Advanced Certificate in Conventional Literacy Teaching
-- ViewingNowThe Advanced Certificate in Conventional Literacy Teaching is a comprehensive course designed for educators seeking to enhance their literacy instruction skills. This certificate program emphasizes evidence-based practices, research-driven instructional strategies, and assessment techniques to improve literacy outcomes for students of all ages.
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⢠Advanced Phonemic Awareness: This unit will cover the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words. It will include topics such as phoneme isolation, phoneme substitution, and phoneme segmentation.
⢠Morphology and Etymology: This unit will delve into the structure of words and their origins. It will include the study of base words, prefixes, and suffixes, as well as the historical development of the English language.
⢠Comprehension Strategies: This unit will explore various techniques for improving reading comprehension, such as summarizing, questioning, visualizing, and inferring.
⢠Vocabulary Development: This unit will focus on strategies for expanding students' vocabularies, including explicit instruction, context clues, word origins, and morphological analysis.
⢠Assessment and Evaluation: This unit will cover different methods for assessing students' reading skills and levels, including running records, miscue analysis, and standardized tests.
⢠Differentiated Instruction: This unit will address the needs of diverse learners by providing strategies for adapting instruction to meet the individual needs of students with different abilities, backgrounds, and learning styles.
⢠Literature Circles: This unit will explore the use of literature circles, a student-led discussion format, to promote reading comprehension, critical thinking, and social interaction.
⢠Writing and Reading Connection: This unit will examine the connection between reading and writing, and provide strategies for using writing as a tool for improving reading comprehension and vocabulary development.
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