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Promoting Reading Comprehension in the Elementary Classroom for Active WV Educators
 
Course Description
    

Research on reading comprehension has demonstrated that readers differ in how they approach reading and the meaning they construct from text. Researchers have found that good readers use specific strategies to comprehend text, and those instructional programs that explicitly teach these strategies have been successful in improving students’ comprehension. In this workshop, participants will examine teaching practices that help students in grades three through five develop concrete strategies for constructing meaning from both narrative and expository text. The goal for strategy instruction is to prepare students to become active and purposeful readers who think about their text before, during and after reading. Participants will also explore and implement instructional procedures that help students learn how to coordinate key comprehension strategies.

*This course was designed for participants who are currently teaching in an elementary school or who have previous experience teaching in and elementary school.

 
Course Syllabus
    

Research on reading comprehension has demonstrated that readers differ in how they approach reading and the meaning they construct from text. Researchers have found that good readers use specific strategies to comprehend text, and those instructional programs that explicitly teach these strategies have been successful in improving studentsÂ’ comprehension. In this workshop, participants will examine teaching practices that help students in kindergarten through grade five develop concrete strategies for constructing meaning from both narrative and expository text. The goal for strategy instruction is to prepare students to become active and purposeful readers who think about their text before, during and after reading. Participants will also explore instructional procedures that help students learn how to coordinate key comprehension strategies.

Goals and Objectives

In this course participants will:

  • review a working definition of reading comprehension,
  • understand the differences between what good readers do and poor readers do not,
  • identify comprehension strategies that are important to teach,
  • identify West Virginia Standards that correlate to reading comprehension instructional strategies,
  • explore how to explicitly teach comprehension strategies,
  • understand how to guide students’ practice in applying these strategies,
  • create a Think-aloud lesson for a comprehension strategy,
  • review before, during and after instructional reading strategies,
  • explore an interactive map,
  • prepare and execute a lesson using a paper and pencil story map,
  • compare the use of paper and pencil vs. interactive story maps,
  • explore how organizational text structures assist comprehension of informational text,
  • understand how signal words determine text structure,
  • review various graphic organizers,
  • create a Think-aloud to help students determine text structure,
  • learn about QAR and how this strategy helps students understand text,
  • create questions for each of  the four types of QAR,
  • deepen their understanding of the QAR strategy,
  • evaluate their instructional strategies for reading comprehension,
  • analyze a web based resource, and
  • identify course materials that support their classroom practices.

Audience

This is an introductory workshop for K-5 teachers, curriculum specialists, and school administrators. Participants are expected to have regular access to computers. Participants should be proficient with using email and browsing the Internet.

Workshop Details

This workshop is divided into seven one-week sessions: an Orientation, and six content-based session. Each content session includes readings, activities, and an online discussion among workshop participants. The time for completing each content session is estimated to be between six and seven and a half hours.

Session one Strategies Good Readers Use
Session two Effective Comprehension Instruction
Session three Comprehension Instruction for Narrative Text
Session four Comprehension Instruction for Informational Text
Session five Question-Answer Relationships (QAR)
Session six Pulling It All Together

Assessment

Specific questions about assessment, expectations, or requirements should be directed to the facilitator of this workshop.

The following criteria is recommended for successful completion of this workshop:

  • earning 90% or above on the Orientation Quiz;
  • participation in all session discussion forums;
  • completion of the each session project which is posted in Discussion #2 and uploaded to the course dropbox for facilitator evaluation; and
  • completion of the orientation and final workshop surveys.

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.

Orientation Quiz, Orientation Survey, and Final Surveys: Participants must complete an Orientation Quiz with a score of 90% or higher. This quiz may be taken as many times as necessary to achieve an acceptable score. In addition, participants are expected to complete both a orientation and a final survey. 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 #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original Discussion #1 postings each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional 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.  

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. You will peer review other participants' projects in the Discussion #2 using the peer-review rubric available in each session. The Rubric Review Help Guide will assist you to complete this successfully. 

Course Project: Each session participants will complete a  Promoting Reading Comprehension in the Elementary Classroom Session Project. Each session's project will be evaluated using the project rubric and peer-review rubric linked below. Projects will be uploaded to Discussion #2 during each session for peer-review. The project template will be uploaded to the session's dropbox each week for evaluation by the facilitator. 

Session One: Promoting Reading Comprehension in the Elementary Classroom Session One Project Template, Promoting Reading Comprehension in the Elementary Classroom Session One Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session One Peer-Review Rubric.
Session Two: Promoting Reading Comprehension in the Elementary Classroom Session Two Project Template, Promoting Reading Comprehension in the Elementary Classroom Session Two Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session Two Peer-Review Rubric.
Session Three: Promoting Reading Comprehension in the Elementary Classroom Session Three Project Template, Promoting Reading Comprehension in the Elementary Classroom Session Three Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session Three Peer-Review Rubric.
Session Four: Promoting Reading Comprehension in the Elementary Classroom Session Four Project Template, Promoting Reading Comprehension in the Elementary Classroom Session Four Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session Four Peer-Review Rubric.
Session Five: Promoting Reading Comprehension in the Elementary Classroom Project Template, Promoting Reading Comprehension in the Elementary Classroom Session Five Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session Five Peer-Review Rubric.
Session Six: Promoting Reading Comprehension in the Elementary Classroom Session Six Project Template, Promoting Reading Comprehension in the Elementary Classroom Session Six Project Rubric and Promoting Reading Comprehension in the Elementary Classroom Session Six Peer-Review Rubric.
 

Copyright and Plagiarism: All resources referenced during the course will be properly documented. Copyright guidelines are to be observed throughout the course/ session project and all course activities. All work associated with course/ session project, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course/ session 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/ session 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.

The grade scheme for this course will be:

C = all work meets the guidelines provided
I = the work submitted is incomplete and/or does not meet the guidelines provided
N = no work has been submitted

Certificates of Completion: Upon successful completion of this course, Promoting Reading Comprehension in the Elementary Classroomparticipants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant as a file attachment to the Session Six Dropbox shortly after the completion of the course. Certificates of Completion are not recognized as being an official course transcript.

Graduate Credit Information: Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, West Virginia State University, Concord University or Marshall 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.

Standards

This workshop will help teachers to enable their students to meet the WV Standards for English Language Arts.

In addition, this workshop will help participants meet the following ISTE Educational Technology Standards and Performance Indicators for All Teachers:

2. Design and Develop Digital-Age Learning Experiences and Assessments Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS•S. Teachers:

3. Model Digital-Age Work and Learning Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.

5. Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.

For more information about Technology Integration visit: http://www.iste.org

About this Course

This course was initially developed by EdTech Leaders Online (http://edtechleaders.org) at Education Development Center, in partnership with Alabama Public Television (http://www.aptv.org/), and the e-Learning for Educators project, funded by a US Department of Education Ready to Teach grant.