Learn how to elevate students' thinking about reading.

Online: March 16–May 10, 2020 (Spring Term II)

Understanding and using behavioral evidence of student talk and writing helps teachers make effective decisions for all students, including those whose first language is not English.

In this online graduate course, you'll learn ways of engaging students to analyze texts closely, helping them improve links in thinking, talking, and writing. You'll examine instructional contexts such as interactive read aloud, literature study, writing about reading, mini-lessons, and conferences.

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.

To be able to complete assignments successfully, you'll need to be teaching in a classroom (in a grade in K–8) or have access to a group of students you can work with over time.

  • Course Outcomes
    • Explore rationales for a complex view of the development of thinking, talk, and writing in response to reading.
    • Learn specific reading behaviors and identify evidence of thinking in student talk.
    • Understand how teacher language facilitates processing of text 
    • Learn to help students move from thinking and talking about texts to writing about them.
    • Analyze students’ current reading behaviors, select goals and plan instruction using The Continuum of Literacy Learning.
    • Develop the concept of author’s purpose and theme through interactive read aloud.
    • Select texts and create read aloud plans using the professional resources, Teaching for Comprehending and Fluency and Prompting Guide, Part 2.
    • Understand how to form literature study groups, conduct discussions, and analyze student talk.
    • Develop the ability to notice change in students’ oral and written responses.
    • Understand how theory and instructional practice support the development of the reading process in students through talking, drawing, and writing.
    • Articulate how course work impacts classroom instruction for diverse learners and special education 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, preK-8. 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.
    • Fountas, I.C. & Pinnell, G.S. (2012). Prompting guide, part 2 for comprehension: Thinking, talking, and writing. Portsmouth, NH: Heinemann.
    • Johnston, P. (2004). Choice words: How our language affects children’s language. Portland, ME: Stenhouse.
    • Nichols, M. (2006). Comprehension through conversation: The power of purposeful talk in the reading workshop. Portsmouth, NH: Heinemann.

    Getting the Texts

    We are unable to lend participants any books. Please plan to:

Cost, Registration, & Cancellation

3 Graduate Credits

Explore More Offerings

The following courses are part of the 18-credit Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching. You can take them individually or as part of the certificate program.

 

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