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SL Module 1: Science of Reading & Structured Literacy
15 Lessons-
StartStructured Literacy & Science of Reading Course Introduction
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StartSLM1L1a: Overview & Definition of Science of Reading
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StartSLM1L1b: An Overview & Definition of Structured Literacy
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StartSLM1L2: Overview & Definition of High-Quality Instructional Materials: Decodable Text
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StartSL: M1L3: Research in Support of Structured Literacy
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StartSLM1L4: Current Research Supporting Structured Literacy
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StartSLM1L5: Research on Effects on Grade Level Reading by 3rd Grade
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StartSLM1L6: Seminal Research Supporting Roles of Word Recognition & Language Comprehension
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StartSLM1L7: Brain Research, Researchers & Regions of Brain Associated with Learning to Read
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StartSLM1L8: Research-Based Cognitive Models to Illustrate Reading Development
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StartSLM1L9a: Role & Importance of Integrated Content Learning to Improve Language Knowledge
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StartSLM1L9b: Integrating Social Studies Content
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StartSLML9c: Role & Importance of Integrated Content Learning to Improve Language Knowledge
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StartSLM1L9d: Instructional Strategies for Integrating Content Learning
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StartSLM1L9e: Assessing Integrated Content Learning
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SLModule 2: Systematic Instruction
5 Lessons-
StartSLM2L1: Overview & Definition of Systematic Instruction
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StartSLM2L2: Role, Use & Importance of Scaffolding
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StartSLM2L3: Systematic Scope & Sequence (sequential instruction)
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StartSLM2L4: Overview, Definition, Role & Importance of Cumulative Instruction
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StartSLM2L5: Current Research Supporting Use & Importance of Systematic & Cumulative Instruction
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SL Module 3: Explicit Instruction
5 Lessons-
StartSLM3L1: Overview & Definition of Explicit Instruction
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StartSLM3L2: Gradual Release of Responsibility
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StartSLM3L3: Role & Importance of Frequent Student Opportunities to Build Automaticity
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StartSLM3L4: Role & Importance of Immediate Corrective Feedback
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StartSLM3L5: Current Research Supporting Use & Importance of Explicit Instruction
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SL Module 4: Assessment
7 Lessons-
StartSLM4L1: Differences Among & Purposes for Screening, Progress-Monitoring, Diagnostic & Outcome Assessments
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StartSLM4L2: Basic Principles of Test Construction & Formats
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StartSLM4L3: Importance of Informal Diagnostic Surveys
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StartSLM4L4: Role, importance & Intentional Practice of Using Authentic Student Work Samples
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StartSLM4L5: Applying Informal Diagnostic Surveys for Reading Instruction
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StartSLM4L6: Diagnostic Teaching Practices to Individualize Instruction
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StartSLM4L7: Using Diagnostic Information to Appropriately Group K-5 students Based on Skill for Interventions & Differentiation
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SOR Module 5: Multisensory Instructional Practices
5 Lessons-
StartSLM5L1: Overview & Definition of Multi-Sensory Instruction
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StartSLM5L2: Current Research Supporting Use & Importance of Multi-Sensory Instruction
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StartSLM5L3: Linking Visual, Auditory & Tactile-Kinesthetic Modalities to Enhance Memory & Learning
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StartSLM5L4: Real-World Examples to Describe Multi-Sensory Learning
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StartSLM5L5: Overview of Intentionally Planning for Multi-Sensory Instruction
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SL Module 6: Phonological and Phonemic Awareness
8 Lessons-
StartSLM6L1: Definition of Phonological Awareness
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StartSLM6L2: Current Research Supporting Phonological & Phoneme Teaching Instruction
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StartSLM6L3: Typical Progression of Phonological & Phonemic-Awareness Skill Development
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StartSLM6L4: Identifying, Pronouncing, Classifying & Comparing Consonant & Vowel Phonemes of English
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StartSLM6L5: Differences Among Various Phonological Manipulations
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StartSLM6L6: Explicitly Planning & Teaching Instructional Routines to Improve Phonological Awareness Using High-Quality Instructional Materials
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StartSLM6L7: Explicitly Planning & teaching systematic Activities that Isolate, Identify, Categorize, Blend, Segment, Delete, Add & Substitute Sounds Using High-Quality Instructional Materials
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StartSLM6L8: Using Variety of Informal & Formal Phonological Awareness Assessments
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SL Module 7: Phonics/Word Study/Spelling
15 Lessons-
StartSLM7L1: Definition of Phonics
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StartSLM7L2: Current Research Supporting Phonics & Word Study Teaching Instruction
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StartSLM7L3: Typical Progression of Phonics Skill Development Across Ages & K-5
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StartSLM7L4: Phases of Word Reading
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StartSLM7L5: Spellings for All Vowel Sounds
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StartSLM7L6: Accurately & Automatically Mapping Graphemes to Phonemes in English Words
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StartSLM7L7: Difference Between “High Frequency”, “Irregular” & “Sight” Words Explicit Practices When Teaching Irregularly Spelled Words
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StartSLM7L8: Current Research Clarifying Term “Sight word” including “Orthographic Mapping”
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StartSLM7L9: Distinguishing Between Different Types & Purposes of Texts
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StartSLM7L10: Explicitly Planning & Teaching Phoneme-Grapheme Correspondences
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StartSLM7L11: Explicitly Planning & Teaching Critical Elements of Word Study & Phonics
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StartSLM7L12: Explicitly Planning & Teaching Structured Phonics Lesson Plan & Instructional Routines
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StartSLM7L13: Using & Analyzing Spelling Inventories & Their Role in Phonics Instruction
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StartSLM7L14: Role of Authentic Writing Samples for Purpose of Analyzing Student Strengths & Needs
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StartSLM7L15: Using Variety of Informal & Formal Phonics/Spelling Assessments & Authentic Writing Samples
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SL Module 8: Advanced Word Study
5 Lessons-
StartSLM8L1: Definition of Grapheme, Morpheme, Orthography & Morphology
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StartSLM8L2: Historical Influences on English Morphology & Spelling Patterns
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StartSLM8L3: Reliable Orthographic Rules & Patterns in English
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StartSLM8L4: Explicitly Planning & Teaching 6 Basic Syllable Types in English Spelling
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StartSLM8L5: Explicitly Planning & Teaching Syllable Division Routines Using High-Quality Instructional Materials
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SL Module 9: Fluency
7 Lessons-
StartSLM9L1: Definition of Fluency
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StartSLM9L2: Current Research Supporting Fluency & its Relationship to Comprehension
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StartSLM9L3: Typical Progression of Fluency Skill Development Sequence
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StartSLM9L4: Descriptions of Levels of Text Difficulty Best Supporting Comprehension
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StartSLM9L5: Benefits of Ample Independent Oral & Silent Reading
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StartSLM9L6: Explicitly Planning & Teaching Instructional Routines & Fluency-Building Activities, at Sub-Word & Word Levels
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StartSLM9L7: Using Variety of Informal & Formal Fluency Assessments
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SL Module 10: Vocabulary
14 Lessons-
StartSLM10L1: Definition of Vocabulary
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StartSLM10L2: Current Research Supporting Role & Importance of Vocabulary Development & Knowledge on Comprehension
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StartSLM10L3: Typical Progression of Vocabulary Skill Development Across Age & Grade Levels
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StartSLM10L4: Role & Characteristics of Implicit Methods of Vocabulary Instruction
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StartSLM10L5: Role & Characteristics of Explicit Methods of Vocabulary Instruction
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StartSLM10L6: Role & Importance of Integrated Content Learning to Improve Vocabulary Knowledge
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StartSLM10L7: Classes of Morphemes
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StartSLM10L8: How Morphology Enhances Vocabulary Knowledge & Meaning of Words
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StartSLM10L9: Outside Influences on Students’ Vocabularies
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StartSLM10L10: Classifying Tiers of Words
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StartSLM10L11: Strategies, Routines & Techniques to Deepen Understanding
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StartSLM10L12: Explicitly Planning & Teaching Multiple Opportunities for Students to Apply Vocabulary in Meaningful Contexts Using Hgh-Quality Instructional Materi
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StartSLM10L13: Explicitly Planning & Teaching Multiple Opportunities for Students to Apply Vocabulary in Meaningful Contexts
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StartSLM10L14: Using Variety of Informal & Formal Vocabulary Assessments
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SL Module 11: Comprehension
11 Lessons-
StartSLM11L1: Definition of Comprehension
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StartSLM11L2: Current Research Supporting Factors Contributing to Deep Comprehension & Understanding
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StartSLM11L3: Role & Importance of Integrated Content Learning to Improve Overall Background Knowledge & Comprehension
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StartSLM11L4: Typical Progression of Comprehension Skill Development Across Age & Grade Levels
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StartSLM11L5: Key Comprehension Strategies
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StartSLM11L6: Planning Thoughtful Questions Before, During, After Reading to Deepen Understanding
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StartSLM11L7: Instructional Routines Appropriate for Each Major Genre
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StartSLM11L8: Teacher’s Role as Active Model Mediator of Cognitive Processes
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StartSLM11L9: Role of Automaticity as Key Predictor of Comprehension of Written Discourse & Motivation to Read
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StartSLM11L10: Explicitly Planning Teaching Variety of Comprehension Strategies
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StartSLM11L11: Using Variety of Informal & Formal Comprehension Assessments
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Part A: Structured Literacy & The Science of Reading
Instructional-based practices for teaching reading, emphasizing systematic phonics, decoding & cognitive science behind literacy development
Course Summary
This course is the first part of two required courses for obtaining your Literacy Endorsement in Arizona. Part A focuses on Structured Literacy and the Science of Reading, while Part B covers Advanced Literacy Instruction. These courses have been designed with support from ADE to meet the course requirements for a k-5 Literacy Endorsement. In addition to Part A and Part B you will need a passing score on the Foundations of Literacy exam. Upon successful completion of both courses, you will be awarded a Certificate of Completion for the course titled "Advanced Structured Literacy Instruction: Integrating the Science of Reading." This certificate is necessary to submit to the Arizona Department of Education (ADE) in order to meet the course requirements for the k-5 Literacy Endorsement to your teaching license. Please note once purchased and enrolled, there are no refunds.
For additional information, please visit the ADE Literacy Endorsement webpage
Course Curriculum
Jacqueline Croteau, PhD
BA Secondary English & ESL, MAED Suervisions & Administration, PhD Education Technology
Highly Recommended Course. Easy to Understand, Informative, Very Well Organized. The Course is Full of Practical and Valuable for Anyone who wants to Enhance their Skills. Really Enjoyed it. Thank you!!
Course Pricing
Structured Literacy & The Science of Reading
$550 USD
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Course meets Part A requirement of AZ Department of Education K-5 Literacy Endorsement. Both Part A & Part B are required
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- ADE Approved for K-5 Literacy Endorsement Part A
- Available for 3 graduate level University Credits upon completion
- Part A & Part B combined meet s ADE dyslexia & phonics requirements
