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  • Helping Struggling Readers Improve Comprehension (Summer 2010)
    This course requires an enrollment key

    This workshop focuses specifically on supporting the academic development of students who are competent decoders but who struggle to understand the meaning of what they read. We will explore the different types of comprehension difficulties students may face and will introduce a number of research-based strategies to improve comprehension skills. Instructional strategies will focus on building vocabulary skills, using teacher modeling, having students work collaboratively, and building comprehension monitoring skills. As a final project, participants will design and implement a lesson plan focused on improving students' reading comprehension.

  • Accommodating ESL/ESOL Students in the Classroom (Fall 2009)
    This course requires an enrollment key
    English for speakers of other languages (ESOL) can distract from learning. This course is designed for K-12 educators in all content and special education areas. Through this course, you will discover and create strategies to help your English Language Learners (ELLs) improve their reading,writing, speaking, listening and thinking skills in the content areas. The course will include an introduction to the linguistic and cultural issues faced by students who use English as a second language (ESL). You will learn how to use language accommodate to help students understand your content and the concepts you are teaching. A strong emphasis will be placed on the inclusion of all learners and the use of appropriate media.
  • Accommodating ESL/ESOL Students in the Classroom (Fall 2008)
    This course requires an enrollment key
    English for speakers of other languages (ESOL) can distract from learning. This course is designed for K-12 educators in all content and special education areas. Through this course, you will discover and create strategies to help your English Language Learners (ELLs) improve their reading,writing, speaking, listening and thinking skills in the content areas. The course will include an introduction to the linguistic and cultural issues faced by students who use English as a second language (ESL). You will learn how to use language accommodate to help students understand your content and the concepts you are teaching. A strong emphasis will be placed on the inclusion of all learners and the use of appropriate media.
  • ESOL Literacy Development 1: Reading (Winter 2010)
    This course requires an enrollment key

    ESOL Literacy Development Part 1: Reading is for teachers, administrators, and reading specialists. You will develop your philosophical view of second language (L2) reading acquisition and an outline that will support L2 learners in your educational environment.

  • ESOL Literacy Part 1: Reading (Winter 2009)
    This course requires an enrollment key

    ESOL Literacy Development Part 1: Reading is for teachers, administrators, and reading specialists. You will develop your philosophical view of second language (L2) reading acquisition and an outline that will support L2 learners in your educational environment.

  • ESOL Literacy Part 1: Reading (Spring 2008)
    This course requires an enrollment key

    ESOL Literacy Development Part 1: Reading is for teachers, administrators, and reading specialists. You will develop your philosophical view of second language (L2) reading acquisition and an outline that will support L2 learners in your educational environment.

  • ESOL Literacy Part 2: Writing (Spring 2009)
    This course requires an enrollment key
    ESOL Literacy Development Part 2 takes educators/administrators into the world of how second language (L2) learners acquire writing skills. Participants will gain a working knowledge of philosophies behind L2 writing acquisition, the role of socio-culture, and NH’s 2007 L2 learner writing proficiency levels (entering, beginning, developing, expanding, bridging, and reaching).
    Educators will develop an in depth outline which is reflective of NH’s standards for English Language Proficiencies (ELP) and writing proficiency levels, including a mission statement that will provide as a guide to use in classrooms for L2 writing acquisition. This outline will provide as a tool to create a classroom environment and instructional philosophy that will assist L2 learners in the acquisition of writing skills. Although educators are the primary focus for this course, administrators will find this course a useful tool in the development of a school-wide view and practice of L2 writing skill acquisition.
  • Reading First: Supporting Early Reading Instruction with Technology (Winter 2010)
    This course requires an enrollment key

    This workshop, co-developed by EDC and NEIRTEC (Northeast and the Islands Regional Technology in Education Consortium), one of ten regional technology in education consortia funded by the U.S. Department of Education, provides a review of the five key areas in early reading instruction as defined by Reading First--phonemic awareness, phonics, fluency, vocabulary, and text comprehension--and explores how technology can best support reading instruction. The workshop also includes an introduction to DIBELS (Dynamic Indicators of Basic Early Literacy Skills), a set of standardized measures of early literacy development. Workshop participants will review several software packages that can be used with early readers and develop strategies for integrating technology appropriately and effectively in early reading instruction.

  • Supporting Literacy Development in Lower Elementary Classrooms (Spring 2010)
    This course requires an enrollment key

    In this workshop, participants will explore how technologies can support emerging literacy development in kindergarten through second grade. Participants will investigate tools that can help build phonemic awareness and word recognition. Participants will also explore strategies for integrating reading and writing with meaningful project-based activities, and learn about software tools for publishing student work and creating class books. Participants will develop ideas for a technology-enhanced lesson plan, and collect a number of resources for immediate classroom use.