Beacon Educator is pleased to announce that we have been approved to offer an online option for the REESOL Bundle (100-hour academy), based on district request. This course, created for those ESOL endorsed/certified educators seeking Florida’s K12 Reading Endorsement, provides an understanding of reading as a process of student engagement in construction of meaning. Participants demonstrate substantive knowledge of language structure, cognition, and differentiated instruction for each of the major components: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Reading assessments used to screen, diagnose, monitor progress, and determine outcome measures are explored.

REESOL Online: 100-Hour Bundle is part of a series of courses that fulfills the REESOL requirements for Florida’s K-12 Reading Endorsement, in accordance with your district’s approved Reading Endorsement Plan. Components for the REESOL series, through Beacon Educator, are

• REESOL Online: Bundle - 100 hours
  • Foundations of Language and Cognition
  • Foundations of Assessment
  • Foundations of Differentiated Instruction
  • Application of Differentiated Instruction
  
  
• Reading 2: Research-Based Practices - 60 hours



• Reading 6: Supervised Practicum - 60 hours



• Original inservice points earned through the Reading/ESOL Crosswalk - 80 hours

     100 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).
  
  Chapter One - Language and Cognition
  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 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 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)
  • 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)
  
  Chapter Two - Assessment
  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)
  • 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)
  • 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) *
  
  Chapter Three - Differentiated Instruction
  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)
  • Identify structures and procedures for monitoring student reading progress. (4.10)
  • 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)


• 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 (11) – Participants reflect on course content, strategy implementation, and their personal learning experience.

Multiple Choice (1) - Participants demonstrate knowledge of course content.

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