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Balanced Reading Diet Grades Pre-K Through 5 for Active WV Educators
 
Course Description
    

Particiapnts can expect to learn about different types of readers, the components of a balanced Reading Diet, and effective strategies to help teachrs put this knowledge into practice immediately.

This course has been designed for WV teachers who are certified to teach grades Pre-K-Grade 3 and are currently employed to teach full-time in a WV Pre-K-Grade 5 classroom.

 

 
Course Syllabus
    

Overview
During this course participants will be introduced to the Balanced Reading Diet and identify strategies for instruction utilizing specific skills associated with a balanced reading diet. Participants will focus on the skills that are specific to an emergent reader diet: alphabet, concept of print, and concept of word and plan instruction for the emergent reader diet. This course will emphasize the differences between phonics and phonemic awareness. Moreover, it will emphasize the importance of phonics instruction in the development of reading skills. Vocabulary and vocabulary development strategies in the classroom will be addressed in terms of explicit vocabulary instruction and the importance to young readers. Participants will learn strategies for developing fluent readers and reflect upon your current instructional practices for fluency in your classroom. The final course topics will address strategies for developing successful comprehension skills in students and the reflection upon your current comprehension instructional practices in participant's classrooms.

Goals
By the end of this course, participants will:
• understand the purpose, importance, and components of a balanced reading diet,
• identify ways to integrate the balanced reading components into daily classroom activities,
• reflect upon your classroom environment and teaching strategies pertaining to the balanced reading diet,
• understand the components that make up the emergent reader diet,
• learn strategies for alphabet, concept of print, and concept of word instruction,
• understand and reflect upon the indicators of emergent readers,
• understand the importance of phonics and phonemic awareness in the balanced reading diet,
• learn a variety of instructional methods for phonics and phonemic awareness,
• utilize new strategies for phonics and phonemic awareness,
• understand the importance of vocabulary instruction,
• learn strategies for vocabulary development,
• understand and reflect upon your teaching practice and how it can be improved in regards to vocabulary instruction,
• understand the importance of fluency in the balanced reading diet,
• learn strategies for developing fluent readers, • reflect upon current fluency practices,
• understand the importance of comprehension in the balanced reading diet,
• learn strategies for developing successful comprehension skills, and
• reflect upon current comprehension practices.

Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.

When you see the "Read" icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.

When you see the "Activity" icon you will be completing activity-based curriculum and inputting various components of your course content into course project.

When you see the "Discuss" icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.

Prerequisites
This professional development course is designed for K-12 teachers in West Virginia public schools.
Participants in this course will design and implement an e-portfolio during this course. Participants are expected to have regular access to computers and be able to download and upload files. Although not a requirement, high speed Internet access definitely enhances the online experience. Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/county technology support person if you need help in using/installing Word and/or other Office applications. If you do not have a k12.wv.us email account, Word must be acquired through other means. One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online.

Format and Requirements
This workshop is divided into six one-week sessions plus an Orientation which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be 7 hours in addition to working on the portfolio project and implementing it with a class.

The outline for the workshop is as follows:
Session One: An Overview of a Balanced Reading Diet
Session Two: Emergent Readers
Session Three: Phonics and Phonemic Awareness
Session Four: Vocabulary
Session Five: Fluency
Session Six: Comprehension

During Session One participants will view one video presentation and read three articles to help better understand the components of the balanced reading diet. After reflecting on current practice, participants will complete a project that will demonstrate their understanding of the skills that make up the balanced reading diet and identify strategies for instruction of those skills. By the end of the session, your will be able to name the skills that make up the balanced reading diet and identify strategies for instruction of those skills.

During Session Two participants will focus on the skills that are specific to an emergent reader diet: alphabet, concept of print, and concept of word. Throughout the session participants will read about these components and watch videos with examples of assessments. Participants will be given an opportunity to choose one skill, and practice assessing that skill with one a current student. The culminating project will have participants identify activities that lend themselves to the mastery of each component. By the end of the session, participants will be able to confidently plan instruction for an emergent reader diet.

During Session Three participants will define the differences between phonics and phonemic awareness. Participants will view a clip of a presentation about word study, phonics, and phonemic awareness. They will also read three articles dedicated to phonological awareness, phonemic awareness, and phonics. After reviewing all the resources, they will have compile a list of appropriate strategies for phonics and phonemic awareness instruction. The culminating project will ask participants to choose one strategy per skill and defend why it will be a beneficial strategy to use in their classroom.

During Session Four participants will focus on the importance of vocabulary and vocabulary development strategies in the classroom. Participants will read and view a variety of resources focusing on vocabulary instruction. Participants will reflect upon current vocabulary instruction and try a new strategy, participate in discussions explaining how they would implement the strategy, and outline why this strategy would be effective. Participants will also discuss the importance of explicit vocabulary instruction to young readers. As a final project participants will choose three vocabulary instruction techniques they would like to learn more about and implement them in their classroom.

During Session Five participants will learn strategies for developing fluent they will reflect upon their current instructional practices. During this session, participants will read and view a variety of resources on the importance of fluency. They will participate in discussions and complete a final project explaining why the largest amount of instructional time in the balanced reading diet is dedicated to fluency. By the end of this session participants will understand the important role fluency plays in a Balanced Reading Diet, and they will be able to implement strategies to foster fluent readers.

During Session Six participants will focus on the importance of comprehension in the balanced reading diet and learn strategies for developing successful comprehension skills and reflect upon current comprehension instructional practices. During this session, participants will read and view a variety of resources on the importance of comprehension, review comprehension strategies from the readings, and consider qualities of good readers versus poor readers. As a final project, participants will choose comprehension strategies of interest, implement one strategy in their classroom, and reflect upon the results. By the end of this session, participants will understand the important role comprehension plays in a balanced reading diet and they will gain knowledge of comprehension techniques for their classroom.

Session Project and Assessments
Each course session will feature a session project, associated session project rubric and a session peer-review rubric.

Assignments and Discussions Readings and Activities:
Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory. There is a required orientation quiz and both pre-course and post-course surveys.

Orientation Quiz & Workshop Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher. In addition, participants are expected to complete both a pre-course and a post-course surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.

Discussion Participation: Participants will be evaluated weekly on the frequency and quality of their participation in the discussion forum. Participants are required to post a minimum of one substantial original posting each session in response to the discussion prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings each session by Monday evening. They are to read all original messages by course participants and enough additional responses to make a total of 50% of the messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality. Each week, participants will review their colleagues project templates using a peer-review rubric. The Rubric Review Help Guide will assist in completing this review. Read the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. Your facilitator will follow these guidelines and the checklist when evaluating successful participation in the course Discussions.


Copyright and Plagiarism
All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course.

Grades
All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment. Certificate of Completion Upon successful completion of this course, Balanced Reading Diet for Pre-K through Grade Five, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant by attachment to the final project dropbox after the completion of the course.

Graduate Credit Information
Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, Concord University or West Virginia State University. Credits will be awarded at the end of the semester. Additional information is available on the course News/Welcome Page. Content And Technology Standards Participants will identify specific WV Standards (https://wvde.state.wv.us/policies/) as they engage in course content.