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:
Rachelle Mulder
rachelle.mulder@mead354.org
COURSE DESCRIPTION:
The Science of Reading is at the forefront of many educators' minds. Are you looking for practical ways to help your struggling readers become proficient readers? Are there simple shifts you can make in your reading instruction to effectively teach your students? This class will focus on the book, Shifting the Balance and provide opportunities to learn from current articles, podcasts, and videos. This class is guaranteed to change the way you see your students as readers. It will engage you in a powerful, informative, engaging, and classroom-relevant text and give you concrete ways to make your reading instruction more effective.
The course is PERFECT for teachers to collaborate on their pedagogy and bring about change in their classrooms. It is appropriate for grades P-12, including teachers, para-educators, counselors, and other support personnel.
The course text, Shifting the Balance, by Burkins and Yates, is approximately $25 at Amazon or available at many libraries.
Educators who are not currently teaching should contact the instructor for alternative assignments.
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.
The use of artificial intelligence is not permitted. Assignment responses found to be generated by AI will not be accepted.
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
None
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: Reasons for taking this course.
Assignment #2: Getting started, Shifting the Balance
Post your response.
Assignment #3: Shift 1-Rethinking how reading comprehension begins
Post your response.
Assignment #4: The Simple View of Reading-How the brain works
Post your response PowerPoint/Google slides link.
Assignment #5: Phonemic Awareness Instruction
Using these phonemic awareness tools, assess one student in your class (or a child you know) to determine where you should start with phonemic awareness instruction. Please write a 1-2 page summary of what you learned through this process and how you might use this new knowledge in the future.
Post your response.
Assignment #6: Shift 3 - Reimagining the Way to we Phonics
Assignment #7: Exploring phonics tools
3. Create a 4-5 slide PowerPoint for your colleagues sharing the new phonics resources you have
learned about and how you could use them in your school.
Post your response.
Assignment #8: Shift 4-Revisiting High-Frequency Word Instruction
Please type "recorded" for this assignment.
Assignment #9: Heart Words
Assignment #10: Shift 5-Reinventing the ways we use MSV
Post your response.
Assignment #11: Shift 6-Reconsidering Texts for Beginning Readers
Assignment #12: Making it work for you students
Post your response.
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 #13: Summary of Shifting the Balance
In a 2–3 page reflection paper, analyze your strengths and areas of growth as a teacher when reflecting on all you have learned during this course. Please focus on things that you are currently doing as a teacher that support ALL the learners in your classroom as well as areas that you want to improve on or implement
new strategies to meet your student’s needs.
Post your response.
Assignment #14: Lesson Plan Development
Option A)
OR
Option B)
Use this option if you do not have a classroom or students available.
Adapt/create several lessons with accommodations for your dyslexic students to reflect what you’ve learned in this course. (Do not implement it.)
Write a 500+ word article concerning any noteworthy related success you’ve had as a teacher with one or more students learning to read with the challenge of dyslexia.
Post your response.
Assignment #15: Going Deeper into Spelling and Morphology
Take notes while reading these articles. Submit 3-5 pages of notes/mind maps or your preferred note-taking method.
Post your response
Assignment #16: Letter to new teachers
Reflection on all the reading and videos you have watched for this class and write a 2-3-page letter to new teachers. What do you wish you had known? What can they do to most effectively teach their students to read?
Post your response.
Assignment #17: Focal Student
Post your response.
Assignment #18: (500 Level ONLY) Research Reading Curriculums
In addition to the 400-level assignments, complete the following assignment.
Post your response.
Assignment #19: (500 Level ONLY) Options
Complete two (2) of the following:
Option A) Presentation
Prepare a PowerPoint, Keynote, or video presentation on the Science of Reading for an audience of teachers and administrators in your district/school. If you are not currently teaching, make this presentation a general presentation of information and recommendations about teaching dyslexic students. Include your suggestions for a plan of action to identify at-risk readers, a plan to communicate this need with parents, systems of support you can put in place to help struggling readers, and accommodations you can encourage throughout your school system to help all students be successful.
Presentations should be a minimum of 8 slides or a video, a minimum of 3 minutes in length.
AND/OR
Option B) Summary of Work
Choose three articles related to the Science of Reading. Read them and then summarize the key concepts and recommendations from the authors. This should be 3-4 pages (500-750 words).
AND/OR
Option C) Create an Assignment
Create another assignment of your own design with the instructor’s prior approval.
Post your response.
C. INTEGRATION PAPER
Assignment #20: (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:
Rachelle Mulder received her Master of Science in Education (M.S. Ed.) from Dominican University and her B.A. in Elementary Education from Pacific Lutheran University. Rachelle Mulder is an experienced educator with over 25 years of elementary and college teaching experience. In addition to her teaching responsibilities, she has served as an ELA Instructional Coach for the State of Washington. This has provided invaluable experience working with teachers in their classrooms, planning and presenting professional development, and modeling and co-teaching lessons with classroom teachers. Rachelle has had the privilege of working with thousands of students and hundreds of teachers. She has taught Kindergarten-4th grade, Special Education, LAP, Library, PE, and Music. In addition, Rachelle has served as an Instructor at Whitworth University as well as supervising practicum students. She has taught in the following schools and districts; Shining Mountain Elementary, Bethel S.D., Liberty Ridge, Sumner S.D., Laura B. Sprague School, Lincolnshire, S.D, Brentwood Elementary, Mead School District, Prairie View Elementary, Mead School District. Teaching is a calling and privilege in her life.
BIBLIOGRAPHY
SCIENCE OF READING - Shifting The Balance Book Study
Books:
Jan Miller Burkins, and Kari Yates. Shifting the Balance : 6 Ways to Bring the Science of
Reading into the Balanced Literacy Classroom. Portsmouth, New Hampshire, Stenhouse Publishers, 2021.
The Science of Reading Tools and Resources to Support Your Literacy Instruction.
RESOURCES:
“Phonemic Awareness Skills Development Tools.pdf.” Google Docs, drive.google.com/file/d/1Ic-tqpwcKYmhExbxYI6i5Dp3j913EI50/view. Accessed 11 Nov. 2022.
“Phonemic Awareness Progress Records.pdf.” Google Docs, drive.google.com/file/d/1kjm7RM2LEknBc0EpGzFUJPl1GKlK6BHf/view.
Accessed 11 Nov. 2022.
“Downloads”
The Six Shifts, thesixshifts.com/downloads/.
Heart Word Magic Spelling Teacher Directions.
“Path to Problem-Solving - Look before You Leap.pdf.” Google Docs, drive.google.com/file/d/1lwEKuS33-RL7voQYhLpy2XYL0aYi9k6o/view. Accessed 11 Nov. 2022.
“V - MS Decoding Analysis Template (2).Pdf.” Google Docs, drive.google.com/file/d/1huwo4JrpeoVYpTB35iBzwZHJJnYcVjSx/view. Accessed 11 Nov. 2022.
“Questions for Using the 3 Tensions in Book Selection (3).Jpg.” Google Docs, drive.google.com/file/d/1VjGvvMxobNCJCmqp5GW2VCuRFme5Ejex/view. Accessed 11 Nov. 2022.
Brandi Lawson. “Decodable Text Sources.” The Reading League, www.thereadingleague.org/decodable-text-sources/?utm_source=The+Reading+League+Membership&utm_campaign=de721ecebc-EMAIL_CAMPAIGN_2022_June_Newsetter&utm_medium=email&utm_term=0_0c1a78d340-de721ecebc-376747082&mc_cid=de721ecebc&mc_eid=4ec0b831de. Accessed 11 Nov. 2022.
BLOGS:
“STB Book Walk.mp4.” Google Docs, drive.google.com/file/d/1xeRVAqwaDNUJcuqTFOX38u_5E8GuMY9c/view. Accessed 11 Nov. 2022.
ARTICLES:
admin. “Science of Reading and Structured Literacy.” The Big Dippers,
www.thebigdippers.org/general/science-of-reading-and-structured-literacy/.
“Dialogic Conversation (2).Pdf.” Google Docs,
drive.google.com/file/d/1xZnayEraCSgEcVCN9BX4BSCCmzxgDaRt/view. Accessed 11 Nov. 2022.
“Learning to Read from the Brain’s Point of View.” Www.readinghorizons.com, www.readinghorizons.com/blog/learning-to-read-from-the-brains-point-of-view. Accessed 11 Nov. 2022.
Farrell, Linda, et al. “A New Model for Teaching High-Frequency Words.” Reading Rockets, 6 June 2019, www.readingrockets.org/article/new-model-teaching-high-frequency-words.
“Six Syllable Types and Morphology | Texas Gateway.” Www.texasgateway.org, www.texasgateway.org/resource/six-syllable-types-and-morphology. Accessed 11 Nov. 2022.
Moats, Louisa. “How Spelling Supports Reading.” Reading Rockets, 5 Aug. 2013,
www.readingrockets.org/article/how-spelling-supports-reading.
Zeh, Nikki, et al. Teaching Morphology to Improve Literacy a Guide for Teachers.
VIDEOS:
“STB Book Study Welcome .Mp4.” Google Docs,
drive.google.com/file/d/1Sfs3pZAm03ANkA8x7qmbXE-rCxdoGqpI/view. Accessed 11 Nov. 2022.
“STB Book Walk.mp4.” Google Docs, drive.google.com/file/d/1xeRVAqwaDNUJcuqTFOX38u_5E8GuMY9c/view. Accessed 11 Nov. 2022.
Reading Rockets. “The Simple View of Reading.” YouTube, 3 Sept. 2019, www.youtube.com/watch?v=BhpHr3SC7hk.
WISE Channel. “How the Brain Learns to Read - Prof. Stanislas Dehaene.” YouTube, 25 Oct. 2013, www.youtube.com/watch?v=25GI3-kiLdo.
“Phoneme Grapheme Mapping.” Www.youtube.com, www.youtube.com/watch?v=JdFyCfRGHgo&t=139s. Accessed 11 Nov. 2022.
Heart Word Magic. “Heart Word Magic | Really Great Reading.” Reallygreatreading.com, 2015, www.reallygreatreading.com/heart-word-magic. Accessed 28 Nov. 2020.
Works Cited
admin. “Science of Reading and Structured Literacy.” The Big Dippers, www.thebigdippers.org/general/science-of-reading-and-structured-literacy/.
Brandi Lawson. “Decodable Text Sources.” The Reading League, www.thereadingleague.org/decodable-text-sources/?utm_source=The+Reading+League+Membership&utm_campaign=de721ecebc-EMAIL_CAMPAIGN_2022_June_Newsetter&utm_medium=email&utm_term=0_0c1a78d340-de721ecebc-376747082&mc_cid=de721ecebc&mc_eid=4ec0b831de. Accessed 11 Nov. 2022.
“Dialogic Conversation (2).Pdf.” Google Docs, drive.google.com/file/d/1xZnayEraCSgEcVCN9BX4BSCCmzxgDaRt/view. Accessed 11 Nov. 2022.
“Downloads.” The Six Shifts, thesixshifts.com/downloads/.
Farrell, Linda, et al. “A New Model for Teaching High-Frequency Words.” Reading Rockets, 6 June 2019, www.readingrockets.org/article/new-model-teaching-high-frequency-words.
Heart Word Magic. “Heart Word Magic | Really Great Reading.” Reallygreatreading.com, 2015, www.reallygreatreading.com/heart-word-magic. Accessed 28 Nov. 2020.
Heart Word Magic Spelling Teacher Directions.
Jan Miller Burkins, and Kari Yates. Shifting the Balance : 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom. Portsmouth, New Hampshire, Stenhouse Publishers, 2021.
“Learning to Read from the Brain’s Point of View.” Www.readinghorizons.com,
www.readinghorizons.com/blog/learning-to-read-from-the-brains-point-of-view. Accessed 11 Nov. 2022.
Moats, Louisa. “How Spelling Supports Reading.” Reading Rockets, 5 Aug. 2013, www.readingrockets.org/article/how-spelling-supports-reading.
“Path to Problem-Solving - Look before You Leap.pdf.” Google Docs, drive.google.com/file/d/1lwEKuS33-RL7voQYhLpy2XYL0aYi9k6o/view. Accessed 11 Nov. 2022.
“Phoneme Grapheme Mapping.” Www.youtube.com,www.youtube.com/watch?v=JdFyCfRGHgo&t=139s. Accessed 11 Nov. 2022.
“Phonemic Awareness Progress Records.pdf.” Google Docs, drive.google.com/file/d/1kjm7RM2LEknBc0EpGzFUJPl1GKlK6BHf/view. Accessed 11 Nov. 2022.
“Phonemic Awareness Skills Development Tools.pdf.” Google Docs, drive.google.com/file/d/1Ic-tqpwcKYmhExbxYI6i5Dp3j913EI50/view. Accessed 11 Nov. 2022.
“Questions for Using the 3 Tensions in Book Selection (3).Jpg.” Google Docs, drive.google.com/file/d/1VjGvvMxobNCJCmqp5GW2VCuRFme5Ejex/view. Accessed 11 Nov. 2022.
Reading Rockets. “The Simple View of Reading.” YouTube, 3 Sept. 2019, www.youtube.com/watch?v=BhpHr3SC7hk.
“Six Shifts Podcast.” Brightcove.net, 2022, players.brightcove.net/1740322051001/pxXSFd3Kz0_default/index.html?videoId=6237475084001. Accessed 11 Nov. 2022.
“Six Syllable Types and Morphology | Texas Gateway.” Www.texasgateway.org, www.texasgateway.org/resource/six-syllable-types-and-morphology. Accessed 11 Nov.2022.
“STB Book Study Welcome .Mp4.” Google Docs, drive.google.com/file/d/1Sfs3pZAm03ANkA8x7qmbXE-rCxdoGqpI/view. Accessed 11 Nov. 2022.
“STB Book Walk.mp4.” Google Docs, drive.google.com/file/d/1xeRVAqwaDNUJcuqTFOX38u_5E8GuMY9c/view. Accessed 11 Nov. 2022.
The Science of Reading Tools and Resources to Support Your Literacy Instruction.
“V - MS Decoding Analysis Template (2).Pdf.” Google Docs, drive.google.com/file/d/1huwo4JrpeoVYpTB35iBzwZHJJnYcVjSx/view. Accessed 11Nov. 2022.
WISE Channel. “How the Brain Learns to Read - Prof. Stanislas Dehaene.” YouTube, 25 Oct. 2013, www.youtube.com/watch?v=25GI3-kiLdo.
Zeh, Nikki, et al. Teaching Morphology to Improve Literacy a Guide for Teacher.