Coming soon in 2019! Registration opens in January!
This course is worth 36 CTLE credits
ELLs have little to no time before they have to go from learning to read to reading to learn.
ELLs are not reading at grade level because many students still lack sufficient foundational language and literacy skills like phonemic awareness, decoding, spelling, handwriting, vocabulary building, and the basic grammar necessary for reading comprehension and sentence level writing. Most teacher training programs don’t adequately cover these skills, if at all, and/or don’t teach them in the context of ELLs.
In places like New York City, where teachers struggle to integrate language and literacy into their content for diverse learners, there is an urgent need to give teachers the necessary knowledge to teach foundational skills.
This course – Integrating Foundational Language and Literacy into Content for English Language Learners – aims to teach teachers what the science of reading is, how literacy acquisition takes place in a new language, and how to use specific techniques to improve outcomes for emergent bilinguals. We will cover the components of phonological awareness, vocabulary knowledge, syntactic awareness, the English spelling system, handwriting, reading comprehension, and beginning writing. We will study how acquisition of oral English progresses from entering and emerging levels to transitioning and commanding levels, and its relationship to the acquisition of reading and writing.
Most importantly, we will learn learn specific research-based strategies and scaffolding techniques (with a focus on Orton Gillingham) that integrate phonemic awareness, syllable division, spelling, handwriting, reading comprehension and sentence and paragraph level writing into the content.
Coursework will involve linguistically analyzing a curriculum unit that you are currently teaching your students and then making a plan for integrating FLL skills into it. You will create a customized instructional template that you will be able to recycle for future units. In addition, you will read critically important research and pedagogical articles, and demonstrate your knowledge of the material through online quizzes, and by communicating in an online forum. You will work at your own pace throughout the semester, but with suggested deadlines from me to keep you on track.
The good news is that science has shown how children learn to read – now it’s time to bring those research-based techniques into the classroom and get our students reading!