This course provides an understanding of reading as a process of student engagement in construction of meaning. Participants will demonstrate substantive knowledge of language structure, function, and cognition for each of three major components: comprehension, fluency, and vocabulary. Integration of these three major components is also demonstrated.

For those working toward Florida's Reading Endorsement, this 30-hour course, in conjunction with Reading: Language and Cognition, Part B, aligns with Competency 1 (Foundations in Language & Cognition) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)

Note - The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL).

Participants

• Identify the principles of reading fluency as they relate to reading development. (1.C.1)
• Understand the role of reading fluency in development of the reading process. (1.C.2)
• Identify and apply principles of English morphology as they relate to language acquisition. (1.D.1)*
• Identify principles of semantics as they relate to vocabulary development. (1.D.2)
• Identify principles of syntactic function as they relate to language acquisition and reading development. (1.E.1)*
• Understand the impact of variations in written language of different text structures on the construction of meaning. (1.E.2)
• Identify cognitive task levels and the role of cognitive development in the construction of meaning of a variety of texts. (1.E.3)
• Understand the transactive nature of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes. (1.E.4)

• ESOL Objectives (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)


Participants
• Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
• Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
• Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
• Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
• Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
• Apply content-based ESOL approaches to instruction. (Standard 12)
• Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
• Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
• Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)


• Technology Objectives (from ISTE/NETS for Teachers)



• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)


• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Multiple Choice Quiz - (1) - Participant demonstrates knowledge of fluency instruction.

This course provides an understanding of reading as a process of student engagement in construction of meaning. Participants will demonstrate substantive knowledge of language structure, function, and cognition for each of these major components: phonemic awareness and phonics. Additionally, participants will demonstrate an understanding of how to integrate all five major components, phonemic awareness, phonics, vocabulary, fluency, and comprehension, of the reading process.

For those working toward Florida's Reading Endorsement, this 30-hour course, in conjunction with Reading: Language and Cognition, Part A, aligns with Competency 1 (Foundations in Language & Cognition) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  Note - The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL).
  
  Participants


• Identify and apply basic concepts of phonology as they relate to language development and reading performance. (1.A.1)*
• Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns. (1.A.2)*
• Identify structural patterns and words as they relate to reading development and reading performance. (1.B.1)*
• Apply structural analysis to words. (1.B.2)
• Identify language characteristics related to informal language and cognitive academic language. (1.F.1)
• Identify phonemic, semantic, and syntactic variability between English and other languages. (1.F.2)
• Understand the interdependence between each of the major reading components and their effect upon fluency in the reading process. (1.F.3)
• Understand the interdependence between each of the major reading components and their effect upon comprehension. (1.F.4)
• Understand the impact of dialogue, writing to learn, and print environment upon reading development. (1.F.5)


• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Locate and acquire relevant resources in ESOL methodologies. (Standard 7)
  • Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: (1) basic interpersonal communicative skills (BICS), and (2) cognitive academic language proficiency skills (CALPS) as they apply to the ESOL curriculum. (Standard 8)
  • Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening composition, oral communication, reading, and writing. (Standard 11)
  • Evaluate, design and employ instructional methods and techniques appropriate to learners' socialization and communication needs, based on knowledge of language as a social phenomenon. (Standard 13)
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL at elementary, middle, and high school levels. (Standard 15)
  • Evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at elementary, middle and high school levels. (Standard 17)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
  • Recognize indicators of learning disabilities, especially hearing and language impairment, and limited English proficiency. (Standard 25)


• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (6) – Participants reflect on course content, strategy implementation, and their personal learning experience.

The focus of this course is to identify the principles of scientifically-based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Participants demonstrate the ability to identify explicit, systematic instructional plans for scaffolding reading development, specifically in the areas of comprehension and vocabulary.

For those working toward Florida's Reading Endorsement or CAR-PD, this 30-hour course, in conjunction with Reading: Research-Based Practices, Part B, aligns with Competency 2 (Foundations of Research-Based Practices) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Identify explicit, systematic instructional plans for scaffolding vocabulary and concept development. (2.D)
  • Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition. (2.E)
  • Identify comprehensive instructional plans that synchronize the major reading components. (2.F.1)
  • Identify explicit, systematic instructional plans for scaffolding content area vocabulary development and reading skills. (2.F.2)



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  
  • Applying current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students (Standard 6)
  • Apply content-based ESOL approaches to instruction. (Standard 12)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  
  • Identifies strategies, materials, and technologies that she/he will use to expand students' thinking abilities. (4.2)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. (7.2)
  • Uses multiple activities to engage and motivate students at appropriate developmental levels. (7.3)
  • Increases subject matter [reading] knowledge in order to integrate the learning activities. (8.2)
  • Acquires currency in her/his subject field [reading]. (8.4)
  • Plans activities to promote high standards for students through a climate which enhances and expects continuous improvement. (10.3)
  • Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. (10.5)
  • Accesses and interprets information from multiple sources. (10.7)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Identify the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery. Demonstrate the ability to identify explicit, systematic instructional plans for scaffolding reading development, specifically in the areas of phonemic awareness, phonics and fluency. Research-based practices and guidelines for creating a language-rich and print-rich environment and for selecting appropriate literature is explored.

For those working toward Florida's Reading Endorsement or CAR-PD, this 30-hour course, in conjunction with Reading: Research-Based Practices, Part A, aligns with Competency 2 (Foundations of Research-Based Practices) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Identify explicit, systematic instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.). (2.A)
  • Identify explicit, systematic instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations). (2.B)
  • Identify explicit, systematic instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater, etc.). (2.C)
  • Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.). (2.F.3)
  • Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency. (2.F.4)



• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Apply content-based ESOL approaches to instruction. (Standard 12)



• Florida Educator Accomplished Practices (from Preprofessional Competencies for Teachers of the Twenty-First Century)
  
  The participant
  
  • Recognizes students' learning styles and cultural and linguistic diversity and provides for a range of activities. (5.4)
  • Has a repertoire of teaching techniques and strategies to effectively instruct all students. (5.5)
  • Selects appropriate culturally and linguistically sensitive materials for use in the learning process. (5.6)
  • Uses previously acquired knowledge to link new knowledge and ideas to already familiar ideas. (7.2)
  • Varies activities to accommodate different student learning needs, developmental levels, experiential backgrounds, linguistic development, and cultural heritage. (7.5)
  • Increases subject matter knowledge [reading] in order to integrate the learning activities. (8.2)
  • Uses materials and technologies of the subject field in developing learning activities for students. (8.3)
  • Acquires currency in her/his subject field [reading]. (8.4)
  • Arranges and manages the physical environment to facilitate student learning outcomes. (9.11)
  • Provides comprehensible instruction in effective learning procedures, study skills, and test-taking strategies. (AP 10.5)
  • Accesses and interprets information from multiple sources. (10.7)
  • Uses technology in lesson and material preparation. (12.5)



• Technology Standards (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Understanding assessment is vital to a teacher's ability to provide effective reading instruction. This course examines different types of assessment, along with their concepts and characteristics. Through this course, you will gain the knowledge and skills necessary to administer, interpret, and use formal and informal reading assessments for diverse students.

For those working toward Florida's Reading Endorsement, this 30-hour course, in conjunction with Reading: Assessment, Part B, aligns with Competency 3 (Foundations of Assessment) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)

Participants

• Describe or recognize appropriate test formats and types of test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. (3.1)
• Interpret students’ formal and informal test results. (3.3)
• Identify measurement concepts and characteristics and uses of norm-referenced and criterion-referenced tests. (3.4)
• Understand the meaning of test reliability and validity, and describe major types of derived scores from standardized tests. (3.5)
• Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, diagnosis, progress monitoring, and outcome measures). (3.6)

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)

Participants

• Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Indicator 5)
• Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
• Develop experimental and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
• Plan and evaluate instructional outcomes based on effects of race, gender, etc. (Standard 14)

• Technology Standards (from ISTE/NETS for Teachers)


• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)


• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

• Reflection/Dialogue Exercises (4) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Build on the knowledge gained in Reading 3: Assessment, Part A and expand the skills necessary for administration and interpretation of reliable and valid instructional assessments for diverse students. Open new pathways for possible prevention, identification, and remediation of reading difficulties.

For those working toward Florida's Reading Endorsement, this 30-hour course, in conjunction with Reading 3: Assessment, Part A, aligns with Competency 3 (Foundations of Assessment) indicators.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)


Participants

• Understand the role of assessment in planning instruction to meet student learning needs. (3.2)
• Analyze data to identify trends that indicate adequate progress in student reading development. (3.7)
• Understand how to use data to differentiate instruction (grouping strategies, intensity of instruction: ii vs. iii). (3.8)
• Understand how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention (in whole class, small group, one-to-one), with appropriate curricular materials, and with appropriate strategies. (3.9)
• Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time. (3.10)
• Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students. (3.11)
• Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading. (3.12)

• ESOL Standards (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)


Participants

• Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
• Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
• Develop experimental and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
• Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. (Standard 19)
• Administer tests and interpret test results, applying basic measurement concepts. (Standard 20)
• Use formal and alternative methods of assessment/evaluation of LEP students, including measurement of language, literacy and academic content metacognition. (Standard 21)


• Technology Standards (from ISTE/NETS for Teachers)



• Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)


• Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. Please note there is no course log exercise for Session One.

• Session Two – Reflection/Dialogue Exercise #1: Student Screening and Monitoring Student Progress
• Session Three – Reflection/Dialogue Exercise #2: Forming Intervention Groups
• Session Four – Reflection/Dialogue Exercise #3: Instructional Plan
• Session Five – Reflection/Dialogue Exercise #4: Criteria for Selection of Materials
• Session Six - Reflection/Dialogue Exercise #5: Interpreting What to Do

This course provides an understanding of cognitive, language, and reading development, including difficulties in the five major reading components. Once the foundation of student differences is established, the principles of differentiated instruction and strategies for implementing differentiated instruction are explored. Special focus is given to the differentiated instruction needs for LEP students and students with disabilities in reading.

For those working toward Florida's Reading Endorsement, this 30-hour course aligns with Competency 4: Foundations of Differentiation.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Identify the characteristics of both language and cognitive development and their impact on reading proficiency. (4.1)
  • Compare language, cognitive, and reading acquisition of different age groups (primary, intermediate, secondary levels) and their abilities. (4.2)
  • Identify language acquisition characteristics of learners from mainstream students with exceptional needs, and diverse populations. (4.3)
  • Identify stages of reading development for diverse learners, including mainstream students, LEP students, and students with disabilities in reading. (4.4)
  • Identify common difficulties in development of each of the major reading components. (4.5)
  • Understand specific appropriate reading instructional accommodations for students with exceptional needs and LEP students. (4.6)
  • Identify principles of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. (4.7)
  • Identify strategies effective and more skilled readers use for word recognition and comprehension in contrast to those strategies used by beginning and/or struggling readers. (4.8)
  • Select appropriate materials that address cultural and linguistic differences. (4.9)
  • Identify structures and procedures for monitoring student reading progress. (4.10)



• ESOL Objectives (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  
  • Determine and use appropriate instructional methods and strategies for individuals and groups, using knowledge of first and second language acquisition processes. (Standard 5)
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Developed experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse. (Standard 10)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Plan and evaluate instructional outcomes, recognizing the effects of race, gender, ethnicity, socioeconomic status, and religion on the results. (Standard 14)
  • Evaluate, select, and employ appropriate instructional materials, media, and technology for ESOL in the content area at elementary, middle, and high school levels. (Standard 17)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Use formal and alternative methods of assessment/evaluation of LEP students, including measurements of language, literacy, and academic content metacognition. (Standard 21)



• Technology Objectives (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Reflection/Dialogue Exercises (5) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Applying knowledge is the joy of learning. In this course, participants apply research-based instructional practices that support differentiated instruction thus promoting acceleration of the reading progress.

For those working toward Florida's Reading Endorsement, this 30-hour course aligns with Competency 5: Application of Differentiated Instruction.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  Note: The * designates which of the reading endorsement competencies are specific to the competencies for English to Speakers of Languages (ESOL).
  
  Participants
  • Apply knowledge of scientifically-based reading research in each of the major reading components as it applies to reading instruction (phonemic awareness, phonics, vocabulary, fluency, comprehension). (5.1)
  • Apply research-based practices and materials for preventing and accelerating both language and literacy development. (5.2)
  • Identify techniques for scaffolding instruction for children having difficulty in each of the five major components of reading growth. (5.3)
  • Apply research-based instructional practices for developing students’ phonemic awareness. (5.4)
  • Apply research-based instructional practices for developing students’ phonics skills and word recognition. (5.5)
  • Apply research-based instructional practices for developing students’ reading fluency, automaticity, and reading endurance. (5.6)
  • Apply research-based instructional practices for developing both general and specialized content area vocabulary. (5.7)
  • Apply research-based instructional practices for developing students’ critical thinking skills. (5.8)
  • Apply research-based instructional practices for facilitating reading comprehension. (5.9)
  • Apply knowledge of language to instruction in working with LEP students that are at different levels of oral proficiency. (5.10)*
  • Identify instructional strategies to facilitate students’ metacognitive skills in reading. (5.11)
  • Identify reliable and valid assessment procedures to validate instructional applications. (5.12)
  • Identify and set goals for instruction and student learning based on assessment results to monitor student progress. (5.13)
  
  
• ESOL Objectives (from Florida’s Performance Standards for Teachers of English for Speakers of Other Languages)
  
  Participants
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP students. (Standard 6)
  • Develop experiential and interactive literacy activities for LEP students, using current information on linguistic and cognitive processes. (Standard 9)
  • Analyze student language and determine appropriate instructional strategies, using knowledge of phonology, morphology, syntax, semantics, and discourse. (Standard 10)
  • Apply essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing. (Standard 11)
  • Apply content-based ESOL approaches to instruction. (Standard 12)
  • Design and implement effective unit plans and daily lesson plans, which meet the needs of ESOL students within the context of the regular classroom. (Standard 16)
  • Evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content area at elementary, middle and high school levels. (Standard 17)
  • Create a positive classroom environment to accommodate the various learning styles and cultural backgrounds of students. (Standard 18)
  • Use formal and alternative methods of assessment/evaluation of LEP students, including measurements of language, literacy, and academic content metacognition. (Standard 21)
  
  
• Technology Objectives (from ISTE/NETS for Teachers)
  
  
  • Teachers evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.(5-C)
  
  
  • Teachers communicate relevant information and ideas effectively to students, parents and peers using a variety of digital-age media and formats.(3-C)

Documentation Methods

In order to complete this course, participants must submit the following documentation. These exercises, accessible through the Course Log, must meet the established criteria.

Instructional Plans (3-5) – Participants apply knowledge as they develop instructional plans for each of the five reading components.