Reading - Foundational Skills: Phonological Awareness

This self-paced course is one of the courses in the Reading: Foundational Skills pathway. Through this pathway, the goal is to develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  
  

The goal of this course is for any educators, paraprofessionals, or anyone who supports students in reading to understand what phonological awareness is and how to support its development.   When we improve students phonological awareness skills, we improve their reading ability -- and the earlier, the better!

After completing this course, you will:

  • Understand and be able to explain to others what phonological awareness is and why it is a critical foundational skill for all students to master
  • Understand how phonological awareness relates to the Science of Reading and Structured Literacy
  • Continue to build awareness of the progression of foundational skills in the CCSS (including phonological awareness) as Tier 1 instruction for all students in a Multi-Tiered System of Supports
  • Clarify the what and how in teaching phonological awareness
  • Clarify how to assess if students have the skills of phonological awareness mastered to inform instruction
Please note that Introduction to Reading: Foundational Skills is a prerequisite for enrolling in this course and Reading Foundational Skills: Print Concepts is a recommended prerequisite as these courses make a pathway.

Intended Audiences

K-12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

3 PLUs







Reading - Foundational Skills: Print Concepts

This self-paced course, updated in spring of 2023, is one of the courses in the Reading: Foundational Skills pathway. Through this pathway, participants will develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency. This course will dive deeper into Print Concepts.  NOTE:  This course does not fulfill the Right to Read Awareness Training and professional learning mandate.  

Learning Objectives:

  • Understanding how Print Concepts relates to a multi-tiered system of supports (MTSS) and the Science of Reading (SoR)
  • Clarify what to teach to address print concepts and how to teach these skills 
  • Clarify how to assess if students have the skills of Print Concepts

Please note that Introduction to Reading: Foundational Skills is a prerequisite for enrolling in this course.


Intended Audiences

K-12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

3 PLUs







Reading - Foundational Skills: Introduction

This self-paced course was updated in spring of 2023.  It is a prerequisite introduction for a pathway of courses on the Reading Foundational Skills. Through this pathway, participants will develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  Learning objectives include:

  • Become familiar with reading research (the Science of Reading).
  • Clarify common misconceptions around Foundational Skills within the Common Core State Standards.
  • Analyze the Common Core State Standards Foundational Skill progression to illustrate its connection with the Science of Reading in order to move into a deeper exploration of each component (i.e., print concepts, phonological awareness, phonics and word recognition, and fluency) in future pathway courses.
  • Illustrate how various staff roles can support students' reading development.


Intended Audiences

K - 12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs







Writing - Self-Regulated Strategy Development Overview

Are you interested in learning more about an evidence-based way to improve your students' writing? This course on Self-Regulated Strategies Development (SRSD) for writing will introduce participants to this highly effective, evidence-based approach for teaching writing.  A brief overview of the SRSD process will be provided alongside first hand data and reports from local educators explaining both its effectiveness and ease of implementation.  While this is a stand-alone course, it also serves as a prerequisite to the facilitated course, Writing- Teaching Informational Writing with SRSD where educators learn how to implement SRSD.


Intended Audiences

Teachers, Literacy Coaches, Building Administrators

Course Type

Self-paced

Recommended # of PLUs

1 PLU


Data-Based Instruction for Early Writing

This course explores best practices in supporting young children who are experiencing writing difficulties through an evidence-based approach called data-based instruction.  Participants will learn about the key elements of writing and how both curriculum-based measurement and explicit writing instruction are systematically used to support young writers.


Intended Audiences

K-3 General and Special Educators, Interventionists

Course Type

Self-paced

Recommended # of PLUs

2 PLUs