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.

Review aspects of the various competencies for Florida’s Content Area Reading Professional Development (CAR-PD). Then, demonstrate knowledge of research-based vocabulary and reading comprehension strategies by creating and implementing instructional plans. This course provides guidelines and direction for completion of all observations and documentations for the supervised practicum. Note: This course is scheduled through districts.

     30 Credit Hours.

Course Objectives

• Reading Objectives (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  • Apply knowledge of language development, literacy development, and assessment to instructional practices. (6.1)
  • Demonstrate knowledge of research-based instructional practices for developing both general and specialized content area vocabulary. (6.5)
  • Demonstrate knowledge of research-based instructional practices for facilitating reading comprehension. (6.6)
  • Demonstrate knowledge of instruction to facilitate students’ metacognitive efficiency in reading. (6.7)
  • Demonstrate knowledge of research-based instructional practices for developing critical thinking and content area reading skills. (6.8)
  • Demonstrate knowledge of goal setting and monitoring of student progress with appropriate instructional application that promotes increases in student learning trends in reading over time. (6.9)
  • Demonstrate knowledge of differentiating instruction for all students in mainstream classes, including students with disabilities in reading, and LEP students. (6.10)
  • Demonstrate knowledge of creating both language-rich and print-rich environments. (6.12)
  
  
  
• ESOL Standards (from Florida’s K-12 Reading Endorsement Competencies)
  
  Participants
  
  • Apply current and effective ESOL teaching methodologies in planning and delivering instruction to LEP/ELL students. (Standard 6)
  Apply content-based ESOL approaches to instruction. (Standard 12)
  • Design and implement effective 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 areas at the 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)
  
  
  
• Technology Standards (from ISTE/NETS for Teachers)
  
  Participants
  
  • 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

  Approval of all Course Log exercises including one to two video packages required to document research-based instruction in the two reading components of vocabulary and reading comprehension. Each package includes
  
  

  • Instructional Plan (submitted through the Course Log)
  • Video of instructional plan implementation (submitted through postal mail)
  • Self-reflection of the instruction based on the video (submitted through the Course Log)