Reading Certificate Program - UC Irvine Extension - University of ...

EducationReadingCertificate Programextension.uci.edu/certificates/education

Improve YourCareer Optionswith a ProfessionalCertificateIn today’s competitive businessenvironment, leaders are appointedbased on credentials and experience.To stay ahead of the competition,advance your career and increase yourearning potential, enroll in one ofUniversity of California, Irvine Extension’sprofessional certificate programs.Convenient and affordable, UC IrvineExtension makes it easy to learn on yourown time, in your own way. Courses aredesigned to ensure you gain mastery of aparticular topic, and instructors are highlyqualified leaders in their professions.UC Irvine Extension is the only continuingeducation provider in Orange County thatrepresents the University of California.A certificate bearing the UC seal signifiesa well-known, uncompromising standardof academic excellence.Reading Certificate ProgramThe UC Irvine Extension Online Reading CertificateProgram is designed to help credentialed teachersmeet local, state, and federal requirements that ensurethat all pupils have fair access to high-quality educationwith a foundation in reading. The Commission onTeacher Credentialing (CTC) serves as the approvingagency and issuer of the Reading Certificate.Who Should Attend• Practicing teachers seeking the CTC ReadingCertificate• Teachers who may wish to take reading coursesto meet professional development objectivesor requirementsThis program represents the first half of the coursesrequired to obtain the CTC-approved Reading andLanguage Arts Specialist Credential. Completion of thesecond half of the coursework can be done throughUC Irvine Extension’s collaboration with CaliforniaState University, Long Beach.

CurriculumRequired CoursesDeveloping Fluent ReadersEDUC X300.51 (3 units)Apply research-based methods to develop fluent readingacross grade levels for speakers of English andEnglish learners. Topics include phonemic awareness,phonological structure of English, morphological structureof English, decoding/word attack strategies;spelling; importance of extensive practice; decodabletexts; skills and strategies to develop independentreaders; reading and writing practice including writingto reinforce reading; connected texts; transfer strategiesfrom primary language reading skills in Englishlanguage reading skills; strategies and materials forstruggling readers.Teaching Comprehension StrategiesEDUC X300.52 (3 units)Develop the knowledge and skills needed to teachreading comprehension. Topics include the developmentof reading comprehension; the role of academiclanguage and of background knowledge; vocabularydevelopment and concept formation; narrative andexpository text analysis; thinking strategies (inference,summarization, predicting, questioning, clarifying);study strategies (summarizing, predicting, questioning,clarifying); independent reading of high quality books;development of listening and reading comprehensionskills; multicultural literature and informational text;scaffolding strategies for the English language learner;motivational strategies; and knowledge and skills forapplying literature and expository text for childrenand adolescents, and to improve comprehensionstrategies.Assessment-Based Reading InstructionEDUC X300.53 (3 units)Use effective assessment and evaluation to develop,deliver and modify reading and writing instruction forall students. Specifically, the course will cover selection,use and interpretation of reading and writingassessments; assessment of knowledge and skills withEnglish proficient learners as well as English languagelearners; formal and informal assessment strategiesand tools; communicating assessment results to parents,administrators, teachers, school board membersand students; aligning assessments with instructionalprograms; effective assessment-based interventionprograms; and using instructional technology forassessment and instruction.Sociocultural Context for Reading InstructionEDUC X300.54 (3 units)This course is designed to help practitioners develop arich understanding of the myriad issues that diverselearners face in complex environments, including home,community, and school. It is intended to provide teachersgain depth of knowledge in the social, cultural,linguistic, and academic challenges and opportunitiesfaced by English Language Learners and to impartpractical strategies for educators to teach pupils withsensitivity to these issues. Topics include: (1) theoriesof second language acquisition; (2) theories of readingacquisition in a second language; (3) reading andwriting skills for English learners; and (4) psychologicaland socio-linguistic aspects of reading and writing in asecond language. Skills acquired in this course will bealigned with current California English and LanguageArts frameworks and standards.Foundational Theories in Reading InstructionEDUC X300.55 (3 units)Review and analyze the research in reading and languagearts and its implications for student assessmentand instruction. Topics include how children learn toread; the phonological and morphological structure ofEnglish; orthography/spelling; second language acquisition;the relationship between language, spelling,reading and writing; psychological and socio-linguisticaspects of reading and writing; balanced comprehensiveliteracy instruction; reading and writing skills forthe English proficient learner and the English languagelearner; respect for such individual differences asethnic, culture, gender, linguistic and socioeconomicstatus; and the writing process (pre-writing, drafting,revising, editing and publishing).Reading PracticumEDUC X300.56 (3 units)The Reading Practicum is the culminating course in theReading Certificate Program. Participate in 45 hours ofdocumented work in a selected classroom that providesbalanced, comprehensive reading and languagearts instruction and which ensures that each candidatehas diverse experiences of teaching English languagelearners, beginning readers, and students with readingproblems. Assess struggling readers at both early andintermediate levels; tutor or teach small groups ofstruggling readers at two or more reading levels includingthe nonreader level and one or more higher levels.For class schedule: extension.uci.edu/certificates/education

Advisory CommitteeShannon Chollman,Corona Norco USDLesley Clear,UC Irvine ExtensionMarina Michalski,Anaheim Union High SDDiane Shimoda,Anaheim City SD (retired)Tammy Steel,Westminster SDTina Witmer,Ascend Leadership & Learning, LLC

ReadingCertificate Programextension.uci.edu/certificates/education(949) 824-7945