Payne Education Center’s Structured Language Basics

Course Title: Structured Language Basics, Payne Center

Course Description: Structured Language Basics (SLB) is a 5-day OSDE approved Structured Literacy training which provides second and third grade teachers with a multisensory scripted reading curriculum that meets the needs of a variety of students, from reading-disabled to gifted. This course will instruct educators in how to effectively deliver instruction to students in phonological awareness, phonics, oral reading fluency, vocabulary, comprehension, grammar, handwriting, and spelling. Educators will gain the knowledge necessary to teach students using a decodable story for fluency development and assessment. Periodic student assessments occur every 15-20 lessons. At the end of the 5-day course session, SLB attendees will receive in-depth instruction on advanced syllable division and root-and-affix instruction to prepare students to confidently attack multisyllabic words, and grammar instruction to help students develop strong sentence writing skills. After the 5-day course is complete, educators will also be able to access the SLB Support page on our website which contains helpful instructional videos, 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 oral and written learning.

• Demonstrate knowledge of the structure of language, including phonology, orthography, morphology, vocabulary, semantics, syntax, and discourse organization.

• Demonstrate the ability to teach phonological awareness, phonics and word recognition, fluent reading of text, handwriting, and spelling.
• Interpret and administer assessments for planning of instruction.

Delivery: Face to Face with formal observations

Hours: 40

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 3: Assessment

3.6 Know and utilize in practice informal diagnostic surveys of phonological and phoneme awareness, decoding skills, oral reading fluency, comprehension, spelling and writing.

Standard 4: Structured Literacy Instruction

Essential Principles and Practices of Structured Literacy

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

Phonological and Phonemic Awareness

4B.6 Know/apply in practice considerations for the principles of phonemic awareness instruction: brief, multisensory, conceptual, articulatory, auditory-verbal.

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.2 Know/apply in practice considerations for research-based principles for teaching letter formation, both manuscript and cursive.

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

Standard 5: Professional Disposition and Practices

5.4 Respect objectivity by reporting assessment and treatment results accurately and truthfully.

5.8 Support just treatment of individuals with dyslexia and related learning difficulties.

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.