The reading and writing strategies and techniques in this course can support students’ growth in reading in grades Pre-k to 12.  The content builds on three of the four elements that should be part of a reading curriculum (independent reading, the fourth component is a separate course).

Daily interactive read alouds presented by the teacher.

Instructional reading that can increase students’ reading skill and growth.

Authentic writing about reading in notebooks.

As you navigate the seven modules in this course, you’ll learn how to develop interactive read aloud lessons, use the read aloud as a teaching tool, organize students for instruction, and deepen your knowledge of using strategies before, during, and after reading, You’ll also explore conferring, including the benefits of circulating among students to support them as they read, write, and practice applying strategies.  In addition, there are guidelines for holding short, scheduled conferences for students who benefit from extra time as well as a conference form for documenting scheduled meetings with students.

You’ll learn how practice and performance of poems can improve students’ fluency and comprehension, the importance of using context clues to figure out the meaning of an unfamiliar word while reading, and the purposes and benefits of teachers’ and students’ notebooks.  How to organize meaningful discussions even when students read different books and suggestions for formative assessments that enable you to meet students’ learning needs and determine your next teaching moves will also be discussed.

Each module includes the research that supports the topic and an interactive component called “Reflect and Connect” that invites you to try a strategy and discuss it with your students, colleagues, and others taking this course.


The estimated amount of time to complete Teaching Reading: Strategies That Work, Pre-K to Grade 12 is about 6 hours.  How you move through the content of a course is your choice: you can complete a few modules and pause or pause after each module. The point is to develop a plan that works for your style of learning and try to reserve time to reflect, pose questions, and reread  parts to clarify your understandings.   

Welcome from Evan and Laura

Course Overview

Welcome

The Power of Daily Read Alouds

The Teacher Read Aloud as an Instructional Tool

Colleagues, Co-Conspirators, and Creative Partners

Module 1 Reflection from Laura and Evan

Module 1: Teacher Read Alouds

Reading Strategies That Work: The Supporting Research

21st Century Background Knowledge Builders

Module 2 Reflection from Laura and Evan

Module 2: Strategies That Support Learners Before, During, And After Reading.

Conferring

Conference Form

Module 3 Reflection for Laura and Evan

Module 3: Conferring

Organizing For Instructional Reading

Fluency

Vocabulary Building

Planning a Unit

Module 4 Reflection from Laura and Evan

Module 4: Instructional Reading

Notebook Writing: The Compelling Research

Teacher’s Notebooks

Students' Notebooks

Module 5 Reflection from Laura and Evan

Module 5: Writing About Reading: Notebook Writing

Talk and Conversations Are Important to Learning

Student-Led Literary Conversations

Module 6 Reflection from Laura and Evan

Module 6: Meaningful Discussions

Assessment

Module 7 Reflection from Laura and Evan

Module 7: Instructional Reading: What to Assess

“Taking a Breath”

Taking a Breath

Thank you for joining us!

Course Feedback and Comments

Course Wrap Up

Teaching Reading: Strategies That Work, Pre-K to Grade 12

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Evan Robb

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Laura Robb

Teaching Reading: Strategies That Work, Pre-K to Grade 12

Course Overview

Meet the course producers