In this course, you will learn about research-based instructional activities to teach phonics and spelling to students in grades K-3. You will learn about the importance of systematic instruction and the development nature of how reading and spelling develop. You will learn assessment techniques based on these developmental patterns that will help inform your instruction.
All of the academic journal articles and publications required for this course are made available for you to download and print with permission from the content publishers. There is one exception, however. In Sessions 2, 3, and 4, you will be required to read selections from Words their way: Word study for phonics, vocabulary, and spelling instruction (6th Edition) by Bear, D.R., Invernizzi, M., Johnston, F., & Templeton, S. (2016). You will need to acquire a copy of this text from your school's professional learning library, purchase a copy, or rent the eTextbook prior to starting the course.
At the end of this course, learners will have an understanding of:
- Research-based elements of phonics and spelling that should be explicitly taught to beginning and transitional readers.
- Strategies for using developmentally appropriate reading and spelling activities.
- Pedagogical approaches that improve student achievement.
- Assessment and data of student development that guide instructional decisions.
Learners completing this course will be able to:
- Explain changes in their instructional practices for teaching phonics and spelling.
- Understand and demonstrate their knowledge of contemporary perspectives on spelling instruction.
- Describe instructional practices in an integrated language arts program that support phonics and spelling development at early stages of spelling development.
- Analyze three spelling samples and describe an activity to develop the spelling skills of each student represented by the samples.
- Describe two instructional activities for students in the Letter Name-Alphabetic Spelling Stage.
- Describe two instructional activities for students in the Within Word Pattern Spelling Stage.
- Apply the Feature Analysis to identify a student’s spelling stage and set instructional goals for that student.
- Describe specific methods that support the reading, writing, and spelling development of students who are English-language learners and students who do not learn readily with traditional forms of instruction.
- Create a case study of a student in Grades K-3.
- Define your professional goals and expectations for this course in your online journal.
- Explain your prior knowledge about the most effective methods for teaching phonics and spelling in grades K-3 in your online journal.
- Reflect on statements about teaching phonics in your online journal.
- Compare/contrast traditional and contemporary perspectives on spelling through online discussion.
- In your online journal, use course readings and the video to explain changes in your instructional practice for teaching spelling.
- Explain and discuss the effectiveness of using the Bear and Templeton model for word study with students.
- Evaluate whether it is important to focus on students’ spelling or the content of their writing in your online journal.
- Reflect on your experiences, questions, and/or concerns of using classroom discussions about print with your students.
- Analyze three spelling samples and describe an activity to develop the spelling skills of each student represented by the spelling samples.
- Discuss and justify your position on Wilde's philosophy for teaching spelling.
- Analyze and compare Wilde and Taberski’s perspectives on spelling instruction and determine which approach provides a greater degree of direct and explicit instruction.
- Create and describe two instructional activities for a student within the Letter Name –Alphabetic Stage in your online journal.
- Create and describe two instructional activities for a student within the Within Word Stage in your online journal.
- Discuss the importance of informed observation in assessing students’ reading and spelling.
- Use assessment results to analyze features of student spelling based on a developmental framework.
- Use assessment results to plan for instruction in phonics and spelling.
- Discuss the methods that enable teachers to best use “teachable moments” to teach spelling and phonics.
- Describe specific methods that may support the reading, writing, and spelling development of students who are English Language Learners (ELLs) and students with diverse learning styles in your classroom in your online journal.
- Describe some of the challenges you may experience in providing an optimal learning environment for English Language Learners and those with diverse learning styles.
- Conduct a peer review of one other learner’s lesson plan for an English Language Learner or a student with a diverse learning style in an online discussion.
- Design appropriate instructional plan and activities to meet the needs of your student or the student in the case study. (Final Project)
- Align your instructional goals and objective with the appropriate CCSS
- Assess your learning in this course by comparing your prior knowledge and acquired knowledge.
- Analyze the learning experience in this course by reflecting on your professional goals and expectations.
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.
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Charlotte is a retired middle school Science teacher and school webmaster with 21 years of classroom experience and a 12 years of online teaching experience. She is a National Board Certified Teacher, has a Graduate Certificate in Instructional Design from the University of Georgia, and earned more than 30 graduate hours in Instructional Technology. Charlotte truly enjoys helping other teachers find strategies and resources that work for them in their unique classroom setting. In her spare time, Charlotte loves to travel! Even if she is on a train in Scotland, she will be online with her learners, collaborating and helping them in any way that she can!
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