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Course Information



Fluency Grades K-5 for Active WV Educators
 
Course Description
    

Building reading fluency is crucial to successful reading comprehension. Through this course, participants will understand the importance of teaching fluency from kindergarten through fifth grade. The course will explore reading fluency in the context of the balanced reading diet, and will provide a variety of strategies to practice fluency in whole group, small group, and independent learning settings. Participants will conduct a case study to examine their teaching practices and the impact these practices have on one struggling student. Participants will be required to assess, evaluate, instruct, and reflect on fluency in their classrooms.

 
Course Syllabus
    

Goals

By the end of this course, participants will understand:

  • understand the components of the balanced reading diet,
  • understand how fluency fits into the balanced reading diet,
  • reflect on ways to incorporate the appropriate amount of time for fluency instruction into the daily schedule,
  • understand the components of reading fluency,
  • make connections between fluency and reading comprehension,
  • define the components of reading fluency,
  • understand the importance of assessing fluency,
  • understand how to assess fluency by focusing on one student,
  • demonstrate how to give a fluency assessment and evaluate the results,
  • watch videos demonstrating whole group instruction,
  • plan for whole group fluency instruction,
  • implement whole group fluency practices,
  • watch videos demonstrating small group instruction,
  • plan for small group and independent instruction,
  • implement fluency practices with students,
  • administer a post-assessment on a student's reading fluency,
  • compare per- and post-assessment results, and,
  • reflect on fluency practices to improve instruction.
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.

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

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

Discuss
When you see this 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-5 teachers, curriculum specialists and administrators. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files.

Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WIDE k12.WV.us email account, you have access to Word, Excel, PowerPoint, , 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. 

Course Content
The outline for the workshop is as follows:
Session One Balanced Reading Diet
Session Two What is Reading Fluency?
Session Three Assessing Reading Fluency
Session Four Whole Group Fluency Instruction
Session Five Small Group/Individual Fluency Instruction
Session Six Wrapping Up Reading Fluency
 
Assignments and Assessment

Each session includes readings, activities, and a discussion assignment, which participants are required to complete weekly. This is a three-hour graduate level course and will require 45 hours to successfully complete the tasks. Participants should plan to spend 6.5 - 7 hours weekly to read assignments, complete activities including the session projects and participate actively in the weekly discussions.

Orientation Quiz: During the Orientation Session, participants are expected to complete the Orientation Quiz. The quiz may be completed as many times as necessary to score at least a 90% accuracy. 

One Drive and Post Workshop Surveys: Participants are expected to complete both 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. 

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.

Course Projects: During each session, pparticipants will save the session project template and the session project rubric to their computer and complete the session project each week during Sessions One - Six. Participants will enter information directly into the templates and save the new entries each session. During Sessions One through Six, participants will place their completed Course Project Template into Discussion #2 for peer-review. Each participant will peer-review a colleague's session project, using the session peer-review rubric, during Sessions One through Six. The following project template and rubrics will be used during this course.

Session One Project Template Session One Project Rubric Session One Peer-Review Rubric
Session Two Project Template Session Two Project Rubric Session Two Peer-Review Rubric
Session Three Project Template Session Three Project Rubric Session Three Peer-Review Rubric
Session Four Project Template Session Four Project Rubric Session Four Peer-Review Rubric
Session Five Project Template Session Five Project Rubric Session Five Peer-Review Rubric
Session Six Project Template Session Six Project Rubric Session Six Peer-Review Rubric

Note: It is imperative that participants log on to each new weekly session on Wednesday, the opening day of the session, as some of the activities in the weekly sessions of this course include implementation of the activities with students. These activities must be planned by Thursday and implemented by Friday with the students in order to complete and submit the project reflections and discussions in a timely manner.

Discussion Forum: Participants will be evaluated weekly on the frequency and quality of their participation in Discussion Forum #1 and Discussion Forum #2. This course has dual discussion posting for each session, one of which is a peer-review forum in which participants review a colleague's project. 

Participants are required to post a minimum of one substantial original posting each session in response to the Discussion #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings in Discussion #1 each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional Discussion #1 responses to make a total of 50% of the Discussion #1 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.

The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. The facilitator will follow these guidelines and the checklist when evaluating successful participation in Discussion #1.

Participants are also required to post their session project to Discussion #2 of each session for peer-review.  Each session will have a peer-review rubric which is a modified version of the project rubric that the facilitator will use to evaluate the participants' projects. Read the Rubric Review Help Guide for guidelines about conducting a peer-review. Participants will highlight the items in the "Satisfactory" column on the peer-review rubric that meet expectations. Make remarks in the "Comments" column about items that need improvement. Also, add any areas that are exemplary in the "Comments" column. These rubric reviews will be posted in the Discussion #2 and participants will have the opportunity to revise the project before submitting it for facilitator grading. 

Course Grading Expectations

All grades in the course grade book 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.

Copyright and Plagiarism Information

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/ session projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project. 
 
Pplagiarism, 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/ session project or other course assignments at any point during the course will result in no credit being awarded for the course  

Cpurse projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landon (landing@k12.WV.us).

Software Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
Certificate of Completion
Upon successful completion of this course, Building Reading Fluency K-5 for Active Educators, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via attachment to the course feedback in the Session Six Drop box shortly 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, West Virginia State University, or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/ Welcome Page.

Technology Standards

This course, Building Reading Fluency K-5 for Active Educators, will help participants meet the SITE Educational Technology Standards and Performance Indicators for All Teachers (HTTP://cheerleaders.org/documents/Headteachers.pd), especially Standards II, III, IV, and V.For more information about Technology Integration visit: HTTP://WWW.site.org

About this Course

This course was created by the West Virginia Department of Education (HTTP://wide.state.WV.us).

Original design (before format modifications) by Leaders Online (HTTP://WWW.cheerleaders.org), a project of Education Development Center, Inc, © 2007.  All rights reserved.