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SOR Module 1: Principles of Structured Literacy
6 Lessons-
StartSOR M1L1: Course Introduction
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StartSOR M1L2: Overview & Definition of Structured Literacy
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StartSOR M1L3: Research in Support of Structured Literacy
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StartSOR M1L 4: Cognitive Models Illustrating Reading Development
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StartSOR M1L5: Overview & Definition of Science of Reading
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StartSOR M1L6: Historical Context & Evolution of Reading Instruction
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SOR Module 3: Explicit Instruction
6 Lessons-
StartSOR M3L1: Overview & Definition of Explicit Instruction
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StartSOR M3L2: Linking Visual, Auditory & Tactile-Kinesthetic Modalities
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StartSOR M3L3: GRR: Teaching Models for Gradual Release of Responsibility
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StartSOR M3L4: Importance of Immediate Corrective Feedback
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StartSOR M3L5: Research Supporting Use & Importance of Explicit Instruction
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StartSOR M3L6: Incorporating Core Principles of Teaching Proficiency through Reading & Story Telling (TPRS)
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SOR Module 4: Diagnostic Teaching
6 Lessons-
StartSOR M4L1: Difference Among Purposes for Screening, Progress Monitoring, Diagnostic, and Outcome Assessments for Instructional Purposes
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StartSOR M4L2: Importance of Classroom Diagnostic Surveys: Phonemic & Phonological Awareness
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StartSOR M4L3: How to Apply Informal Diagnostic Surveys for Reading Instruction
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StartSOR M4L4: Using Diagnostic Data to Provide Differentiated Instruction
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StartSOR M4L5: Diagnostic Teaching Practices to Provide Individualized Instruction
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StartSOR M4L6: Using Diagnostic Information for interventions (Tier I, Tier II, Tier II)
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SOR Module 5: Multisensory Instructional Practices
4 Lessons -
SOR Module 6: Phonological and Phonemic Awareness
8 Lessons-
StartSOR M6L1: Definitions of Phonological Awareness Including Identifying, Manipulating Units of Oral Language
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StartSOR M6L2: Identifying Pronouncing, Classifying & Comparing the Consonant & Vowel Phonemes of English
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StartSOR M6L3: Goal of Phonological & Phoneme Teaching Instruction
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StartSOR M6L4: Progression of Phonological & Phonemic-Awareness Skill Development
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StartSOR M6L5: Differences Among Various Phonological Manipulations
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StartSOR M6L6: Instructional Activities that Isolate, Identify, Categorize, Blend, Segment, Delete, Add, Substitute Sounds
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StartSOR M6L7: Implementing Activities that Match Student’s Developmental Level of Phonological Skill
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StartSOR M6L8: Scope & Sequence of Phonological Awareness
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SOR Module 7: Phonics Instruction
9 Lessons-
StartSOR M7L1: Definition of Phonics Including Relationship Between Phonemes & Graphemes
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StartSOR M7L2: Phases of Word Reading
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StartSOR M7L3: Spellings for All Vowel Sounds
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StartSOR M7L4: Accurately & Automatically Mapping Graphemes to Phonemes in English Words
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StartSOR M7L5: Difference Between “high frequency” and “irregular” Words & Evidence-based Best Practices when Teaching Irregularly Spelled Words
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StartSOR M7L6: Explicitly Planning & Teaching Critical Elements of Word Study & Phonics to Include Alphabetic Principles & Decoding
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StartSOR M7L7: Structured Phonics Lesson Plan
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StartSOR M7L8: Distinguishing Between Different Types & Purposes of Texts
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StartSOR M7L9: Scope & Sequence of Phonics Skills
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SOR Module 8: Spelling
11 Lessons-
StartSOR M8L1: Definitions of Grapheme, Morpheme, & Orthography
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StartSOR M8L2: Historical Influences on English Morphology & Spelling Patterns
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StartSOR M8L3: Phonological, Orthographic, & Morphemic Influences on Spelling
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StartSOR M8L4: Reliable Orthographic Rules & Patterns in English
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StartSOR M8L5: Typical Levels of Spelling Development & Orthographic Knowledge by Grade Level
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StartSOR M8L6: Six Basic Syllable Types in English Spelling
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StartSOR M8L7: Syllable Division Principles
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StartSOR M8L8: Explicitly Teaching Encoding & Spelling Skills Systematically & Cumulatively
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StartSOR M8L9: Analyzing Informal & Formal Encoding to Refine Instructional Targets & to Determine if Instruction is Effective
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StartSOR M8L10: Explicitly Teaching Irregular Words
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StartSOR M8L11: Scope & Sequence of Spelling Skills
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SOR Module 9: Fluency Instruction
6 Lessons-
StartSOR M9L1: Definition Including Rate, Accuracy, Prosody, & Comprehension
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StartSOR M9L2: Frustrational, Instructional & Independent Reading Levels
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StartSOR M9L3: Benefits of Ample Independent Oral & Silent Reading Based on Student's Independent or Instructional Level
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StartSOR M9L4: Designing Lesson Plans that Incorporate Fluency-building Activities into Instruction to Improve Fluency Outcomes
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StartSOR M9L5: Designing Lesson Plan Designs with Variety of Techniques to Build Reading Fluency
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StartSOR M9L6: Scope & Sequence of Fluency Skills
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SOR Module 10: Vocabulary
13 Lessons-
StartSOR M10L1: Role & Importance of Vocabulary Development & Knowledge
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StartSOR M10L 2: Critical Role & Impact of Vocabulary on Comprehension
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StartSOR M103: Classes of Morphemes
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StartSOR M10L4: Outside Influences on Students’ Vocabularies
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StartSOR M10L5: Role & Characteristics of Implicit (indirect) Methods of Vocabulary Instruction
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StartSOR M10L6: Role & Characteristics of Explicit (direct) Methods of Vocabulary Instruction
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StartSOR M10L7: Using Variety of Informal & Formal Vocabulary Assessments to Gauge Vocabulary Growth & Effective Instruction
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StartSOR M10L8: Classifying Tiers of Words Including When & How to Teach Them
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StartSOR M10L9: Designing Explicit Lesson Plans with Variety of Techniques to Effectively & Efficiently Teach Vocabulary Appropriate to Age/Grade Level
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StartSOR M10L10: Strategies and Techniques to Deepen Understanding (depth vs breadth)
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StartSOR M10L11: How Morphology Enhances Vocabulary Knowledge & Meaning of Words
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Start20R M10L12: Designing & Implementing Multiple Opportunities for Students to Apply Vocabulary in Meaningful Contexts
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StartSOR M10L13: Scope & Sequence of Vocabulary Skills
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SOR Module 11: Comprehension
9 Lessons-
StartSOR M11L1: Definition of Comprehension Including Word Recognition
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StartSOR M11L2: Factors that Contribute to Deep Comprehension & Understanding
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StartSOR M11L3: Key Comprehension Strategies
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StartSOR M11L4: Use of Explicit Research-based Comprehension Strategies
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StartSOR M11L5: Creating Instructional Routines for Major Genres
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StartSOR M11L6: Planning Thoughtful Questions Before, During, After Reading to Deepen Understanding
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StartSOR M11L7: Teacher’s Role as Active Model & Mediator of Cognitive Processes
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StartSOR M11L8: Role of Automaticity as Key Predictor of Comprehension of Written Discourse & Motivation to Read
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StartSOR M11L9: Scope & Sequence of Comprehension Skills
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Science of Reading Instruction: Learning Opportunities for Instruction (I)
Bringing the Science of Reading into the Classroom Through Structured Literacy Instruction (I)
Course Summary
This course provides a comprehensive overview of the science of reading instruction, including the integration of systematic phonics ensuring students have a thorough understanding of the essential components of reading instruction. Please note once purchased and enrolled, there are no refunds.
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
Science of Reading Instruction (I)
$450 USD
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Bringing the Science of Reading into the Classroom Through Structured Literacy Instruction (I)
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- ADE Approved Course for Reading Endorsement
- Meets criteria ARS §15- 211 & ARS §15-219 per AZ Dept. of Education
- 45-hours (equivalent to 3 semester hours)
- Available for 3 graduate level University Credits upon completion
- Meets Science of Reading requirement for AZ dept. of ED DTD training
