Sample Science of Reading Academy Syllabus

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This is a sample syllabus intended to illustrate the time commitment required for completion of this course. This is only an example - course content and videos are subject to change.

All Sessions Will Be Virtual - Time TBD

Format

Educators are invited to participate in 12 live interactive training sessions, self-paced individual study, and personalized support in the area of reading instruction over the course of 4.5 months.

Goal

To provide educators with a knowledge foundation in science of reading research and practices, and hands-on practical skills with individualized support for each participant.

Description

Based on science of reading research, this course is designed to introduce teachers and other interested professionals to fundamental knowledge and skills needed for effective reading instruction and assessment practices. Knowledge and skills taught in this course are aligned with California Common Core Standards and California Dyslexia Guidelines. Participants will have the opportunity to engage in live interactive training sessions, independent readings to improve teaching practice, connect with other reading teachers, and receive tailored, individualized support from our team of language and literacy specialists.

This course is intended for professionals working in an educational setting and seeking increased understanding and skill in evidence-based reading instruction. In order to receive certification of course completion, participants are expected to attend webinar sessions, complete relevant reading and application activities.

Fee

Participation in the course is free to teachers in California Public schools. However, space may be limited and administrator permission will be required in order to complete assignments related to teaching practice. Participants will be asked to purchase three textbooks that will be used throughout the course.

Textbooks

Note: Discount may be available for the combined purchase of Assessing Reading: Multiple Measures, Revised 2nd Edition External link opens in new window or tab. and Teaching Reading Sourcebook, 3rd Edition External link opens in new window or tab. . (Approximate cost $125)

Learning Outcomes

  • Knowledge of how reading connections are made in the brain
  • Be familiar with research-based resources for teaching reading available in print and online
  • Identify the essential evidence-based components and principles of structured literacy instruction
  • Understand key reading terms including: phonological awareness, concepts of print, orthographic mapping, phonics, and morphology
  • Learn about various reading assessments and interpreting assessment results to guide instruction
  • Know and be able to produce correct letter sounds for instruction
  • Learn strategies that support multisyllabic word reading and vocabulary development
  • Apply understanding of important reading concepts to identifying student learning needs

Teaching/Learning Strategies

  • Reading from course textbooks
  • Other readings as assigned, such as online articles and research
  • Participation in live training sessions and discussions
  • Watching recommended webinars and demonstration videos
  • Completion of application activities in current teaching context
  • Feedback and consultation with specialists
  • Role playing/simulation during training sessions

Preparation

To receive the most benefit from this course, participants will be asked to engage in various self-study activities such as: reading assigned sections from text, related from research, viewing recommended videos, and practicing suggested strategies within the educational setting. With this in mind, participants are asked to prepare for teaching sessions by completing the Read/Watch assignments before each teaching session. Suggested Readings, office hours, and the Dyslexia Forum are all considered optional opportunities for further learning in this course. The office hours and individual consultation offered upon request are especially valuable for educators wishing to receive more personalized support from our team of specialists.

Before First Meeting

  • Obtain Administrator/Supervisor Approval
  • Register
  • Purchase Textbooks

Science of Reading Academy Team Members

Name Email
Paula Velez, M.A. pvelez@dcc-cde.ca.gov
Gwen Deeter, M.A. gdeeter@dcc-cde.ca.gov
Patricia Deroian, M.A. pderoian@dcc-cde.ca.gov
Jodie Dittmar, M.S. jdittmar@dcc-cde.ca.gov

Course Sequence

Unit 1

Course Assignments Estimated Time
Introduction to Science of Reading Read:
  • Teaching Reading Sourcebook, The Big Picture, pg. 1-16
  • Equipped for Reading Success, Chapter 1, pg. 1-12

Watch:

  • What Teachers Should Know About the Science of Reading - EdWeek Interview with Emily Hanford (approximately 30 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
What Is Orthographic Mapping? Read:
  • Equipped for Reading Success, Chapter 4-5, pg. 27-52

Watch:

  • Orthographic Mapping: What it Is and Why It's So Important (approximately 35 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours

Suggested Unit 1 Reading: Teaching Reading IS Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do by Louisa Moats External link opens in new window or tab. (PDF)

Unit 2

Course Assignments Estimated Time
Phonological Awareness: What It Is & Why It Matters Read:
  • Equipped for Reading Success, Chapters 2-3, pg. 13-26

Watch:

  • Margie Gillis, What is Phonological Awareness? (approximately 4 minutes)
  • Phonemes, Rollins Center for Language & Literacy (approximately 6 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Phonological Awareness Teaching Strategies Read:
  • Teaching Reading Sourcebook, Chapter 5, pg. 115 -124

Watch:

  • Creating a Language Rich Early Learning Environment (approximately 9 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Optional Office Hour Open meeting to discuss any topic related to Unit 1 or 2 None

Unit 3

Course Assignments Estimated Time
Decoding & Word Recognition: What It Is & Why It Matters Read:
  • Teaching Reading Sourcebook, Section III Decoding and Word Recognition, pgs. 161-168; Ch. 6 , pgs.170-195
  • Equipped for Reading Success, Chapter 12 Letter-Sound Learning, pgs. 101-110.

Watch:

  • Phonemes, Graphemes, and Morphemes. Jennifer Hassler (approximately 11 minutes)
  • What's the Difference Between Digraphs, Trigraphs, and Blends? The Reading League (approximately 5 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Decoding & Word Recognition: Teaching Strategies Read:
  • Teaching Reading Sourcebook, Chapter 6 Phonics, pgs. 196-239

Watch:

  • 1st Grade OG Three-Part Drill (approximately 5 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours

Unit 4

Course Assignments Estimated Time
Teaching Syllabication & Morphology Read:
  • Teaching Reading Sourcebook, Chapter 8, pg 259-314

Watch:

  • TBD
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Teaching Vocabulary & Comprehension Read:
  • Teaching Reading Sourcebook, Section V, Introduction, pg 405-418

Watch:

  • Rooting in English: Morphology as a Tool for Developing Literacy - Ben Powers - Haskins Global Literacy Hub - May 20, 2020 (approximately 51 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Optional Office Hour Open meeting to discuss any topic related to Unit 3 or 4 None

Unit 5

Course Assignments Estimated Time
Reading Assessment Tools Read:
  • Assessing Reading Multiple Measures, Introduction to Assessing Reading, pg. 5- 15, and look over the various Multiple Measures.
  • Equipped for Reading Success, Chapter 11 Assessment of Phonological Awareness: PAST, pgs. 93-100.

Watch:

  • PAST Administration by Chandle Carpenter (approximately 17 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Using Reading Assessments to Inform Instruction Read:
  • Teaching Reading Sourcebook, MTSS for Reading Success, pgs. 744-754

Watch:

  • Using Assessments to Drive Literacy Instruction by Dr. Margie Gillis (approximately 1 hour, 6 minutes)
    • Using Assessments to Drive Literacy Instruction Webinar Slides
 Prep Work: 1.5 hours

Presentation: 1.5 hours

Unit 6

Course Assignments Estimated Time
Syntax & Semantics in Structured Literacy Read:

Watch:

  • A Syntax Focused Kindergarten Lesson by Literacy How (approximately 6 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Structured Literacy Teaching Practices Read:
  • Teaching Reading Sourcebook, pg. 174-178
  • Equipped for Reading Success, pg. 73-88

Watch:

  • Inside a Dyslexia Intervention | Reading Strategies for Struggling Readers - Understood.org (approximately 37 minutes)
 Prep Work: 1.5 hours

Presentation: 1.5 hours
Optional Meeting & Final Celebration Join us for an open discussion of the final two units and to celebrate all that you have learned! Links to the full course evaluation will be sent at this meeting as well. None