This course is truly for the practitioner who is not only interested in learning about how to help children cross the bridge from oral language to fully evolved literacy, but also for those who are willing to turn the lens on their own instruction with the mindset of reflection and refinement. In this facilitated course you will fine tune your understanding of the reciprocal relationship between phonemic awareness and phonics, and the role that both play in children’s accurate and rapid word-solving, behaviors that serve as cornerstones of future reading success. You will read evidence-based descriptions of recommended instructional practices. You will analyze and respond to classroom scenarios. Through required readings, and lectures, you will gain insight into teaching strategies that support children’s development of both phonemic awareness and phonics. Via video, you will step into the classrooms of various teachers to watch as they encounter “problems of the practice.” You will have the chance to construct your own ideas of what went wrong, make connections to what you have learned, and describe how you might address this problem in your own teaching routines. Over the course of six sessions, you will also explore with fidelity the role of trustworthy assessment in informing our instructional decisions; you will learn to distinguish between intervention and remediation; you will get to examine multimodal text sets and evaluate them as teaching resources; and you will look closely at factors which engage students in reading right from the start. The course was authored by Jeanne Paratore, Professor of Education and Coordinator of the Reading Education and Literacy and Language Education Programs at Boston University. She is a published expert in the field of emergent literacy, and a master lecturer who appears in the course’s video lecture segments.
By successfully completing all course requirements participants will:
- Understand the ways language provides a foundation for word learning.
- Understand that explicit instruction supports development of word study abilities.
- Implement teaching strategies that support children’s development of phonemic awareness.
- Implement teaching strategies that support children’s development of phonics and their ability to decode monosyllabic and multisyllabic words.
- Implement teaching strategies that support the development of word study abilities among children who find word solving difficult.
- Understand that texts that convey information through wordless modes such as images, sound, movement, or layout also require a type of “decoding” that must be explicitly taught.
- Implement teaching strategies that support decoding of multimodal texts.
- Implement assessment strategies that monitor children’s learning of each day’s lesson and inform ongoing instruction.
- Create a classroom context and daily teaching routines that support children’s active word learning and support a disposition toward all reading that begins and ends with the process of meaning-making.
b. What do we know about oral language and learning to read?
c. What should teachers know and do?
b. How does phonological awareness develop?
c. How types of language experiences contribute to the development of phonemic awareness?
d. What should teachers do?
b. What is the content and learning progression of phonics knowledge?
c. What are different approaches to phonics instruction?
d. What specific teaching strategies support children’s development of phonics and their ability to decode monosyllabic and multisyllabic words?
b. Intervention vs. Remediation
c. Characteristics of Effective Early Intervention
d. What Teaching Actions Should Teachers Take?
b. What are the types and purposes of assessment?
c. What must teachers know how to do?
d. Measures to assess phonological and phonemic awareness and phonics
e. Cautions about common assessment practices
b. What teaching actions provide a foundation for engaged reading?
National graduate credit providers offer graduate credit based on the following hours of course time:
15-hour PBS TeacherLine course = 1 credit hour
30-hour PBS TeacherLine course = 2 credit hours
45-hour PBS TeacherLine course = 3 credit hours
Graduate credit is an additional cost that Learners pay directly to graduate credit providers at the time of registration for graduate credits. Learners must wait until the course begins before registering for graduate credit. Detailed information on how to register is provided in the first Announcement for each course. Cost varies by institution. Please see the list of providers below for more information about credit costs.
Learners who register for graduate credit can obtain a transcript from the credit provider registered with during the course.
Learners who successfully complete PBS TeacherLine courses may be eligible for CEU credits from their state or school district. States and districts have their own unique requirements. Learners should check with their district or state professional development office to determine eligibility before enrolling in a PBS TeacherLine course.
PBS TeacherLine provides Learners with:
- The opportunity to print a course certificate of completion which will includes a letter grade course hours of the course.
- A PDF copy of the course syllabus.
PBS TeacherLine does not offer CEUs directly and is not authorized to grant CEU credits. This is typically done by state and district professional development offices.
The facilitator brings the course to life by being present in the learning, keeping the learners on track, giving feedback on assignments, nudging the discussion forums and giving meaningful comments on journals. When learners feel the presence of their peers and the facilitator, they become more accountable and obliged to remain engaged. PBS TeacherLine facilitators are highly qualified teachers who have been peer-selected and hold master’s degrees. They are available for overall support and guidance throughout the six-week session so that even novice computer users feel comfortable taking an online course.
Each PBS TeacherLine facilitated course section has no more than 30 total learners, allowing our experienced facilitators to ensure a manageable course size for discussion and collaboration.
The design and structure of the PBS TeacherLine course is based on best practices and research that highlight the importance of online learning communities. The instructional content is a blend of multimedia resources delivered to improve participant attitudes and practices through weekly assignments, readings, model teaching video, discussion boards, and opportunities for reflection.
A course is divided into Six Sessions. The facilitator will guide learners through one session per week for a six-week term.
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Learners who drop a course before 12:00 AM Eastern Time on the start date, will receive a full refund of their paid course price. This will show as 'Dropped' on the Learner's profile and no grade will be displayed.
Learners who drop a course on the start date, or within the first seven days of the course (before midnight Eastern Time on the 7th day of the course), will receive a refund of 80% of their paid course price. This will show as 'Dropped Late' on the Learner's profile and no grade will be displayed.
Learners who drop a course after 12:00 AM Eastern Time on the seventh (7th) day of the course will not receive any refund. This will show as ‘Withdrawn’ on the Learner's profile and no grade will be displayed.
Learners who cannot continue a course after the 7th day of the course should withdraw from the course so the 'earned letter grade' does not display on the Learner's profile.
PBS TeacherLine will process refunds due to Learners approximately five business days after the drop date. Learners will receive a confirmation email when dropping a course, and another, once the refund has been processed.
Please allow up to 2 business days for response.
Erin fell in love with online learning as a student and became an online facilitator after completing a training course on PBS TeacherLine. She has been facilitating courses online for over 5 years, covering more than 11 different course titles. Erin holds a Bachelor's Degree in Elementary Education, a Master's in Administration, and is working on a second Master's in Educational Technology and Leadership. She is certified in Elementary Education & Middle School Education and was named a finalist for Teacher of the Year in 2010! She has taught a range of grade levels and in a variety of demographic areas. Erin believes that the enthusiasm learners bring to the discussion is contagious and creates a climate of inspiration in the online classroom!
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