading within an ELL curriculum and detailed classroom teaching techniques. Topics include, engagement, motivation, modeling, intensive and extensive reading, vocabulary challenges, comprehension skills, reading rate, reading strategies lesson planning, selecting materials and assessment. This course provides many practical approaches and strategies to improve teaching and learning in the ELL reading environment.

Course Objectives: Participants will

  • Assess students’ level of motivation, and use strategies for motivating, engaging, and inspiring students in the reading classroom, and discover how students’ first-language (L1) reading skills impact their second language (L2) proficiency, especially in regard to reading.
  • Integrate intensive and extensive reading in their curriculum, working with students to develop their reading rate and become more confident, fluent, and engaged readers.
  • Integrate vocabulary teaching into reading curriculum using very valuable high-frequency word lists.
  • Design a strong curriculum using the components of effective lesson planning, including how to integrate other language skills along with reading, come up with teaching objectives, sequence your activities, and measure your effectiveness.
  • Assess students’ learning through formative and summative testing, and support the students as they prepare for standardized tests like the TOEFL and IELTS.
Syllabus
  • Course:
    ELL Reading: Teaching Strategies for K-12
  • Prerequisites:
    None
  • Number of credits:
    3
  • Number of hours:
    45

Course Description:

This course focuses on effective strategies for English language reading instruction. Learn practical techniques and methods for teaching reading in any ELL environment. Explore key issues related to the successful teaching of reading, such as the role of reading within an ELL curriculum and detailed classroom teaching techniques. Topics include, engagement, motivation, modeling, intensive and extensive reading, vocabulary challenges, comprehension skills, reading rate, reading strategies lesson planning, selecting materials and assessment. This course provides many practical approaches and strategies to improve teaching and learning in the ELL reading environment.

Course Objectives:

  • Assess students' level of motivation, and use strategies for motivating, engaging, and inspiring students in the reading classroom, and discover how students' first-language (L1) reading skills impact their second language (L2) proficiency, especially in regard to reading.
  • Integrate intensive and extensive reading in their curriculum, working with students to develop their reading rate and become more confident, fluent, and engaged readers.
  • Integrate vocabulary teaching into reading curriculum using very valuable high-frequency word lists.
  • Design a strong curriculum using the components of effective lesson planning, including how to integrate other language skills along with reading, come up with teaching objectives, sequence your activities, and measure your effectiveness.
  • Assess students' learning through formative and summative testing, and support the students as they prepare for standardized tests like the TOEFL and IELTS.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Lesson 1
    • Introduction
    • 1.a Introduction
    • 1b. How to Help Your Students Value Reading
    • 1.c Helping Administrators See That Reading Is Important
    • 1d. What Makes a Good Reading Teacher?
    • 1e. Summary
    • 1.f Supplementary Material
  • Lesson 2
    • 2.a Introduction
    • 2.b How Motivated Are Your Students?
    • 2.c The Keys to Motivation
    • 2.d 10 Strategies for Motivating Your Students
    • 2.e Summary
    • 2.f Supplementary Material
  • Lesson 3
    • 3.a Introduction
    • 3.b Children and Literacy
    • 3.c Adults and Literacy
    • 3.d What About a Bilingual Teaching Approach?
    • 3.e Summary
    • 3.f Supplementary Material
  • Lesson 4
    • 4.a Introduction
    • 4.b Why Is Intensive Reading So Important?
    • 4.c What Skills Should You Teach?
    • 4.d How Do You Teach Intensive Reading?
    • 4.e Summary
    • 4.f Supplementary Material
  • Lesson 5
    • 5.a Introduction
    • 5.b The Importance of an Extensive Reading Approach
    • 5.c How to Tell If Your Students Are Learning
    • 5.d How to Integrate Extensive Reading Into Your Reading
    • 5.e Summary
    • 5.f Supplementary Material
  • Lesson 6
    • 6.a Introduction
    • 6.b The Challenges of Teaching Vocabulary
    • 6.c High-Frequency Word Lists
    • 6.d How Do You Teach Vocabulary?
    • 6.e Summary
    • 6.f Supplementary Material
  • Lesson 7
    • 7.a Introduction
    • 7.b Think-Aloud Protocols
    • 7.c Questioning the Author
    • 7.d Using Graphic Organizers
    • 7.e Justify Your Comprehension
    • 7.f Supplementary Materials
  • Lesson 8
    • 8.b Targeting and Teaching Reading Rate
    • 8.c Reading Activities: Part 1
    • 8.d Reading Activities: Part 2
    • 8.e Summary
    • 8.f Supplementary Material
  • Lesson 9
    • 9.a Introduction
    • 9.b What Are Reading Strategies?
    • 9.c How-to 's of Teaching Strategies: Part 1
    • 9.d How-to 's of Teaching Strategies: Part 2
    • 9.e Summary
    • 9.f Supplementary Material
  • Lesson 10
    • 10.a Introduction
    • 10.b How Can I Integrate Other Language Skills?
    • 10.c How Do I Write Teaching Objectives?
    • 10.d How Can I Develop My Lesson and Evaluate Progress?
    • 10.e Summary
    • 10.f Supplementary Material
  • Lesson 11
    • 11.a Introduction
    • 11.b Designing a Reading Curriculum
    • 11.c Working With Your Textbook
    • 11.d Supplementing the Textbook
    • 11.e Supplementary Material
  • Lesson 12
    • 12.a Introduction
    • 12.b What Is Formative Testing?
    • 12.c What Is Summative Testing?
    • 12.d How Can I Help Students With Standardized Tests?
    • 12.e Summary
    • 12.f Supplementary Material
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

CE Credits Online Anytime-Anywhere

  • Standards-based
  • University credits available*
  • Asynchronous – start at any time–24/7
  • Self-paced – work at your own pace and convenience
  • Completely online – no commuting, parking, missed classes and no dress code
  • User friendly and engaging with numerous videos that model new strategies and skills

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)

Promotions

Creating a Culture for Learning

  • $249 through May 31, 2015
  • Use promo code May15 at checkout

*Does not apply to all districts

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
Reviews
  • I very much enjoyed this course.  The most fundamental learning I have gained from this course is that, in a sense, reading teaches itself. When students are motivated to read — meaning that they perceive the reward they expect to gain from reading is greater than the effort they expect to put into the task — they begin to enjoy reading . . . and that’s most of the task done. It isn’t that I don’t appreciate the technical aspects of this course — the suggestions you made about how to incorporate prefixes and root, and retelling stories to build vocabulary and fluency was particularly interesting — but most of the work in teaching reading seems to be finding ways to create motivation in my students. Going forward, I’ll be careful to have a wide variety of reading material, covering a range of subjects and difficulties, for my students . . . and to not test as frequently. Thank you very much.

    What a participant from Maryland said about ELL Reading: Teaching Strategies for K-12
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

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  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

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