The Teaching Foundational Reading Skills MOOC-Ed will help you more effectively prepare your students in grades K–3 with the skills they need to become successful readers. This is a critical challenge for elementary school teachers: In 2015, only 36 percent of fourth-graders scored at or above the proficient level on the National Assessment of Educational Progress. Reading competency at fourth grade strongly predicts future success in school, since reading becomes increasingly central to learning in all content areas as students advance to higher grades.
This MOOC-Ed is organized around the recommendations of the Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade Practice Guide, published in July 2016 by the U.S. Department of Education's What Works Clearinghouse. This Practice Guide, developed by a panel of expert researchers and practitioners, provides educators with specific, research-based recommendations for effective teaching practices. It focuses on the foundational skills that enable students to read words, relate those words to their oral language, and read with sufficient accuracy and fluency to understand what they read.
Unit 1: Elements of Reading Foundations and Building Upon Students' Language Knowledge
In Unit 1, we first provide an overview of the four major recommendations in the Foundational Skills Practice Guide, each of which we consider in one unit of this course. We then consider, through classroom videos and participant discussion, the many components involved in teaching children to read, and the many skills children need to master to become successful readers. We then turn to the first recommendation from the Practice Guide, which is to further students' speaking and listening vocabulary, language use, and comprehension skills.
Unit 2: Phonological Awareness and Letter-Sounds
In Unit 2, we explore Recommendation 2 in the Foundational Skills Practice Guide, develop awareness of the segments of sound in speech and how they link to letters.
We will begin by reviewing the recommendation and core content, phonological awareness and the alphabetic principle. We will let you experience this content as your students would, by playing "games" with sounds and letters. Next, we will see it in practice by viewing some teachers facilitating their students' developing phonological awareness and knowledge of letter-sound connections. We will then discuss some related debates about instruction. You will have the opportunity to hear from our expert panel and try this out with your own students.
Unit 3: Word Decoding, Recognition, and Writing
In Unit 3, we explore the Recommendation 3 in the Foundational Skills Practice Guide, teach students to decode words, analyze word parts, and write and recognize words.
We will begin by reviewing the recommendation and core content, strategies for teaching students to decode words from simple to complex. We will let you experience this content as your students would, by playing "games" with word patterns and parts. Next, we will see it in practice by viewing lessons aimed at teaching these decoding and word analysis skills. We will then discuss some related debates about instruction. You will have the opportunity to hear from our expert panel and try this out with your own students.
Unit 4: Reading Connected Text to Support Fluency and Comprehension
In Unit 4, we explore the Recommendation 4 in the Foundational Skills Practice Guide, ensure that each student reads connected text every day to support reading accuracy, fluency and comprehension.
We will begin by reviewing the practice guide and core content, emphasizing ways to support children as they read connected text. These approaches will help children apply and extend the word-identification knowledge they are building during instruction that draws on the previous units. We will let you experience this content as your students would, by playing "games" in which you reflect on your own self-monitoring and strategic word recognition when reading connected text. Next, we will see it in practice by viewing examples of teachers implementing instructional practices that support children's fluent reading. We will then discuss some debates about reading instruction. You will have the opportunity to hear from our expert panel and try this out with your own students.
MOOCs stand for Massive Open Online Courses. These arefree online courses from universities around the world (eg. StanfordHarvardMIT) offered to anyone with an internet connection.
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To register for a course, click on "Go to Class" button on the course page. This will take you to the providers website where you can register for the course.
How do these MOOCs or free online courses work?
MOOCs are designed for an online audience, teaching primarily through short (5-20 min.) pre recorded video lectures, that you watch on weekly schedule when convenient for you. They also have student discussion forums, homework/assignments, and online quizzes or exams.