PA Reading First -- Course Descriptions

EDAM 5001 - Early Literacy: Guiding Principles and Language Development K-3 Credits: 3 Overview This online, multimedia course will set the stage for the entire Comprehensive Early Literacy Series. It begins by introducing Scientifically-Based Reading Research, and what it means regarding teaching students to read. Comprehensive Literacy Instruction and the principles that guide it will be covered. The Gradual Release of Responsibility Model will be introduced as a strategy for moving students to independent learning. Finally, the importance of language development instruction and how it relates to guiding principles will be connected. Throughout the course the learner will take part in discussions with the course facilitator and other members of a study group. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving your students' language development and language skills.		Objectives At the completion of this course, you will be able to: Explain the importance of a comprehensive early childhood literacy program for all students. Identify five elements of reading instruction associated with Scientifically-Based Reading Research. Apply seven guiding principles that will increase students' achievement and improve their readiness to become successful readers. Use the Gradual Release of Responsibility Model to affect the rate and retention of students' learning. Expand students' language development through expressive and receptive language activities.

EDAM 5002 - Word Study K-3: Print Awareness, Letter Knowledge, Phonics, Spelling and High Frequency Words Credits: 3 Overview The components of word study are the instructional building blocks for successful reading skills. Children who can automatically recognize a great many words and have their own strategies to figure out the words they don't know can become proficient and fluent readers. The course begins with a look at the core beliefs about teaching and learning and a review of the Gradual Release of Responsibility Model. The learner will then consider what comprehensive early literacy is and how the Gradual Release of Responsibility Model is applied to it, as well as how to develop a comprehensive early literacy assessment system. The learner will also examine phonological awareness, which is a precursor to word study. In addition, the learner will consider the five components of word study. Finally, an examination of the role of accuracy in comprehensive early literacy will be covered. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving word study instruction in the classroom.		Objectives At the completion of this course, you will be able to: Define comprehensive early literacy. Identify and define the literacy strands of comprehensive early literacy. Explain why systematic, deliberate and explicit instruction is essential to a comprehensive early literacy program. Describe the role the Gradual Release of Responsibility Model (GRRM) plays within a comprehensive early literacy program. Implement and manage a comprehensive early literacy assessment system. Define phonological awareness, its role in learning to read, appropriate assessments, and instructional strategies based on scientific evidence-based reading research (SEBRR). Define the components of word study, their role in learning to read, appropriate assessments, and instructional strategies based on scientific evidence-based reading research (SEBRR). Define accuracy, its role in learning to read and how it relates to SEBRR. Collect and use student assessment results to guide instructional decisions. Apply scientific evidence-based reading research-based instructional strategies in a Gradual Release of Responsibility Model.

EDAM 5003 - Fluency and Vocabulary Development Credits: 3 Overview In this online, interactive course, assessing and improving oral reading fluency are explored, as well as vocabulary development activities in the context of five research-based methods for a teaching vocabulary. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving vocabulary and fluency instruction in the classroom.		Objectives At the completion of this course, you will be able to: Understand and articulate the components of comprehensive early literacy. Develop understanding of the components of the systematic developmental study of fluency and vocabulary and their relationship with scientific evidence-based reading research (SEBRR). Define fluency and vocabulary development and their role in a comprehensive early literacy program. Identify and define the components of fluency and vocabulary development. Describe how fluency and vocabulary development are affected by short-term memory and background knowledge. Explain why systematic, deliberate and explicit instruction is essential to fluency and vocabulary development. Identify characteristics of effective fluency and vocabulary development instruction. Examine the role the Gradual Release of Responsibility Model (GRRM) and the Zone of Proximal Development plays within a fluency and vocabulary development program. Explain how differentiated instruction is used to meet the instructional needs of all children. Establish a classroom environment that maximizes the results of the systematic developmental study of fluency and vocabulary. Implement and manage a fluency and vocabulary development assessment system. Develop methods and structures to support data driven decision-making to facilitate student achievement.

EDAM 5004 - Developing Comprehension Part I (K-3) Credits: 3 Overview Understanding the meaning of words is important. Most importantly, children need to be able to understand the meaning of words when those words are read within the text in which they have been used. This course, for grades K-3, is designed to enable teachers to improve students' reading comprehension skills. It will provide an overview of developing reading comprehension. The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will then understand what comprehension is and why it should be studied, including the role of oral language, phonics, fluency and vocabulary development. This will be followed by an introduction to literary genres and elements and structures of text. The learner will then consider comprehension strategies, as well as how comprehension can be assessed. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving comprehension instruction in the classroom.		Objectives At the completion of this course, you will be able to: Apply research findings documenting the importance of explicit reading comprehension instruction. Explain how your students' oral language, phonics, fluency and vocabulary influence their ability to make meaning from text. Describe how instruction is influenced by various literary genres. Analyze the use of intentional, deliberate and explicit reading comprehension strategies. Develop students' understanding of the elements of fiction and informational text and the structures of informational text, or non-fiction. Collect and use student assessment results to guide instructional decisions. Establish a classroom environment that supports comprehension development.

EDAM 5005 - Developing Comprehension Part II (K-1) OR EDAM 5006 - Developing Comprehension Part II (2-3) Credits: 3 Overview Understanding the meaning of words is important. Most importantly, children need to be able to understand the meaning of words when those words are read within the text in which they have been used. This course, for grades K-1 or 2-3, is the second course of a two part series designed to enable teachers to improve students' reading comprehension skills. It will help the learner understand and apply scientifically-based reading research strategies that will help children create meaning as they read and comprehend text. The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will then review what comprehension is and why it should be studied. This will be followed by modeling of comprehension strategies used individually. The learner will also examine tools to support comprehension instruction strategies. Next, the learner will examine techniques known as interactive read alouds/think alouds and shared reading. The learner will then see modeling of comprehension strategies used with interactive read alouds/think alouds and shared reading. Finally, the course will show how comprehension can be assessed. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving comprehension instruction in the classroom.		Objectives At the completion of this course, you will be able to: Articulate the importance of explicit and deliberate instruction when teaching reading comprehension. Develop student interest and a motivational context for learning how to make meaning using interesting and appropriate text. Understand the importance of engaging students in both listening and reading comprehension. Apply research-based instructional strategies in a Gradual Release of Responsibility Model, which will allow you to explicitly model reading strategies to support students' ability to make meaning from text, integrate multiple scientifically-based comprehension strategies in the teaching of fiction and informational text, apply the concept of "scaffolding" to support students' use of comprehension strategies, and develop independent student use of text and visual tools to enhance their understanding of the meaning of text. Utilize student assessment results to guide instructional decisions. Establish a classroom environment that supports comprehension development throughout the school day, and promotes life-long reading and writing.

EDAM 5007 - Differentiated Small Group Instruction (K-1) OR EDAM 5008 - Differentiated Small Group Instruction (2-3) Credits: 3 Overview Strategic instruction targeting specific student needs can be accomplished most effectively through differentiated small group instruction. In smaller groups, teachers are able to focus on the specific skills and strategies children need for learning success. This course will help the learner understand and apply scientifically-based reading research strategies that will help children become fluent and engaged readers through differentiated small group instruction. The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The course covers what differentiated small group instruction is, why it is used and how the Guiding Principles apply to it. This will be followed by considering the developmental stages of learning to read and the teaching emphasis at each stage. The course will then cover how to use assessment data to group and regroup students for differentiated instruction. Then, the learner will consider differentiated systematic and explicit instruction and learn what the lesson components are, how to plan the lesson, and how to manage the classroom. Finally, the course will cover how to create a partnership with parents and how to communicate with them. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving differentiated small group instruction in the classroom.		Objectives At the completion of this course, you will be able to: Explain why differentiated small group instruction is an essential component of research-based literacy instruction. Articulate the process and goals of a differentiated small group reading lesson. Collect, analyze, and use student assessment results to guide your decisions in forming differentiated groups and planning systematic and explicit instruction which targets specific student needs. Implement and manage a differentiated classroom so all students are engaged in meaningful and challenging learning activities at an appropriate level of complexity. Use fiction and nonfiction text during differentiated small group instruction. Apply research-based instructional strategies in a Gradual Release of Responsibility Model with emphasis on Guided Practice. Establish a classroom environment that maximizes the impact of differentiated small group instruction. Establish a connection between home and school that supports the process of differentiated small group instruction.

EDAM 5009 - Developing Independent Readers (K-3) Credits: 3 Overview Within their reading instruction, children need careful guidance and the gradual release of responsibility in order to realize the power and joy of reading. This course will help the learner understand and apply scientifically-based reading research to develop children's ability to read independently and enjoy reading. This course represents the full implementation of the Gradual Release of Responsibility Model. The course begins with a review of the core beliefs about teaching and learning, the Guiding Principles, and the Gradual Release of Responsibility Model. The learner will explore the how, what, and why of independent reading and how it relates to the 7 Guiding Principles. The learner will consider the classroom environment and methods that can be used to promote independent reading. The course will also explore the implementation and management of independent reading as well as how to create partnerships to support it. To finish the course, the learner will write a metacognitive research paper, which will include a plan for improving independent reading instruction in the classroom.		Objectives At the completion of this course, you will be able to: Explain why Developing Independent Readers is an essential component of research-based literacy instruction. Describe the components of independent reading in the classroom. Establish a classroom environment that promotes independent reading. Delineate a process for matching books to students. Develop methods to support student responsibility for independent reading. Implement and manage independent reading. Generate and sustain partnerships to promote independent reading.

EDAM 5010 - Connecting Reading and Writing (K-1) OR EDAM 5011 - Connecting Reading and Writing (2-3) Credits: 3 Overview In this course, learners will understand how the reciprocal processes of connecting reading and writing accelerate student learning in both areas. Both reading and writing are acts of composing (Butler and Turbill, 1984). Readers use their background knowledge to compose meaning from text; while writers use their background knowledge to compose meaning into text. This reciprocal awareness provides the platform for attention to language in both text and student writing. This course will provide the research, the continuum of development, and resources for instructional techniques, assessment and record keeping. The online learner will apply learned concepts and focus on student achievement.		Objectives At the completion of this course, you will be able to: Describe the cognitive processes involved in reading and writing. Apply research findings documenting the importance of explicit reading and writing instruction. Develop your students' understanding of the elements of fiction and informational text and the structures of informational text, or nonfiction. Develop an understanding of the impact of text structures in both the reading and writing areas. Identify resources and activities to promote a love of literature.

EDAM 5012 - Early Literacy Practicum: Applying Action Research to Develop a Results-Driven Early Literacy Classroom Credits: 6 Overview This six-credit practicum is designed to bring all course content and application learning together in the implementation of a comprehensive literacy classroom. Included will be a baseline assessment for the entire class, data-informed instruction, progress monitoring framed with the Response to Intervention Model. Participants will keep a portfolio of classroom data, instruction, interventions, and a reflection of how the class is progressing, as well as individual students. This will be a whole class, whole year action research study with documentation of where students began and where they ended and what instruction/interventions were provided to maximize student proficiency. The practicum will culminate with a paper that will document and reflect on the experience.

EDAM 5013 - Teacher Leadership Credits: 3 Overview After understanding the meaning of teacher leadership, the online learner will explore one's own school culture, their impact on learning, and the power of reflective practice. Teacher leaders are needed in order to facilitate effective change in school culture and student achievement. The course begins with a review of the core beliefs and guiding principles about teacher leadership. The learner will explore how schools are rapidly changing and the complexity of the change. The learner will learn and experience various tools of reflection throughout the course. The learner will also explore the impact of school culture on learning. Also, the learner will understand the behaviors and attitudes of teacher leaders. To finish the course, an Action Plan will be developed and shared by posting it to an online database. It will become a valuable resource for the learner and other educators.		Objectives At the completion of this course, you will be able to: Articulate the concept of leadership in the context of education. Differentiate between management and leadership. Assess the motivation and need for becoming a teacher leader. Describe the essential qualities of effective teacher leaders. Explain the critical role of reflective practice in leading and learning. Apply the tools of reflection to your own experience. Understand the complexity and rapid change in our schools. Explain the dynamics of change and the teacher leader's role. Assess your organization's culture of learning and its impact on student learning. Promote creating a culture of learning within your school. Understand the use of facilitation techniques and facilitate change within your school. Examine your current and potential role as a leader in your school.

Course Descriptions for the Master of Science: Major in Early Childhood Literacy