Design your literacy instruction to meet the needs of all students.

Online: October 28–December 22, 2019 (Fall Term II)

Authentic, standardized assessment and analysis of reading records, writing, and talk gives teachers insight into how students are able to process, comprehend, and craft meaningful text.

In this online graduate course, you'll learn how to use systematic observation and analysis of student reading, writing and language usage. In doing do, you'll be able to identify the behaviors and understandings that are essential to the way words and language work. Then, use these understandings to design appropriate literacy instruction that meets the varying needs of all students.

You can take this 3-credit online course individually or as part of the 18-credit online Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching. It is a required course for this certificate. You'll need access to a student at this grade level (K–8) to complete assignments successfully.

  • Course Outcomes
    • To learn that observing reading, writing, and language behaviors is a foundational skill for planning differentiated and targeted instruction.
    • To learn how to code, score, and analyze reading records using systematic, standardized assessment.
    • To build an understanding of the reading process and the systems of strategic actions that enable students to become effective readers.
    • To learn how to gather evidence of the use of the systems of strategic actions from observing students reading, talking and writing about text. 
    • To think about how second language acquisition impacts assessment and how to observe and analyze the behaviors of English language learners (ELLs) to inform differentiated instruction.
    • To learn how to assess phonological awareness and concepts related to word study and vocabulary development.
    • To develop an understanding of the demands of texts increasing in difficulty across a gradient.
    • To learn to use The Continuum of Literacy Learning as a resource to help analyze reading and writing behaviors and link the assessment data to instruction.
    • To develop an understanding of how reading, writing and language behaviors change over time.
    • To begin thinking about designing individual, small group and whole group literacy instruction to meet the needs of all students.
  • Required Texts

    Participation in this course requires all of the books to learn the content. 

    • Fountas, I.C. & Pinnell, G.S. (2016).  The Fountas and Pinnell literacy continuum, expanded edition: A tool for assessment, planning, and teaching. Portsmouth, NH: Heinemann.
    • Fountas, I.C. & Pinnell, G.S. (2006). Teaching for comprehending and fluency: Thinking, talking, and writing about reading, K-8.  Portsmouth, NH: Heinemann.
    • Anderson, C. (2004).  Assessing writers. Portsmouth, NH: Heinemann.
    • Fountas, I.C. and Pinnell, G.S. (2016) Assessment guide 1: A guide to Benchmark Assessment System 1, (3rd edition). Portsmouth, NH: Heinemann.  
      OR
    • Fountas, I.C. and Pinnell, G.S. (2016). Assessment guide 2: A guide to Benchmark Assessment System 2,  (3rd edition). Portsmouth, NH: Heinemann. 

Cost, Registration, & Cancellation

3 Graduate Credits

Explore More Offerings

Here are some additional professional learning opportunities you may be interested in. These courses are part of the 18-credit online Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching. You can take them individually or as part of the certificate.

Contact Us
Please contact the Center for Reading Recovery & Literacy Collaborative if you have any questions.