"Break down the developmental stages of literacy learning and explore research-based instructional strategies which will improve your teaching practice. This course will help you explore best practices for phonemic awareness, phonics, and word recognition instruction to build student skills in vocabulary, comprehension, and fluency. Helping you to better meet the needs of your diverse classroom, the final session will bring to light the literacy needs of English language learners (ELL), students with learning disabilities, and other struggling readers.


Support deeper literacy instruction to ensure that students learn decoding within the context of broader comprehension.  Increase schools' and teachers' ability to differentiate instruction in the early grades and  target students' academic and non-academic needs as early as possible.  Improve RTIĀ² implementation for students who need greater support in specific skill areas. Get better at getting better. 

Goal of course: 

Literacy teachers should engage students through listening, speaking, reading, writing, using digital tools, creating, sharing, and publishing individual and collective student work. Classrooms should consist of active learners, creators, and thinkers who practice regular writing, work to increase their academic vocabulary, and use creative and critical thinking to understand each other and the world they inhabit. The work should produce literate and productive citizens and should be shared of all ELA teachers, from kindergarten through graduation. A shared language of instruction is vital to this work as is the commitment of students to work diligently toward the betterment of their own knowledge and skills.