Master the FTCE Reading K-12

In this module, we will talk about eight foundational reading theorists: Vygotsky, Piaget, Chomsky, Brunner, Skinner, Jung, Rosenblatt and Clay. Then we will review the reading processes and development.

In this module, we will go over specific instructional applications aligned with each of the eight foundational reading theorists that we learned about in the previous module.

In this module, we will talk about text structures and text features of both literary and informational texts.

In this module, we will talk about the characteristics, features, elements and formats of literary and informational genres and formats for reading and writing.

In this module, we will talk first about how to evaluate texts for diverse learners, then how to select texts for diverse learners. Once we've evaluated and selected texts, we will talk about how to match texts to students' interest, to engage them in reading. Finally, we will look at a snapshot of five cultures within the U.S, their influence and what they faced.

In this module, we will be talking about how to evaluate and select both print and non-print texts for instructional use in reading.

In this module, we will talk about evaluating and selecting texts that are just right, selecting texts at appropriate reading levels, as well as for text complexity.

In this module, we will talk about norm-referenced assessments, criterion-referenced assessments, and performance based assessments that are used for screening, diagnosis, progress monitoring, and outcomes.

In this module, we will talk about formative assessments; their purpose, and what type of oral and written formative assessments are used in reading and writing.

In this module, we will be talking about how to interpret data from informal and formal reading and writing assessments to guide whole group instruction.

In this module, we will be talking about assessments for diverse learners, how to use data for differentiated instruction, the guidelines for differentiated instruction, and what differentiated instruction looks like in the classroom.

In this module, we will be talking about the characteristics of Emergent Readers, Early Readers, Early Fluent, Fluent Readers and how to teach them.

In this module, we will be talking about whole group instruction, small group instruction, flexible grouping, as well as examples of group instruction and activities.

In this module, we will be talking about speaking and listening instruction, and reading and writing instruction, as well as instructional ideas for each.

In this module, we will be talking about techniques for encouraging motivation with the content, the process, projects, and the learning environment.

In this module, we will be talking about the types of educational software and what to look for when choosing educational software.

In this module, we will be talking about specific organizational practices and classroom management practices for effective reading instruction.

In this module, we will be talking about the elements of effective intervention, as well as specific details on Tier I (strategic), Tier II (targeted), and Tier III (intensive) intervention models.

In this module, we will be talking about phonology, morphology, semantic, syntactic, and pragmatics.

In this module, we will be talking about concepts of print, oral language, alphabetic code, print knowledge and use.

In this module, we will be talking about instructional methods for oral language, concepts of print, alphabetic knowledge and phonological awareness, and written language development.

In this lecture, we will be talking about what word recognition is, the word recognition umbrella, and the stages of word recognition development.

In this module, we will be talking about what phonemic awareness instruction is, and the sequence in which to teach it, as well as what phonics instruction is and the sequence in which to teach it.

In this module, we will be talking about quite a few terms related to word analysis skills, the syllable patterns, and decoding and encoding monosyllabic and multisyllabic words.

In this module we will be talking about instructional methods to teach high frequency words, sight words, and irregularly spelled words.

In this lecture, we will talk about how vocabulary is acquired, and Tier I, II, III vocabulary words.

In this lecture, we will be talking about how students acquire listening, speaking, reading, and writing vocabulary, as well as how to teach it.

In this module, we will talk about the guidelines for selecting words to teach, word recognition instruction, and independent word learning strategies.

In this module, we will talk about conversational words and phrases, academic words and phrases, and domain-specific words and phrases.

In this module, we will talk about what fluency is and the four components of fluency.

In this module, we will talk about instructional techniques for building fluency.

In this module, we will talk about skills and strategies for comprehension and analysis of informational texts.

In this module, we will talk about skills and strategies for comprehension and analysis of literary texts.

In this module, we will talk about what metacognition is, how to teach it, and critical thinking according to Bloom.

In this module, we will talk about how to conduct evidenced-based collaborative discussions for both literary and informational texts.

In this module, we will talk about how to help students develop study skills for comprehension of both literary and informational texts.

In this lecture, we will talk about who the stakeholders are, what reading initiatives are, the approaches, and the groups involved.

In this module, we will talk about the focus on caregiver involvement and the actions to take to involve caregivers in reading education.

In this module, we will talk abut the terms related to reading policies, program information, and assessment data, as well as the assessment audiences and their purposes.

In this module, we will talk about the terms related to comprehensive reading programs, and then how to evaluate and select reading program materials.

In this module, we will talk about determining the effectiveness of reading programs in regards to the staff, and in regards to the materials.

In this module, we will talk about how to interpret school data and evaluate programs to modify and improve instruction.

In this final module, we will talk about effective methods for coaching and supporting paraprofessionals, and we will list some great resources.