Maria Nunez Almonte's ID Portfolio Page

About Me

Hi everyone! My name is Maria Nunez. I am an elementary bilingual teacher in grades K-6. I am currently teaching kindergarten. In previous years I taught 1st, 2nd, and 3rd grade. My favorite two grades were 1st and 3rd grade. I work in New York City in a public school in Jamaica, Queens. I earned a Bachelor's degree in Early Childhood Education with a Bilingual extension in Spanish from York College. I also graduated with a Master's degree in TESOL from the University of Mount Saint Vincent. I decided to complete my TESOL certification because I wanted to support ELL students in language acquisition effectively. I am pursuing a second master's in Curriculum Development and Instructional Technology at the University at Albany, NY.

My Topic and Purpose

This mini-course aims to teach about the science of reading to support educators in making the shift. In this mini-course, participants will learn what the science of reading is and its five key components. In addition, participants will also learn how the science of reading can help students break the code and learn how to read and write. One reason I chose this topic is to support teachers in shifting from balanced literacy to the science of reading. I also want students to have more learning experiences where they learn to "break the code" more efficiently, enabling them to make a deeper connection between oral, reading, and written languages.

Scope of Learning Outcomes and Content

This mini-course will instruct teachers about the importance of the science of reading, what it is, and how to implement it in literacy lessons. At the end of this mini-course, participants will be able to:

Unit 1: Exploring and Understanding the science of reading.

Unit 2: Understanding the Key Components of the science of reading.

Unit 3: Implementing the science of reading into the classroom.

Needs Assessment

Educational problem or opportunity

This mini-course offers an educational opportunity to shift reading and writing learning instruction, mindset, and strategies to the science of reading. Many educators have no idea what the science of reading is. However, with this course, participants will have the opportunity to learn and begin to implement the strategies they learned in their daily lessons.

Learners/participants

This mini-course is intended for elementary teachers in grades K to 6. However, it can also be applicable in middle and high school to support students who are below grade level in reading and writing.

Analysis of gaps

Ideal: The idea for the science of reading would be for all schools, especially elementary schools, to emphasize the shift to the science of reading when teaching literacy.

Reality: The reality is that many teachers do not know or even hear the word science of reading. Therefore, it is essential for schools to provide educators with training. According to the Council for the Accreditation of Educator Preparation (CAEP), some challenges in the science of reading are curriculum gaps, shifting practices, and faculty training.

Existing efforts to address the gaps

One way to address the gap of little to no training in the science of reading is for school districts to provide professional development training for all staff. These need to focus on practices, strategies, and ways to implement the science of reading with the curriculum being used. Schools need to have ongoing coaching sessions for all teachers, especially elementary teachers, to provide extra support on how to teach explicitly, how to create a classroom environment, and what resources are supported by the science of reading. In addition, universities and colleges need also to design courses that mainly focus on the shift to the science of reading.

Intent statement

This mini-course, "Shifting to the Science of Reading," is designed to teach participants about the science of reading and provide them with ways to begin the shift from balanced literacy to the science of reading. With this course, teachers can have the information, tools, resources, and strategies to ensure they develop a deeper understanding of how people learn literacy. Therefore, participants will be able to use a reading-based instruction that will allow students to receive explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Analysis of the Learner and Context

Participants (Learners):

The participants (learners) for this mini-course are general education teachers in grades K to 12th, ENL teachers, special education teachers, service providers, and reading interventionists who want to learn about the science of reading to begin implementing research-based instruction in their daily lessons using different strategies, resources, and tools.

Prior Knowledge, Experiences and Skills:

The participants will have experience in teaching and working in classrooms in grades K to 12th. Also, the participants have the background knowledge and academic language needed to develop a deeper understanding of the context in the mini-course.

Learning Setting:

This mini-course will be conducted online. It will be asynchronous, which means learners can complete it at their own pace, time, and place. Participants can complete this mini-course in seven weeks. However, it can vary depending on the time spent on each lesson.

Resources/Tools Needed:

To complete this mini-course, participants will need a computer or laptop, an internet connection, a notepad (paper or digital), a pen, and headphones if needed. Learning resources will be provided throughout the mini-course.

Performance-Based Objectives

After completing this mini-course, participants will be able to:

Understand what the science of reading is and what it is not.

Identify and describe the aspects/key components of reading development. Understand the ways to shift to the science of reading.

Analyze and explain how the science of reading supports "breaking the code." Create strategies to incorporate the science of reading into the classroom.

Task and Content Analysis

The following list outlines the prerequisites and the instructional plan for this mini-course, which you will be expected to complete.

Prerequisites:

Before taking this course, the participant (learner):

Should have basic knowledge and experience teaching reading in grades K to 12.
Should be familiar with implementing strategies to support students in reading instruction.
Must be actively seeking to learn more about the science of reading and ways to begin the shift.

Unit 1: Exploring and Understanding the science of reading.

After completing this unit, participants will:

Understand what the science of reading is and what it is not.
Explain what the science of reading is using their own words.
Learn to develop a deeper understanding of the science of reading by watching videos and reading articles.
Participate in activities by answering questions.

Unit 2: Understanding the key components of the science of reading.

After completing this unit, participants will:

Understand what "breaking the code" means.
Identify the key components (breaking the code) of the science of reading.
Describe the key components of the science of reading.
Explore the interactive programs that could be used daily to support students learn reading and spelling.
Participate in activities by answering questions.

Unit 3: Implement the science of reading into the classroom.

After completing this unit, participants will:

Choose one or more strategies to implement in your lesson and explain how you will do it.
Explain one or more ways you will align your classroom environment to the science of reading.
Create a list of things you will implement in your classroom that support the science of reading.
Reﬂect on your pedagogy and explain how the mini-course helped you grow as an educator.

Curriculum Map

This curriculum map shows what you will be learning and doing throughout this mini-course.

Resources

Hollingsworth, Heather. (2023). Why are more U.S. schools embracing a new ‘science of reading’?. PBS News. Retrieved from: https://www.pbs.org/newshour/education/why-more-u-s- schools-are-embracing-a-new-science-of-reading.

Anonimous.(2022)." The Science of Reading: The Basics." Council for the Accreditation of Educator Preparation (CAEP). Retrieved from: https://caepnet.org/~/media/Files/caep/accreditation- resources/the-science-of-reading-guide.pdf.