Thinking, Talking, and Writing About Texts
Learn how to elevate students’ thinking about reading.
In this 8-week online course, learn how to support students in thinking deeply and critically about their reading so they can share their thinking through talk and writing.
- Classroom Teachers & Interventionists
- Literacy Coaches & Teacher Leaders
- Course Number: EEDUC 6169.80
- Fees are subject to change
Understanding and using behavioral evidence of student talk and writing helps teachers make effective decisions for all students, including those whose first language is not English.
In this online course, you will learn ways to support students in thinking deeply about their reading and sharing that thinking through talking and writing. You will examine instructional contexts such as interactive read aloud, literature study, writing about reading, mini-lessons, and conferences.
Course Outcomes
- Explore rationales for a complex view of the development of thinking, talking, and writing in response to reading
- Learn specific reading behaviors and identify evidence of thinking in student talk
- Understand how to help students move from thinking and talking about texts to writing about them
- Learn how to use instructional language to facilitate students’ thinking and discourse about texts
- Analyze students’ current reading behaviors, select goals and plan instruction using The Literacy Continuum
- Select texts and create read aloud plans that foster purposeful talk
- Understand how to form literature study groups, conduct discussions, and analyze student talk
- Develop the ability to notice change in students’ oral and written responses
- Consider how to support diverse learners and special education students in their thinking, talking, and writing about texts
Nikki Drury, Literacy Trainer
Nikki worked as a literacy coach and teacher in public school for many years before joining the Center for Reading Recovery and Literacy Collaborative as an Intermediate Trainer. She has experience as a primary and intermediate classroom teacher and literacy instructional coach at the intermediate level. Over the years, she has worked with students, educators, and administrators to improve literacy outcomes.
You need to be teaching students in grades K-8 or have access to a group of students you can work with across the length of the course to complete assignments successfully.
Required Texts
You are responsible for purchasing/having access to the following professional texts for this course:
- Fountas, I.C. & Pinnell, G.S. (2022). The Fountas and Pinnell literacy continuum, second edition: A tool for assessment, planning, and teaching, preK-8. Heinemann.
- Fountas, I.C. & Pinnell, G.S. (2018). The literacy quick guide: A reference tool for responsive literacy teaching. Heinemann.
- Fountas, I.C. & Pinnell, G.S. (2016). Prompting guide, part 2 for comprehension: Thinking, talking, and writing. Heinemann.
- Johnston, P. (2024). Choice words: How our language affects children’s learning, second edition. Stenhouse.
- Nichols, M. (2019). Building bigger ideas: A process for teaching purposeful talk. Heinemann.
This option must be taken for 3 graduate credits. Take the course individually or as a required course in our 18-credit Online Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching.
Interested in professional learning at your school or district? Schedule a meeting with one of our trainers.
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