Get Into the Book with Reading Strategies

Get Into the Book with Reading Strategies

1 graduate credit
Instructor: Marni Pingel

Get "Into the Book" and learn about reading strategies! This course will explore all aspects of the Into the Book program, including the on-line, interactive experiences, the Behind the Lesson professional development episodes, and the Into the Book student episodes. Course participants will learn about the higher level thinking skills readers use--prior knowledge, visualizing, inferring, making connections, summarizing, questioning, synthesizing, evaluating, and using the strategies together. This course also offers opportunities for the participant to think about best practices in literacy instruction and literacy blocks.

Instructor Bio

Marni Pingel

Marni Pingel received her Bachelor Degree in Elementary Education from the University of Wisconsin-Madison and her Master's in Professional Development from the University of WisconsinóLa Crosse.

She is currently a second and third grade multiage teacher in Oshkosh, Wisconsin and continues to facilitate teachers’ learning about authentic literacy instruction through her involvement with the Into the Book Program (http://reading.ecb.org).

She also helped create the Science of Flight kit in conjunction with the Experimental Aircraft Association (EAA). In her spare time, she enjoys being outside with her daughter, Ella, and her husband, Kevin.

Course Syllabus

Course Introduction

This course will help the elementary teacher discover the program, Into the Book. Into the Book is a program that airs on Wisconsin Public Television. Getting Into the Book requires readers to use higher level thinking. This course will explore eight reading strategies that careful readers use when they are reading. The learner will also explore an amazing resource, Into the Book, that will develop their professional awareness of teaching reading strategies, as well as offer many engaging experiences for the classroom. This program also offers a professional development series, Behind the Lesson, and on-line, interactive experiences for students.

Objectives:

  1. Gain an understanding of the reading strategies: prior knowledge, visualizing, inferring, making connections, summarizing, questioning, synthesizing and evaluating.
  2. Explore the Into the Book professional development opportunities.
  3. Know ways to teach the reading strategies to students.
  4. Explore the Into the Book student, on-line experience.
  5. Gain an understanding of different ways to structure a literacy block.

CONCEPTUAL FRAMEWORK

The Adams State College Graduate Studies in Education has adopted a Teacher As A Reflective Decision Make Model and the Wisconsin Standards for Teacher Development and Licensure, as known as INTASC (Interstate New Teacher Assessment and Support Consortium) Standards. Each course is designed to contribute to the development of one or more of the WI/INTASC Standards and if applicable, IRA and/or ISLLC Standards.

Franciscan values permeate the program. The focus of every professional education course is on the learning of the PK-12 pupil. Viterbo education courses infuse constructivist practices, use of technology, PK-12 collaboration, awareness of diversity, traditional and authentic assessment, research and real-world experiences into the professional development of the teacher.

INTASC STANDARDS

All of the INTASC Standards are infused in this course at some level. The first, second, third, fourth, sixth, and ninth standards are focused on in this course:

Standard 1: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard 2: The teacher understands how children and youth learn and develop and can provide learning opportunities that support their intellectual, social and personal development.

Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard 4: The teacher understands and uses a variety of instructional strategies to encourage the students' development of critical thinking, problem solving, and performance skills.

Standard 6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 9: The teacher is a reflective practioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

OUTLINE OF CONTENT

The first lesson explores eight reading strategies that promote higher level thinking in reading: prior knowledge, visualizing, inferring, making connections, summarizing, questioning, synthesizing and evaluating. This lesson also looks at using the strategies together. The learner will explore their use of these strategies, as well as learn what researchers are saying about these higher level thinking skills. The second lesson delves into the professional development opportunities offered by Into the Book (http://reading.ecb.org/), a well-rounded instructional program for professionals and students. This program features a "Behind the Lesson" component that allows the learner to watch model lessons for teaching the reading strategies. Lesson suggestions will also be explored in the second lesson of this course. The third and fourth lessons look at the student component of the Into the Book program. The learner will explore the student episodes of the Into the Book program in the third lesson. In the fourth lesson, the learner will experience the interactive, on-line opportunity for students to practice the reading strategies. Acting as a classroom student, the learner will participate in the online experiences. The fifth lesson discusses literacy blocks and the many ways to structure learning to best fit the needs of the students in one's classroom.

METHODOLOGY

The course will be provided at the student's convenience via on-line during a six-week period with opportunities to reflect on the learning.

TEXTBOOK

Please see "Grading" tab for required readings and assignments.

COURSE REQUIREMENTS & RECOMMENDATIONS

You will need to utilize either Internet Explorer or Mozilla Firefox Web Browsers. We recommend that you update your browser to the latest version to include important security updates. Students that use other web browsers, such as Safari, do so at their own risk. It is also recommended that you load the videos entirely to provide ease of viewing.

Graduate Credit

1 graduate credit
Adams State College tuition: $55

Graduate level credit is provided through Adams State College. The Department of Teacher Education at Adams State College is accredited nationally by the Teacher Education Accreditation Council (TEAC) and has program authorization from the Colorado Department of Education (CDE) and the Colorado Department of Higher Education (CDHE).

To be eligible to receive credit, students must do the following:

  1. Pay the online course fee by purchasing a course activation code on this web site (AdamsStateOnline.com).
     
  2. Pay the tuition fee by registering as a student on the Adams.edu web site. Pay tuition by visiting the Adams State College registration form.
     
  3. Complete the online course at a satisfactory level of assessment, according to the completion requirements outlined by the instructor on the course syllabus.

It does not matter in what order the two payments are performed.

Registering for credit from Adams State College is optional.

Course Dates

Students are given a 2-month period in which to finish each course. Courses are offered continually throughout the year. Each enrollment period starts on the 1st of the month and ends two months later. Enrollment periods are listed below.

Students can enroll in a current enrollment period anytime between the 1st through the 10th of the month. Enrollments submitted after the 10th of the month will be moved to the next enrollment period.

For example, if a student registers for a class on January 2nd, he/she will be enrolled in the Jan.–Feb. enrollment period. If a student registers for a class January 11th, he/she will be enrolled in the Feb.–Mar. enrollment period.

Students moved to the next enrollment period will have to wait until the 1st day of the month to obtain access to their course.

Enrollment PeriodStart DateEnd Date
Jan.–Feb.January 1stMarch 1st
Feb.–Mar.February 1stApril 1st
Mar.–Apr.March 1stMay 1st
Apr.–MayApril 1stJune 1st
May–Jun.May 1stJuly 1st
Jun.–Jul.June 1stAugust 1st
Jul.–Aug.July 1stSeptember 1st
Aug.–Sep.August 1stOctober 1st
Sep.–Oct.September 1stNovember 1st
Oct.–Nov.October 1stDecember 1st
Nov.–Dec.November 1stJanuary 1st
Dec.–Jan.December 1stFebruary 1st
 
SKU ED589-V109
ASC Tuition 55.00
 
Online course fee: $140.00
 
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