-
AL Module 1: Science of Reading & Structured Literacy
13 Lessons-
StartAdvanced Literacy Course Introduction
-
StartALM1L1: Overview & Definition of Science of Reading
-
StartALM1L2: An Overview & Definition of High-Quality Instructional Materials
-
StartALM1L3: Current Research in Support of Structured Literacy
-
StartALM1L4: Research Effects on Grade Level Reading by 3rd Grade
-
StartALM1L5: Seminal Research Supporting Roles of Word Recognition & Language Comprehension
-
StartALM1L6: Brain Research, Researchers & Regions of Brain Associated with Learning to Read
-
StartALM1L7: Research-Based Cognitive Models to Illustrate Reading Development
-
StartALM1L8a: Role & Importance of Integrated Content Learning to Improve Language Knowledge
-
StartALM1L8b: Integrating Social Studies Content
-
StartALML8c: Role & Importance of Integrated Content Learning to Improve Language Knowledge
-
StartALM1L8d: Instructional Strategies for Integrating Content Learning
-
StartALM1L8e: Assessing Integrated Content Learning
-
-
AL Module 2: Systematic Instruction
5 Lessons-
StartALM2L1: Overview & Definition of Systematic Instruction
-
StartALM2L2: Role, Use & Importance of Scaffolding
-
StartALM2L3: Systematic Scope & Sequence
-
StartALM2L4: Overview, Definition, Role & Importance of Cumulative Instruction
-
StartALM2L5: Current Research Supporting Use & Importance of Systematic & Cumulative Instruction
-
-
AL Module 3: Explicit Instruction
6 Lessons-
StartALM3L1: Overview & Definition of Explicit Instruction
-
StartALM3L2: Gradual Release of Responsibility
-
StartALM3L3: Role & Importance of Frequent Student Opportunities to Build Automaticity
-
StartALM3L4: Role & Importance of Immediate Corrective Feedback
-
StartALM3L5: Current Research Supporting Use & Importance of Explicit Instruction
-
StartALM3L6: Incorporating Core Principles of Teaching Proficiency through Reading & Story Telling (TPRS)
-
-
AL Module 4: Assessment
11 Lessons-
StartALM4L1: Differences Among & Purposes for Screening, Progress-Monitoring, Diagnostic & Outcome Assessments
-
StartALM4L2: Role of Balanced Assessment Framework
-
StartALM4L3: Role of Formal Assessments in MTSS
-
StartALM4L4: Roles & Purposes for Content Progress Monitoring vs. Mastery Measurement
-
StartALM4L5: Basic Principles of Test Construction & Formats
-
StartALM4L6: Importance of Informal Diagnostic Surveys
-
StartALM4L7: Applying Informal Diagnostic Surveys for Reading Instruction
-
StartALM4L8a: Using Diagnostic Data to Provide Differentiated Instruction
-
StartALM4L8b: Using Diagnostic Information to Appropriately Group K-5 students Based on Skill for Interventions & Differentiation
-
StartALM4L9: Role, importance & Intentional Practice of Using Authentic Student Work Samples
-
StartALM4L10: Diagnostic Teaching Practices to Individualize Instruction
-
-
AL Module 5: Multi-sensory Instructional Practices
5 Lessons-
StartALM5L1: Overview & Definition of Multi-Sensory Instruction
-
StartALM5L2: Current Research Supporting Use & Importance of Multi-Sensory Instruction
-
StartALM5L3: Linking Visual, Auditory & Tactile-Kinesthetic Modalities to Enhance Memory & Learning
-
StartALM5L4: Real-World Examples to Describe Multi-Sensory Learning
-
StartALM5L5: Overview of Intentionally Planning for Multi-Sensory Instruction
-
-
AL Module 6: Struggling Readers
7 Lessons-
StartALM6L1: Definition of Dyslexia
-
StartALM6L2: Current Research Showing Differences Anatomy & Function of Dyslexic Brain
-
StartALM6L3: Prevalence of Dyslexia
-
StartALM6L14a: Common Myths & Misconceptions of Dyslexia
-
StartALM6L4b: Indicators of Dyslexia By Age/Grade Level
-
StartALM6L5a: Current Research Supporting Effectiveness of Early Intervention
-
StartALM6L5b: Effects of Delaying Intervention
-
-
AL Module 7: Planning Intervention
13 Lessons-
StartALM7L1: Definition & Overview of Tier 1 with Additional Support in Tier 2 & Tier 3 Intervention as Part of an MTSS
-
StartALM7L2: Role Tier 1, Tier 2 & Tier 3 Levels of Support Impact Successful MTSS of Reading
-
StartALM7L3: Overview of Emphasized Role of Tier 1 Support for All Students
-
StartALM7L4: Overview, Importance & Role of High-Quality Instructional Curriculum
-
StartALM7L5: Dimensions of Intensifying Instruction
-
StartALM7L6: Adjusting Frequency, Duration, Group Size & /or Intensity of Intervention Based on Progress Monitoring & Student Level of Need
-
StartALM7L7: Power & Use of Grouping Processes & Levels
-
StartALM7L8: Incorporating Strategies to Increase Engagement & Motivation
-
StartALM7L9: Strategies to Provide Increased Opportunities for Student Practice & More Timely Corrective Feedback
-
StartALM7L10 Skills Typically Assessed by Informal Diagnostic Surveys of Phonological Skills, Decoding Skills, Oral Reading Skills, & Spelling Accurately
-
StartALM7L11: Interpreting Scores from Informal Diagnostic Surveys to Describe Student’s Instructional Needs for Purpose of Additional Support & Interventions
-
StartALM7L12a: Understanding Purpose & Role of Assistive Technology & Accommodations to Support Struggling K-5 Readers
-
StartALM7L12b: Assistive Technology for Dyslexic Learners
-
-
AL Module 8: Phonological Awareness
10 Lessons-
StartALM8L1: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement
-
StartALM8L1b: Supporting Instruction with Manipulative Materials & Movement
-
StartALM8L2: Selecting High-Quality Instructional Materials to Systematically Address Students’ Various Skill Levels in Phonological Awareness
-
StartALM8L3: Analyzing Variety of K-5 Student Data Samples to Intensify Intervention
-
StartALM8L4: Articulatory Features of Phonemes
-
StartALM8L5: Focusing Students' Attention on Articulatory Features During Reading Instruction Using Mirror
-
StartALM8L6: Minimally Contrasting Pairs of Sounds & Words in Instruction
-
StartALM8L7: Instructional Routines for Phonological Awareness
-
StartALM8L8: Intentionally Planning Frequent Opportunities to Build Automaticity
-
StartALM8L9: Adapting Pace, Format, Content, Strategy, or Emphasis on Instruction According to Students’ Pattern of Response
-
-
AL Module 9: Phonics/Word Study/Spelling
16 Lessons-
StartALM9L1: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement to Support Readers who Struggle with Phonics, Word Study & Spelling
-
StartALM9L1a: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement to Support Readers who Struggle with Phonics, Word Study & Spelling
-
StartALM9L2: Research-Based Adaptations of Intervention for K-5 Students with Weaknesses in Working Memory, Attention, Executive Function, or Processing Speed
-
StartALM9L3: Research on 3 Cueing System Model & Emphasis on Guessing or Reliance on Use of Context (ALM9L3)
-
StartALM9L4: Research Supporting Learning of Phonics for Word Recognition & Spelling on the Phonological & Orthographic Processors in 4- Part Processing Model
-
StartALM9L5: Selecting High-Quality Intervention Materials that Systematically Address Various Skill Levels in Phonics, Word Study & Spelling
-
StartAPLM9L6a: Analyzing Variety of K-5 Student Data Samples to Intensify Intervention in Phonics
-
StartALM9L6b: Analyzing Student’s Spelling Errors to Determine Instructional Needs
-
StartALM9L7a: Instructional Routines for Phonics
-
StartALM9L7b: Instructional Routines for Phonological Awareness
-
StartALM9L8a: Multi-sensory Routines Within Phonics Instruction to Enhance Student Engagement & Memory
-
StartALM9L8b Multi-sensory Routines Within Spelling Instruction to Enhance Student Engagement & Memory _copy
-
StartALM9:L9: Explicitly Planning & Teaching Multisensory Techniques (e.g., saying and writing together) to teach letter formation
-
StartALM9L10: Systematically Planning Handwriting Instruction
-
StartALM9L11: Adapting Pace, Format, Content, Strategy, or Emphasis on Instruction According to Students’ Pattern of Response
-
StartALM9L12: Appropriate Uses of Assistive Technology & Accommodations for Struggling Readers
-
-
AL Module 10: Fluency
10 Lessons-
StartALM10L1: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement to Support Readers who Struggle with fFuency
-
StartALM10:L2: Reading Fluency as Stage of Typical Reading Development
-
StartALM10L3: Selecting High-Quality Intervention Materials that Systematically Address Students’ Various Skill Levels in Fluency
-
StartALMM10L4: Using Screening & Informal Diagnostic Assessments to Determine Which Students Need Fluency-oriented Approach to Instruction
-
StartALM10L5: Analyzing Variety of K-5 Student Data Samples to Intensify Intervention
-
StartALM10L6: Explicitly & Systematically Planning Repeated Readings with Clear Purpose for Each Reading
-
StartALM10L7: Explicitly & Systematically Planning & Teaching Instructional Routines to Build Automaticity
-
StartALM10L8: Goal Setting & Progress Monitoring to Determine Appropriate Student Progress Based on National Norms & Adjust Instruction
-
StartALM10L9: Adapting Pace, Format, Content, Strategy, or Emphasis on Instruction According to Students’ Pattern of Response
-
StartALM10L10: Appropriate Uses of Assistive Technology & Accommodations for Struggling Readers
-
-
AL Module 11: Vocabulary
9 Lessons-
StartALM11L1: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement to Support Readers who Struggle with Vocabulary
-
StartALM11L2: Research Supporting Oral Language Which Relies on Expressive Use & Receptive Understanding of Words in Oral Form for Speaking & Listening
-
StartALM11L3: Selecting High-Quality Intervention Materials that Systematically Address Students’ Various Skill Levels in Vocabulary
-
StartALM11L4: Using Screening & Diagnostic Assessments to Determine Which Students Need Vocabulary-Oriented Approach to Instruction
-
StartALM11L5: Analyzing Variety of K-5 Student Data samples to Intensify Intervention
-
StartALM11L6: Applying Vocabulary Word Instruction to Enhance Word Choice to Authenticate Writing
-
StartALM11L7: Explicitly & Systematically Planning & Teaching Morphemes to Enhance Word Meaning & Comprehension
-
StartALM11L8: Explicitly & Systematically Planning Multi-sensory Routines within Comprehension Instruction to Enhance Student Engagement & Memory
-
StartALM11L9: Using Goal Setting & Progress Monitoring to Determine Appropriate Student Progress Based on Appropriate Comprehension Growth
-
-
AL Module 12: Comprehension
10 Lessons-
StartALM12L1: Research, Purpose, Role & Planning Intervention with Manipulative Materials & Movement to Support Readers Who Struggle with Comprehension
-
StartALM12L2: Selecting High-Quality Intervention Materials that Systematically Address Students’ Various Skill levels in Comprehension
-
StartALM12:L3: Using Screening & Diagnostic Assessments to Determine Which Students Struggle with Comprehension, Plan Intervention Focus on Word Recognition or Language Comprehension Strands
-
StartALM12L4: Meaningful Word Relationships or Semantic Organization
-
StartALM12L5: How Backgrounds, Prior Knowledge, & Views Affect Comprehension
-
StartALM12L6: Explicitly & Systematically Planning & Teaching Multi-Sensory Routines within Comprehension Instruction to Enhance Student Engagement & Memory
-
StartALM12L7: Explicitly & Systematically Planning & Teaching Comprehension Routines
-
StartALM12L8: Using Goal Setting & Progress Monitoring to Determine Appropriate Student Progress Based on Appropriate Comprehension Growth
-
StartALM12L9: Appropriate Uses of Assistive Technology & Accommodations for K-5 Readers Who Struggle with Comprehension
-
StartSteps for Certificate
-
Part B: Advanced Literacy Instruction
In-depth exploration & application of evidence-based literacy instruction strategies to enhance reading & writing skills.
Course Summary
This course is the second 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 further details, please refer to ADE Literacy Endorsement guidelines
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
Advanced Literacy Instruction
$550 USD
-
Course meets Part B requirement for AZ Department of Education K-5 Literacy Endorsement (Both A & B are required for endorsement)
-
- ALL SALES ARE FINAL! So please be sure before purchasing!
- ADE Approved for K-5 Literacy Endorsement Part B
- Available for 3 graduate level University Credits upon completion
- Part A & Part B combined meet s ADE dyslexia & phonics requirements
