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Building Capacity for Effective Reading Instruction through Collaborative Inquiry

3 Credits , K-12 , ELA , Instructional Strategies

$449
$229
  • Course + Credits
  • 3 Credits/45 Hrs.
  • Course Only
  • 45 Hrs./45 Clock Hrs.

Regular price

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 be able to:

  • 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

To Enroll:

  • Select from two options:
  • Course + Credits (credit fees are included in the cost, and you will receive an official University transcript), or select
  • Course Only (you will receive a Certificate of Completion to use to obtain your Clock Hours).
  • Add the course to your Cart and continuing shopping, if you’d like to purchase more courses.
  • When you are ready to check out, go to your cart. You will be asked to log-in to your account or create a new account.
  • Follow the enrollment and payment prompts. If you have a coupon/discount, you will be asked to enter it during the enrollment process.
  • Upon purchase, you will receive an email receipt and be able to login to your course at eclassroom.cecreditsonline.org. You have 180 days from your purchase to complete your course.
  • If you have any questions, check out our FAQs or email support@cecreditsonline.org.

Upon Course Completion:

Graduate-Level Professional Development Credits

  • Upon successful completion of your course, you will receive a Certificate of Completion for your records.
  • CE Credits Online will forward all the required documentation to the University you selected.
  • The University partner will process your course completion and provide a transcript that includes the name of the course, course number, number of credits, and your grade.
  • You will receive directions on how to receive your transcript in email form, and you can also review the University Partners section of our website for more information.
  • You must check with your district to ensure the credits received will meet your specific requirements. We will not be held responsible if your school, district or state does not accept the credits issued.

Clock Hours

Professional development completed on or after September 1, 2017 will be tracked in the ESD 101 GoSignMeUp registration system. This account will allow you access to purchase clock hours online for any clock hours course completed on or after 1 Sept 2017 after your certificate of completion is validated and uploaded.

  • Create a GoSignMeUp account at https://esd101.gosignmeup.com/public/course/browse
  • Select Create Account in the upper right corner.
  • Enter your information, and click on the green “Create Account” button in the lower right corner.
  • NOTE: If your school district is not in the drop-down list, choose “Other District”, which is in alphabetical order. Then choose “Other School” in the school drop down. Only the items with the red asterisk are required.

This account will allow you access to purchase clock hours online for any clock hours course completed on or after 1 Sept 2017 after your sign-in sheets are validated and uploaded.

You will access your account whenever you need to purchase Clock Hours.

Clock hour fees are $2.00 per clock hour with a $10.00 minimum per class, payable to ESD 101 through your GSMU account.

Requirements Necessary to Validate your completion:

  • Your Certificate of Completion
  • Once you complete your course, a Certificate of Completion will be emailed to you.

Forward your Certificate to:

Sherry Campbell: scampbell@esd101.net

ESD 101 will check your account information to ensure all pertinent steps have been completed, including payment.

CE Credits Online will provide ESD 101 with a bi-monthly report verifying all successful course completions.

If you have any questions, please direct them to: