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Reading 1: Foundations of Instruction & Reading 2: Application of Evidence-Based Instructional Practices

*Reading 1 and Reading 2 are Co-requisites and must be taken together

Course Code: MRU RED4151 & MRU RED3312

In this course, learners will explore the research behind providing students with the foundations of reading instruction. Learners will gain an understanding of the six components of reading as a process. Specifically, the learner will be introduced to eight important aspects:

1. Understanding the six reading components of comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
2. Applying the principles of research-based reading instruction and integrating the six components of reading to scaffold student learning.
3. Determining instructional practices that develop higher-order thinking skills and facilitate text-reading skills in appropriate content areas.
4. Selecting appropriate resources and materials for the subject matter and student literacy levels.
5. Engaging in the systematic problem-solving process to identify students with reading difficulties, including students with the characteristics of dyslexia, to provide appropriate interventions in tandem with progress monitoring.
6. Discovering how to scaffold student learning through the application of the principles of research-based reading instruction while integrating the six components of reading.
7. Administering and documenting appropriate formal and formal assessments to inform instruction to meet the needs of students within the six components of reading.
8. Selecting appropriate resources and materials for the subject matter and student literacy levels.

6 credits / 120 Points - $600.00

Reading 3: Foundations and Application of Assessment

*Required before starting course: Reading Courses 1 & 2

Course Code: MRU RED4310

In this course, the learner will learn the research behind selecting and administering appropriate assessments and analyzing data to inform reading instruction. Specifically, the learner will be introduced to four important aspects:

1. Understanding characteristics, purposes, and functions of reading assessments to identify students’ strengths and needs.
2. Administering various formal and informal assessments across each component of reading.
3. Analyzing data, interpreting results, and identifying trends to inform reading instruction to meet the needs of all students.
4. Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.

3 credits / 60 Points - $300.00

Reading 4: Foundations and Application of Differentiated Instruction

*Required before starting course: Reading Courses 1, 2, & 3

Course Code: MRU RED4100

In this course, the learner will apply evidence-based instructional practices by differentiating process, product, and context. Specifically, the learner will be introduced to four important aspects:

1. Implementing differentiated evidence-based reading instruction within the six components of reading.
2. Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.
3. Recognizing characteristics that impact reading proficiency to differentiate instruction to support all students.
4. Differentiating reading instruction for English learners at varying stages of English acquisition across various levels of literacy.

3 credits / 60 Points - $300.00

Reading 5: Demonstration of Accomplishment

*Required before starting course: Reading Courses 1, 2, 3, & 4

Course Code: MRU RED4940

This course will focus on the demonstration of accomplishment. Through a culminating practicum, educators will demonstrate their knowledge of the components of reading paired with assessments and data analysis to plan, implement, and reflect on comprehensive reading instruction for all learners. Specifically, the module will focus on four important aspects:

1. Demonstrating knowledge of the components of reading: comprehension, oral language, phonological awareness, phonics, fluency, and vocabulary.
2. Implementing a comprehensive evidence-based reading plan of instruction for all students.
3. Engaging in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions, and conduct effective progress monitoring.
4. Utilizing assessment and data analysis to monitor progress and guide instruction over time ensuring learning gains and growth, modifying instruction as needed.

3 credits / 60 Points - $300.00

ESOL: METHODS OF TEACHING

This course will focus on the instructional methods and strategies for teaching English Language Learners. Educators will use their knowledge of current first and second language acquisition to plan and deliver appropriate, effective instruction. Specifically, the course will focus on the following objectives:​

1. Demonstrate knowledge of history, public policy, research and current practices in the field of ESOL teaching and apply this knowledge to improve teaching and learning for English Learners.
2. Understand and implement a variety of teaching strategies and techniques for developing and integrating ELLs’ English listening, speaking, reading, and writing skills.
3. Support English Learners’ access to the core curriculum by teaching language through academic content.​
4. Understand and use a wide range of standards-based materials, resources, and technologies to support English Learners.

3 credits / 60 Points - $300.00

ESOL: APPLIED LINGUISTICS

This course will focus on the knowledge, skills, and pedagogical expertise required to effectively teach English Language Learners by demonstrating a deep understanding of language as a system, second language acquisition and development, and second language literacy development, while also recognizing and appreciating the linguistic and cultural diversity among ELLs, thus preparing them to be competent and culturally responsive ESOL educators. Specifically, the course will focus on the following objectives:​

1. Demonstrate a comprehensive understanding of the components of language (phonology, morphology, syntax, semantics, and pragmatics) and their interplay within the English language system, to effectively support ELLs' listening, speaking, reading, and writing skills in English.
2. Apply theories and research in second language acquisition to support ELLs from diverse backgrounds and varying English proficiency levels, recognizing the importance of ELLs' home languages and sociocultural factors in the learning process.
3. Develop expertise in guiding ELLs' literacy development by understanding current theories of second language reading and writing, identifying the influences of their home languages on second language literacy, and applying knowledge of phonology, morphology, syntax, semantics, and discourse to promote effective reading and writing skills in English.
4. Demonstrate proficiency in English and model appropriate forms of English for various purposes, understanding the similarities and differences between English and other languages among the ELL student population.

3 credits / 60 Points - $300.00

ESOL: ASSESSMENTS

This course will focus on navigating diverse assessment issues impacting ELLs, using a range of proficiency assessment tools and diverse classroom-based assessment techniques, aligning assessments to varying backgrounds and proficiency levels while addressing stakeholder needs. Specifically, the course will focus on the following objectives:

1. Analyze diverse assessment issues affecting ELLs' learning across cultural, linguistic, and proficiency differences.
2. Differentiate between assessment types, emphasizing the implications of standardized vs. performance-based assessments for accountability.
3. Demonstrate skillful Implementation of Language Proficiency Assessments by applying and interpret varied language proficiency assessment tools to comply with district, state, and federal guidelines for ELL identification, placement, and progress monitoring.
4. Develop and utilize standards and performance-based assessment techniques to inform instruction and gauge language growth among diverse ELLs.
5. Communicate the appropriateness of ELL assessments to stakeholders, aligning assessment methods with diverse ELL backgrounds and English proficiency levels while guiding instructional decisions.

3 credits / 60 Points - $300.00

ESOL: Curriculum and Materials

This course will focus on the implementation of standards-based ESOL instruction and creating supportive and inclusive learning environments for ELLs in multilevel classrooms, by integrating language-sensitive content, differentiating learning experiences based on assessments, and selecting, adapting, and effectively utilizing culturally responsive materials and technology. Specifically, the course will focus on the following objectives:

1. Gain proficiency in planning and delivering integrated standards-based ESOL and language-sensitive content instruction, ensuring alignment with language proficiency standards.
2. Develop skills to create supportive, accepting, and student-centered classroom environments, fostering a positive environment for English Language Learners from diverse backgrounds.
3. Learn to plan and implement differentiated learning experiences based on assessments of students' English and L1 proficiency, integrating cultural background knowledge, addressing diverse learning styles, and catering to the particular needs of students with limited formal schooling (LFS).
4. Acquire the skills to select, adapt, and effectively use a wide range of standards-based materials, including culturally responsive and age-appropriate resources, as well as leveraging technology to enhance instruction for ELLs of diverse backgrounds and varying English proficiency levels.

3 credits / 60 Points - $300.00

ESOL: Cross-Cultural Communication

This course will focus on understanding and applying knowledge of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Educators will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

Specifically, the course will focus on the following objectives:

1. Understand the impact of cultural values, beliefs, and identities on the language learning process for ELLs from diverse backgrounds and varying English proficiency levels.
2. Utilize diverse cultural resources to develop inclusive curriculum and instructional strategies that acknowledge and integrate cultural identities, mitigating the effects of racism, stereotypes, and discrimination on ELLs' learning experiences.
3. Develop strategies to establish strong home/school connections, engaging ELLs' families to support and enhance the educational experience.
4. Analyze the interrelationship between language and culture, recognizing its influence on the educational journey of students from various cultural backgrounds and English proficiency levels.

3 credits / 60 Points - $300.00

*Registration will open on April 15, 2024.