LT-01 Reading First: Supporting Early Reading Instruction with Technology
Participants in this course will discover the many ways in which new technologies can support classroom reading instruction in kindergarten through third grade. As they examine existing research on literacy technologies, participants will also review or familiarize themselves with the five areas of instruction discussed in the National Reading Panel's 2000 report on early reading: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. The course will put special emphasis on evidence-based uses of technology for reading instruction.
LT-02 Supporting Literacy Development in Lower Elementary Classrooms
In this course, participants will explore how new technologies can support emerging literacy development in kindergarten through second grade. Participants will investigate tools and strategies that can help build phonemic awareness and facilitate the transition from invented spelling to English spelling. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and experiment with software tools for publishing student work and creating class books. Participants will complete the course with a number of resources and ideas for immediate classroom use.
LT-03 Supporting Literacy Development in Upper Elementary Classrooms
This course will help teachers and specialists that work with students in grades three through six to develop a technology-enhanced lesson that addresses national and local literacy standards and that connects reading and writing with other curriculum areas. To support this development process, participants will examine a sample lesson plan that incorporates several ways technology can support reading and writing across the curriculum. Participants will experiment with technologies that can be used to develop vocabulary and facilitate each phase of the writing process, including concept-mapping, peer review, editing, and publishing student work. They will examine how the Internet can be used to foster reading-writing connections and to help students develop critical research skills. Participants will also be introduced to assistive technologies that can help students with special needs learn to read and write independently. Participants will also discuss assessment strategies for technology-enhanced literacy projects.
LT-04 Helping Struggling Readers Improve Comprehension
Struggling readers and writers may have difficulty decoding text, comprehending, and conveying ideas through writing. This course focuses specifically on supporting the academic development of students who are competent decoders but who struggle to understand the meaning of what they read. We will explore the different types of comprehension difficulties students may face and will introduce a number of research-based strategies to improve comprehension skills. As a final project, participants will design and implement a lesson plan focused on improving students' reading comprehension.
LT-05 Accommodating ESOL/ESL Students in the Classroom
This course is designed for K - 12 educators in all subject areas. Participants will discover and create strategies to help their English language learners improve their reading, writing, speaking, listening, and thinking skills in content areas. The course will include an introduction to the linguistic and cultural issues faces by ELL students. A strong emphasis will be placed on the inclusion of all learners and the use of appropriate media.
LT-06 ESOL Literacy Development 1 – Reading
ESOL Literacy Development takes educators/administrators into the world of how second language (L2) learners acquire reading skills. Participants will gain a working knowledge of philosophies behind L2 reading acquisition, the role of culture, how the brain works during L2 reading acquisition, the five essentials of reading (phonemic awareness, phonological awareness, reading comprehension, vocabulary, and reading fluency), and assessments that are unbiased to evaluate reading skills. Educators will not only gain knowledge of how L2 learners acquire reading skills, but will also develop an in depth outline, including a mission statement that will provide as a guide to use in classrooms for L2 reading acquisition. Although educators are the primary focus for this course, administrators will find this course a useful tool in the development of a school-wide view and practice of L2 reading skill acquisition.
LT-07 ESOL Literacy Development 2 – Writing
ESOL Literacy Development Part 2 takes educators/administrators into the world of how second language (L2) learners acquire writing skills. Participants will gain a working knowledge of philosophies behind L2 writing acquisition, the role of socio-culture, and NH’s 2007 L2 learner writing proficiency levels (entering, beginning, developing, expanding, bridging, and reaching).
’s standards for English Language Proficiencies (ELP) and writing proficiency levels, including a mission statement that will provide as a guide to use in classrooms for L2 writing acquisition. This outline will provide as a tool to create a classroom environment and instructional philosophy that will assist L2 learners in the acquisition of writing skills. Although educators are the primary focus for this course, administrators will find this course a useful tool in the development of a school-wide view and practice of L2 writing skill acquisition.
LT-08 ESOL Literacy Development: Part 3 - Oral Language Acquisition
ESOL Literacy Development Part 1 takes educators/administrators into the world of how second language (L2) learners acquire oral language skills. Participants will gain a working knowledge of philosophies behind L2 oral language acquisition, the role of socio-culture, and NH’s 2007 L2 learner oral language proficiency levels (entering, beginning, developing, expanding, bridging, and reaching). Educators will identify their philosophy of oral language acquisition for L2 learners, develop a mission statement for their classroom for supporting L2 learners, and complete a L2 Oral Language Acquisition Planner which is reflective of NH’s standards for English Language Proficiencies (ELP) and oral language proficiency levels. The planner will provide as a tool to create a classroom environment that will assist L2 learners in the acquisition of oral language skills. Although educators are the primary focus for this course, administrators will find this course a useful tool in the development of a school-wide view and practice of L2 oral language skill acquisition.
LT-09 Literacy Coaching for the 21st Century
This course is designed for literacy coaches, reading specialists, classroom teachers, Title 1 educators/administrators, and special educators who are knowledgeable about literacy development, curriculum, and instruction and are interested in learning more about the role and responsibilities of a literacy coach. The course is aligned with the New Hampshire PreK-16 Literacy Action Plan for the 21st Century. Introduction to Literacy Coaching presents an overview of the literacy coach's authentic role in improving the literacy performance of students at his/her school/district. With the demanding rigor of statewide assessments and an ever changing educational leadership, policies, and procedures, the literacy coach's role is instrumental in closing the gap between performance and achievement. The literacy coach is charged with communicating the focus, supporting and building teacher capacity in literacy instruction. This course has been differentiated for participants not currently in a school system.
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Last updated February 25, 2014