Investment: $299

But What About Older Kids?! is designed for educators working with students in Grade 3 and beyond who are wondering how the Science of Reading applies once foundational skills are (mostly) in place. Led by strategist Hannah Fernweh, this course blends research and application—diving into theoretical models, the growing brain, and cognitive load theory before shifting into practical strategies for word recognition, fluency, vocabulary, background knowledge, and comprehension. You’ll also explore how to differentiate for diverse literacy needs and walk away with a clear picture of what effective, research-aligned literacy instruction looks like for older readers.

Course curriculum

    1. Course Information

    1. Padlet

    1. Chapter 1: Introduction

    2. End of Chapter 1 Quiz

    3. Chapter 2: SOR Knowledge Building: Theoretical Models Review

    4. Chapter 3: SOR Knowledge Building: The Growing Brain + Literacy

    5. End of Chapter 3 Quiz - Select the word that matches the definition given.

    6. Chapter 4: SOR Knowledge Building: Cognitive Load Theory & the Science of Learning

    7. Chapter 5: Word Recognition for Older Learners

    8. End of Chapter 5 Quiz

    9. Chapter 6: Redefining Fluency

    10. End of Chapter 6 Quiz

    11. Chapter 7: L&RC: Knowledge & Vocabulary

    12. Chapter 8: L & RC: Structure, Reasoning, and Organization

    13. End of Chapter 8 Quiz - Match the transition word to the organizational pattern.

    14. Chapter 9: Differentiation for Diverse Literacy Needs

    15. Chapter 10: So what does this look like?

    1. Complete this short survey and get your course completion certificate!

About this course

  • $299.00
  • 18 lessons
  • 3 hours of video content

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Facilitator

Hannah Fernweh

Hannah Fernweh is a lifelong learner specializing in best practices for multilingual students, translanguaging, culturally relevant pedagogy, and students with exceptionalities. She has worked in public and international schools as a teacher, coach, and department head and has a particular passion for meeting the literacy needs of linguistically, culturally, and neurologically diverse learners. Currently, she is delving into how different writing systems can impact literacy development within the brain and how exceptionalities can influence how one acquires languages and literacies. When supporting schools, Hannah guides educators to understand how the brain learns to speak and read in order to develop clear, practical plans to support diverse learners.