Description

Possessing adequate vocabulary knowledge has been shown to improve reading comprehension, which makes vocabulary instruction a necessary component of any classroom reading and literacy program.  Whether students are high achievers or struggling with reading comprehension and communication, direct and indirect vocabulary instruction increases the general knowledge base that contributes to successful reading comprehension in school-aged children.

This course is designed to help teachers and other educators learn new ways to extend the vocabularies of their students in order to help them become proficient readers and communicators. Throughout this course, participants will examine best practices for direct and indirect vocabulary instruction in order to build the breadth and depth of students’ vocabulary for comprehension. Participants will learn the importance of creating a word-conscious learning environment that encourages motivation and interest in learning new words. Participants will learn how to model and encourage independent word-learning strategies that students can apply while engaging in wide and varied reading. A specific focus on the recommendations made by state standards in English Language Arts will be explored, including the value of Academic English, Tier II words, and using word families to teach vocabulary indirectly. By the end of the course, participants will have created a comprehensive vocabulary lesson that will be part of a vocabulary scope and sequence plan focusing on using technology to support vocabulary instruction and practice throughout the year.

Goals and Objectives

This course will enable participants to:

• Deepen their understanding of vocabulary development and how vocabulary supports comprehension and literacy;
• Become familiar with the State Standards for English Language Arts that address vocabulary for relevant grades;
• Learn about direct and indirect instructional methods for teaching vocabulary, including teaching Academic Vocabulary and Latin & Greek roots;
• Informally assess students’ vocabulary knowledge to inform further classroom instruction;
• Learn how to use Web 2.0 tools to support vocabulary development;
• Develop a classroom vocabulary plan that also addresses standards.

Course Structure

7-week course divided into one-week sessions

• Each session includes readings, activities, online discussion forums, and assignments;
• The time for completing each weekly session is estimated to be 6-8 hours;
• Total hours to complete course is about 72 hours;
• All resources are embedded in the course;
• A cumulative course assessment product is completed throughout the course.

Pricing

Each course has the option to be taken for content learning only or for graduate credit. If you choose the graduate credit option you will pay the university directly for the graduate credit processing fee. Graduate course credit fees range. You will be provided the link to register for credit directly through the university once you complete the purchase for the course content through CLOI’s website.

Audience

This course is for educators to provide them with an understanding of phonics, spelling instruction, and appropriate approaches for promoting phonics skills.  Participants are expected to have regular access to computers and proficiency with email and current Web browsers.

Additional information

Credit Offering Institutes’ Information

Once you have completed the registration, which includes paying CLOI’s courses fees, you will be provided information to register and pay for the graduate credits or PDPs. Credit offering institute fees*: •Gordon College: $75 per credit plus $50 registration fee •Westfield State University: $300 for 3 graduate credits and $125 for 36 PDPs •MidAmerica Nazarene University: $205 for 3 graduate credits *Credit card processing charges, if applicable, are not included.