PK12-READ1 - Reading Part 1
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Course Description
Through guided literature exploration, critical professional dialogue, and professional practice exercises, candidates in Reading Part 1 will develop their capacity to help students from kindergarten through grade 12 learn to read, write, and learn. Candidates will explore evidence-based models and frameworks for language acquisition and literacy development. Through professional practice exercises, candidates will have an opportunity to reflect upon, assess, and develop evidence-informed strategies for literacy teaching and learning. Candidates will apply methods informed by the Science of Reading (Structured Literacy approach) and the Comprehensive Literacy approach. Candidates will improve their capacity to select appropriate texts, analyze reading data, and plan effective lessons for literacy development. Candidates will acquire foundational skills regarding Assessment & Evaluation practices and intervention strategies and will continually reflect on how to engage their students and foster a love of reading.Notes
This course has been recently redesigned in alignment with the new Ontario Curricula (2023) which has been informed by Right to Read and the Science of Reading.
Teachers holding qualifications in technological education are also eligible to take this Three-Session Qualification course.
Prerequisites
Prerequisites for Part 1:
- Certificate of Qualification:
Must be a registered member of the Ontario College of Teachers.
Please Note:
Any exceptions and additional requirements are noted below.
- Part I courses do not lead to a divisional entry on the Ontario College of Teachers' Certificate of Qualification. See Primary, Junior/Intermediate, and Senior Basic Qualifications.
Recommendations
Upon successful completion of the course, a recommendation will be sent to the Ontario College of Teachers.
This course has moved from letter-based grading to competency-based rubrics which are applied across course performance tasks. Learners must demonstrate a minimum proficiency across all tasks in order to successfully complete the course. Course performance tasks balance professional reflection, professional inquiry, and tangible instructional, assessment, and resource planning.
Performance tasks apply competency-based rubrics which outline specific criteria for proficiency. Ratings across course rubrics include:
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Developing: You are developing professional capacity and capability commensurate with this professional qualification.
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Proficient: You have achieved professional capacity and capability commensurate with this professional qualification.
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Advanced: You have achieved professional capacity and capability commensurate with this professional qualification and have demonstrated expertise in this area of professional practice.
To complete this course successfully and gain your qualification, all performance tasks will demonstrate criteria associated with the Proficient or Advanced ratings.