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Coaching to Improve Reading

Price

Coaching to Improve Reading

Western Oregon 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 Courses Have Been Approved for Academic Credits through Western Oregon University

  • Start anytime and work at your own convenience
  • Available 24/7 from any computer with Internet access
  • One-on-one facilitation

IMPORTANT INFORMATION

Western Oregon University (WOU): WOU offers post baccalaureate, 600 graduate level credits based on the quarter system. The tuition cost is $50 per credit, plus a $10 processing fee, payable to CE Credits Online.

  • Step 1:Select your course(s) from the catalog tab above and enroll following the onscreen instructions.
  • Step 2: To request Western Oregon University (WOU) Credits:
    Western Oregon University Registration Form

    If you want WOU credit for the CE Credits Online course, you are required to submit a registration form for the course within 2 weeks of starting the class. Located on your “Student Homepage” (after you enroll) you will find a Request University Credit section under Obtaining Credits. You will select Western Oregon University and follow the instructions for requesting and paying for your WOU credits.

    To ensure that you receive credit for a specific quarter, your request, registration form and payment need to be received 20 days before the end of that quarter or the first of the month, whichever one is earlier. For example if the quarter ends on June 10th we would need to receive your request, registration form and payment by May 22nd.
  • Step 3: Once the credit fee has been paid, your completion paperwork and WOU registration will be submitted to WOU 18 days prior to the quarter ending. Allow three weeks after the end of the quarter before requesting an official or unofficial transcript.
Quarter Ending date
Fall 2012 12/13/2013
Winter 2014 03/21/2014
Spring 2014 06/17/2014
Summer 2014 08/15/2014

You can find directions for requesting an official transcript on the Western Oregon University Registrar page.

Western Oregon DEP contact information
Division of Extended Programs
Western Oregon University
345 N Monmouth Ave.
Monmouth, OR 97361
Phone: 1-800-451-5767
Fax: 503-838-8473
Email: extend@wou.edu

Western Oregon University Registration Form
If you want WOU credit for the course, the Division of Extended Programs (DEP) of Western Oregon University requires completed DEP registration forms. CE Credits Online will submit your course completion paperwork for each CE Credits Online course. Please print the Western Oregon University Registration Form and complete items #1-15, skip #14 Method of Payment. Sign and date on #16 and fax to CE Credits Online 1-425-844-4164 or mail to:

CE Credits Online
Attention: Sandra Blazevich
23224 NE 156th PL.
Woodinville, WA. 98077

CE Credits Online can not process your academic credit request without the completed Western Oregon University DEP registration form. If you have any questions please contact DEP office or visit the website: http://www.wou.edu/provost/extprogram/creditoverlay_CEONLINE.php.

Course Description

Course Description:

This course focuses upon the all-important coaching relationship in improving student reading achievement. Seven components of successful reading programs are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and content area reading skills.

Intentional best practice in each reading component is emphasized as the basis for the coaching interaction. Through learning activities, observations of teaching and practice and application of skills, participants learn how to establish a positive, respectful, caring and confidential coaching relationship that allows each partner to grow and learn in a safe, collaborative and guiding atmosphere with the common goal of increasing student reading achievement.

Course Objectives:

  • Understand the elements of a positive coaching relationship
  • Establish operating principles and plan for an effective coaching experience
  • Understand best practice in each of the seven components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and reading in content area skills
  • Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction
  • Design and use essential questions in reading instruction and in coaching
  • Use the Foundational Four in lesson planning and design
  • Understand four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students, vocabulary/decoding, comprehension, and writing about the reading
  • Differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read
  • Choose effective methods for data collection and analysis
  • Observe effective coaching methods and practices
  • Identify effective communication structures and those that detract from a positive coaching experience
  • Construct effective reading lessons based upon research-based practice in reading
  • Observe one another and conduct coaching conferences and feedback analysis
  • Distinguish between effective and ineffective lessons/instructional episode/practices
  • Learn how to assess text fit and to differentiate instruction using appropriate resources and identified, common standards
  • Differentiate comprehension questions, understanding that for some students literal questions are more difficult than inferential
  • Understand the different reading demands of specific subject areas and design lessons to assist reading in content areas, with special emphasis upon reading rate
  • Design a building-wide coaching and collaboration process for increasing student reading achievement
  • Observe and conduct an effective data-driven coaching conference
Syllabus
  • Course:
    Coaching to Improve Reading
  • Instructor:
    Marilyn McGuire, M.S.
  • Prerequisites:
    None

Course Description:

No skill is more important to student achievement than the ability to read and derive meaning from the printed page. School improvement plans in virtually every school, regardless of grade level configuration, underscore the importance of all teachers working toward helping students to learn to read and to use their reading skills to learn key information in each subject area. It is no surprise that reading skills are often the first consideration in overall student achievement and the subject of a host of initiatives in every state. State and national grants, professional development efforts, and specific school improvement plans all focus upon helping students to be effective readers who can ultimately use reading and reasoning skills independently for a variety of purposes. This is especially significant with wide ranges of reading abilities that are present in today';s classroom along with the challenge of teaching students who do not speak or read English. It is clear from the research that positive and intentional classroom practice toward this goal is enhanced through coaching. Using coaching principles, grounded in respectful interaction, can grow the skills of team members.

This course focuses upon the all-important coaching relationship in improving student reading achievement. Seven components of successful reading programs are the foundation of reading achievement: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and content area reading skills.

Intentional best practice in each reading component is emphasized as the basis for the coaching interaction. Through learning activities, observations of teaching and practice and application of skills, participants learn how to establish a positive, respectful, caring and confidential coaching relationship that allows each partner to grow and learn in a safe, collaborative and guiding atmosphere with the common goal of increasing student reading achievement.

Course Objectives: Participants will

  • Understand the elements of a positive coaching relationship
  • Establish operating principles and plan for an effective coaching experience
  • Understand best practice in each of the seven components of successful reading: phonemic awareness, phonics, fluency, vocabulary, comprehension, writing about the reading, and reading in content area skills
  • Understand how enduring understanding, student engagement, student outcomes, and teacher behaviors that cause learning to happen are foundational to every subject and to the coaching interaction
  • Design and use essential questions in reading instruction and in coaching
  • Use the Foundational Four in lesson planning and design
  • Understand four components of reading instruction to plan for in every class, especially content area instruction: reading with and to students, vocabulary/decoding, comprehension, and writing about the reading
  • Differentiate instruction based upon enduring understanding, while varying difficulty and complexity of content that is read
  • Choose effective methods for data collection and analysis
  • Observe effective coaching methods and practices
  • Identify effective communication structures and those that detract from a positive coaching experience
  • Construct effective reading lessons based upon research-based practice in reading
  • Observe one another and conduct coaching conferences and feedback analysis
  • Distinguish between effective and ineffective lessons/instructional episode/practices
  • Learn how to assess text fit and to differentiate instruction using appropriate resources and identified, common standards
  • Differentiate comprehension questions, understanding that for some students literal questions are more difficult than inferential
  • Understand the different reading demands of specific subject areas and design lessons to assist reading in content areas, with special emphasis upon reading rate
  • Design a building-wide coaching and collaboration process for increasing student reading achievement
  • Observe and conduct an effective data-driven coaching conference

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.

Special Features (options):

This course provides opportunities for a variety of skills practices. These practices are designed to address a variety of student learning styles and to vary the methods and modes of practice. Lessons in video format and those summarized in the course are also varied to include some that are direct instruction, some that are facilitated instruction, and some that are constructivist in nature, as the coaching and reading skills are being practiced. Observing lessons in video format are particularly helpful in illustrating both the reading and coaching skills to be learned.

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.

Instructor Description:

Marilyn McGuire, M.S. is a former teacher and administrator who is now an international consultant. Ms. McGuire has been working with instructional and personal coaching with teachers, administrators, and business professionals for over 25 years. She has designed and delivered a variety of workshops, keynote addresses, video and teleconferences, special coaching projects and personal consultation sessions on a host of issues and topics. Ms. McGuire has a rich background in instruction, assessment, classroom management, leadership, and mentoring. She has been involved in reading instruction since the beginning of her career and has a reading specialist credential. Ms. McGuire has worked at all levels, K-12, in public, private, and independent school settings. These experiences readily transfer to the online setting being proposed in the course.
  • BA in Education—English/Special Education/Psychology— Western Washington University
  • MS in Special Education— Portland State University
  • Reading Specialist Credential—ESA Certificate
  • Principals’ Certification—K-12— Western Washington University
  • Adjunct faculty—SPU, Western, Humboldt State

Methods of Instruction:

A variety of strategies are employed in this course:
  • Content presented for participants to read online—the formal instruction
  • Video clips of lessons, coaching, feedback sessions
  • Specific and varied learning activities to practice skills and strategies
  • Analyses of lessons by video and script
  • Specific practice with data collection and feedback processes
  • Online forum for participants to post answers to questions, lesson analysis, responses to feedback sessions and receive specific feedback against identified standards
  • Application settings to be completed in workplace settings and summarized in forum for specific feedback
  • Activities, quizzes, and feedback with each course module so skills are practiced at high enough levels of understanding so that they can be applied throughout the course

Class Outline:

  • Lesson 1
    • 1.a Practices to Ensure Success in Coaching
    • 1.b Reading and Enduring Understandings
    • 1.c Coaching Questions and Data Collection in Reading
    • 1.d Reading and Enduring Understandings
    • 1.e Student Outcomes
    • 1.f Student Engagement
    • 1.g Teacher Behaviors that Contribute to Student Learning
    • 1.h Essentials of Reading Achievement and Reading Instruction
    • 1.i Coaching Questions and Data Collection in Reading
    • 1.j To Question or Not to Question ...
    • 1.k Effective Use of Language in Coaching
  • Lesson 2
    • 2.a Phonemic Awareness and Reading
    • 2.b Enduring Understanding, Phonemic Awareness and English Language Learners
    • 2.c A Word on Phonemic Awareness and Assessment
  • Lesson 3
    • 3.a Phonics and Reading
    • 3.b Enduring Understanding, Phonics and Coaching
  • Lesson 4
    • 4.a Fluency and Reading
    • 4.b How Do Students Become Fluent Readers?
    • 4.c Fluency and Older Readers
    • 4.d Assessing Fluency
  • Midterm
  • Lesson 5
    • 5.a Vocabulary
    • 5.b Distinguishing Between Effective and Ineffective Vocabulary Strategies
    • 5.c Pre-Teaching of Key Vocabulary
    • 5.d Practicing Key Vocabulary
    • 5.e Vocabulary Development While Students Are Reading
    • 5.f Building-Wide Vocabulary Focus
  • Lesson 6
    • 6.a Comprehension
    • 6.b Moving From the Known to the Unknown in Reading
    • 6.c Differentiation: Many Avenues to the Same Goal
    • 6.d Comprehension Strategies
    • 6.e Reading Text at an Instructional Level
    • 6.f Read Alouds and Coaching
  • Lesson 7
    • 7.a Writing About the Reading
    • 7.b Focus of Writing
    • 7.c Forms of Writing About the Reading
    • 7.d Extended Responses
  • Lesson 8
    • 8.a Reading in Content Areas
    • 8.b Reading Demands of Different Subject Areas
    • 8.c Reading Skills in Literature
    • 8.d Reading Skills in Social Studies
    • 8.e Reading Skills and Science
    • 8.f Reading Skills in Math Class
    • 8.g Other Content Areas
    • 8.h Before, During, After Reading Strategies
  • Lesson 9
    • 9.a Coaching and Collaborating on a School-Wide basis
    • 9.b Common Language and Vocabulary
    • 9.c Building-Wide Reading Focus
    • 9.d Teaching and Coaching Colleagues Across Content Areas
    • 9.e Leadership for Collaboration
    • 9.f Commitment to the Task
    • 9.g Forum Post
    • 9.h Final Thoughts and Closure
  • Post Survey
  • Evaluation
  • Final Exam

    Final exam is in two parts. There will be an objective exam that is comprehensive over all course content in coaching and reading. Each participant will also engage in a coaching experience, self-evaluate that experience according to a rubric, and report the results to the forum. Another rubric will determine whether the participant has effectively applied the concepts from the course. The combination of the two will determine the passing grade.

Skills Transfer:

The entire course is designed for application in the real world of the participant. In the coaching process, many individuals report that the act of asking essential questions, for example, transfers to their own practice in lesson design and delivery. Further, the intentional best practices of coaching and reading instruction are immediately useful for improving student reading achievement. The course is intended to model effective coaching and instruction so that it can be of immediate use to the participants, allowing for transfer into their classroom practice.

Contact Information:

info@cecreditsonline.org

425.788.7275

Your State Information

*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)

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Newsletter


CE Credits Online is pleased to announce it is launching the CE Credits Online Monthly Newsletter. Every month the newsletter will offer a discount on one or more CE Credits Online courses—often with savings that can amount to hundreds of dollars. The only way to receive these discounts (using a promotional code) is to receive the newsletter. The newsletter is free and will have various features we believe will be of interest to all educators.

Once you sign up for the newsletter, you will receive a confirmation email and a link to the CE Credits Online Newsletter and the discounts that are being offered for that month. Discounts change monthly.

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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 have learned about the Big Four and have been able to remember it because of the way it was explain as a stool which I think is great. I like to take that kind of information and putting it with a picture to help more students remember what I was talking about and a quick way to remember it. I have heard of the seven components of reading achievement but never really listen but I did learn more about them during this class than I had before. I like learning about the different elements and strategies for teaching parts of reading. I think that is what I am going to get most use out of this class because I am working on my degree to teach lower grade levels where that information is need. I like how vocabulary was defined in three categories and when I am working with my students in the future I want to try and explain what kind of vocabulary we are looking at that time. The seven strategies for improving comprehension I also found to be great information that I will take with me in the future classrooms. I did learn some new thing and saw things I have already learn which got reinforced so I feel like this has been an ok learning experience.

    What a participant from Arkansas said about Coaching to Improve Reading
  • I found the coaching process as taught in this class to be very helpful. In the often incredibly busy and challenging world of education, it is easy to get distracted from what is important, such as enduring understandings and student outcomes. Learning and practicing a formalized coaching process is a useful tool that allows us to focus on our practice and learn from other teachers as well as from our students. Additionally, I found it very useful to think about the reading process from the seven essentials of reading achievement, the Big Four, and the Before, During, and After activities. As a high school teacher, I sometimes fell into the trap of thinking students already know how to read, so I don't need to explicitly teach skills. This course allowed me to rethink that and to realize that it is my responsibility to teach reading skills. The course also provided me with techniques and practices to effectively teach reading skills. Overall, the coaching experience and direct reading instruction strategies that I learned in this course will be very valuable to me as I continue to strive toward best practices in teaching. I am eager to share these strategies in my department and across my school site as well.

    What a participant from California said about Coaching to Improve Reading
  • I teach special education students, and most are ELLs. Enduring knowledge hits home. I often think of all the material that I am supposed to teach them but always worry about the fact that only a fraction of it is retained. With pacing plans and all the assessments that they need to be prepared to take, enduring knowledge can fall to the wayside. I need to make a concerted effort to think enduring knowledge, enduring knowledge, and enduring knowledge to help my students focus on what really needs to be learned, not just for tests but for life.

    What a participant from California said about Coaching to Improve Reading
  • This course has been invaluable in laying out the process from start to finish of conducting effective reading coaching. With the introduction of the new Common Core State Standards across the nation, it is more important than ever that professional educators are able to get together and guide each other to intentional best practices in reading. I now feel confident that I can conduct effective coaching sessions with my peers and help my school achieve success with the CCCSS. Reading Journals and the Big Four will definitely become part of my regular instruction, and I will further use Cloze Reading to pretest my students before introducing content area texts. Using essential questions has focused my lesson design onto the critical elements I need for effective instruction of enduring knowledge. I see clearly how we need to focus on enduring knowledge across the content areas to make sure all of our students are successful readers. I now see the coaching partnership as an integral part of student success.

    What a participant from California said about Coaching to Improve Reading
  • I have learned several things that are useful and will sustain me in the future as an effective teacher. First of all, I have been teaching for 6 years and never considered myself knowledgeable enough to offer anyone any real good advice on teaching. After this course however, I have learned that I have much to offer and gain from peer to peer coaching. I have learned at least 3 main points from this course. I learned that self reflection on one’s teaching is vital in creating long lasting effective teachers. I also learned that sometimes it is much more productive to invite someone to critique your teaching in order to point things that you cannot see yourself that might be hindering student learning. I also learned that having a data driven coaching conference is important so that one can stay as objective as possible and have credible outcomes related to the teaching objective. I have made it a priority to rid myself of things that will not increase student achievement like round robin reading, word searches and the like. I am now devoting myself to creating lesson plans that first focus on a learning goal and then acquiring reading material that will help students attain that goal. Before, I would choose a novel and then pick out reading standards that would fit what I was already teaching. This caused a great deal of confusion. Thanks to this course, I am moving away from that and calling other teachers to do the same.

    What a participant from California said about Coaching to Improve Reading
  • I learned so many things that I will implement in my teaching and will share with colleagues. I learned that the coaching experience is very beneficial for teachers to be able to learn from each other and learn about oneself. I learned that there are guidelines that can be implemented before the coaching experience that will ensure a smooth and productive coaching experience to reach best practices. I learned about the questioning techniques that guide teachers to focus on whether students reached enduring understanding and what the evidence is of it. I learned what enduring understanding is and its importance to extending students learning. I learned that I can maintain a clear standard in a lesson while difficulty may vary depending on my students needs. I can't use one size fits all with a class that is composed of varying ELD levels and special needs. I need to determine "text fit" if I want my students to be successful in reading. I learned the four important components to any reading program which are 1.Read with and to students 2. Vocabulary Instruction and decoding 3. Comprehension 4. Writing about the Reading. Lastly, I learned that as a school we can multiply our students success in reading by having common terms defined regarding reading and thinking skills throughout grade levels and across the curriculum. I also experienced how important it is to include closure to a lesson to solidify new learning.

    What a participant from California said about Coaching to Improve Reading
  • This course was a nice review. I have a Masters Degree in Reading Instruction, but it never hurts to come back to concepts and read different points of view. My biggest take-away from this course was beginning to really reflect upon how I currently run my reading block in my 2nd grade classroom. I use the Daily 5 approach as a foundation (although it is more like a weekly 5). I have five leveled groups and meet with one group a day. I have parent volunteers and paraeducators that also meet with each group 1-2 times per week. Students participate in read to self, read to others (they read their 3-5 sentence summaries aloud), word work, listening to reading, and they work on writing daily. My biggest area of reflection is on my guided reading groups. When I meet with a group we read our previous responses aloud, do a picture walk for our book of the day, make oral predictions and have a discussion, read the book aloud, discuss vocabulary, characters, main idea, etc. and then write our summaries. I know Round Robin reading is frowned upon, but I am wondering if it is okay in a small group of readers who are reading at the same level? Otherwise, I don't know how to keep everyone in the group at the same pace, occupied with something meaningful, and to get to hear every child read weekly. Another big take away from this course was the importance of fluency. My school district recently switched over to iReady Reading Assessments. These assessments are completed on a computer by each student. The computer than analyzes the data collected and gives us a score. In the past, we would sit and read with students using the DRA2 to determine their reading level. One element that is missing from the iReady is fluency. There is no score and I do not hear the children read as they take the test. I am reflecting on how I can make that a more important focus during our book clubs, and am contemplating making that a role of the parent volunteers that come in (versus meeting with a whole group, perhaps they can meet with just one child at a time). There are so many important facets of reading and writing, and I appreciate the opportunity to revisit them in this course.

    What a participant from Colorado said about Coaching to Improve Reading
  • As a teacher of struggling readers, I have always been very aware of the urgency of teaching these students how to read and why literacy is so important. I have learned a variety of best practices in reading instruction, but it was this course that made me connect everything that I have learned in the past with the students' enduring understanding. There have been many times where I have looked at a particular standard and started creating my lesson with activities and assessments based around the content but without thinking about what I really want my students to be able to do at the end of the lesson. Identifying this enduring understanding at the beginning of the lesson, in conjunction with providing the students with effective reading instruction best practices such as the Big Four and the Pre-, During-, and Post- reading strategies, is what will help my students be more successful. From a coach/coachee perspective, this course helped me communicate with my both my district mentor and fellow reading teachers in a way that I was not able to do before. I often looked at coaching sessions as an uncomfortable part of my job that often ended in hurt feelings or just seemed unnecessary. Now I see the value in working with my colleagues and how using best coaching practices will help us grow as teachers and, more importantly, help lead our students to success.

    What a participant from Colorado said about Coaching to Improve Reading
  • One of the things that has stuck out to me the most is asking those essential questions. Asking myself what I want students to be able to do or to learn, really helps me to focus in, like an arrow to a bull’s eye. Realizing that I am not teaching a story, but a reading skill is new for me. I have so many new ideas for next year. As an interventionist who sees students from all grade levels, one thing I plan to do for the intermediate groups, is to start the year out teaching them skills to be successful back in their classroom in all subject. I will work on reading skills in math, social studies, and science, as well as reading. I see that the vocabulary is huge also. I really feel that a plan for school-wide vocabulary would be so beneficial to all of the students and teachers. I also realize the importance in communicating with my colleagues, and to try to find more opportunities to observe other classrooms. I plan to talk to my administrator about finding a way to help all teachers have time to observe others. I feel that this class has helped me tremendously.

    What a participant from Indiana said about Coaching to Improve Reading
  • As a busy teacher, the flexibility of this course is excellent! The feedback was quick and constructive in the forums. This is information I'll actually use!                                

    What a participant from Indiana said about Coaching to Improve Reading