Payne Education Center’s Language to the 4th Power

Course Description: Language to the 4th Power (L4) is a four-day OSDE approved Structured Literacy training. The curriculum is designed to assist the teachers of students in grades 4-6 and/or 7-8 in the instruction of the structure, origin, and use of the English language. This course in Language to the 4th Power (L4) is comprised of Morphology, Spelling, Grammar & Comprehension and Reading Comprehension. This course in L4 will enable comprehensive language instruction in the regular classroom while allowing teachers to access and teach students the understanding of how the English language works and can be used. Teachers who attend L4 are able to access a support page on the Payne Education Center website that is full of helpful curriculum resources and supplemental materials.

Objectives: At the end of this course, trained educators will be able to:

• Demonstrate knowledge of the foundational concepts involved in understanding how the English language works and can be applied.

• Demonstrate knowledge of the structure, origin and use of the English language, including Morphology, Spelling, Grammar/Composition, and Reading Comprehension.

• Demonstrate the ability to teach the origin, meanings and usage of word parts, to teach students to be able to use these morphological elements to spell words, the structure of grammar as it leads to composition, and how to apply these in vocabulary to build reading comprehension.

• Demonstrate the ability to teach how morphological elements can be applied to comprehension in other curricular areas such as social studies, science and math.

Delivery: Face to Face with formal observations

Hours: 32

Competencies:

Knowledge and Practice Standards for Teachers of Reading (IDA, 2018)

Standard 1: Foundations of Literacy Acquisition

1.2 Understand that learning to read, for most people, requires explicit instruction.

Standard 4: Structured Literacy Instruction

4A.2 Understand/apply in practice the rationale for multisensory and multimodal language-learning techniques.

Phonics and Word Recognition

4C.1 Know/apply in practice considerations for the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllable regular word reading.

4C.2 Know/apply in practice considerations for systematically, cumulatively, and explicitly teaching basic decoding and spelling skills.

4C.3 Know/apply in practice considerations for organizing word- recognition and spelling lessons by following a structured phonics lesson plan.

4C.4 Know/apply in practice considerations for using multisensory routines to enhance student engagement and memory.

4C.6 Know/apply in practice considerations for teaching irregular words in small increments using special techniques.

4C.7 Know/apply in practice considerations for systematically teaching the decoding of multisyllabic words.

Automatic, Fluent Reading of Text

4D.1 Know/apply in practice considerations for the role of fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read.

Vocabulary

4E.1 Know/apply in practice considerations for the role of vocabulary development and vocabulary knowledge in oral and written language comprehension.

Listening and Reading Comprehension

4F.3 Know/apply in practice considerations for the role of sentence comprehension in listening and reading comprehension.

Written Expression:

4G.3 Know/apply in practice considerations for research-based principles for teaching written spelling and punctuation.

Micro-credential Review Process:

Credentials Unlimited follows a rigorous process to approve the micro-credential, ensuring it aligns with high standards in literacy education. The process begins with mapping the course’s assessment or outcome product to the Knowledge and Practice Standards for the Teachers of Reading (IDA, 2017), conducted by literacy experts. This ensures that the course content is aligned with the most current and effective literacy practices. Additionally, an online quality review of the professional development course is completed by a trained Credentials Unlimited team member. This review provides constructive feedback to the course developer, focusing on improving the course, rather than rating it. Literacy experts from Credentials Unlimited also thoroughly review the course content to ensure it meets the expectations and standards of the Science of Reading or Structured Literacy. This comprehensive process guarantees that every micro-credential supports high-quality, evidence-based literacy instruction.