Self-Study CEU’s

At your time, place, and pace, earn Continuing Professional Education/Continuing Education Units (CPEs/CEUs) online from Neuhaus!

How Do Self-Study CEUs Work?

  1. Select a Self-study opportunity
    • You will be asked to:
      • View webinars and videos online
      • Read articles online
      • Complete written assignments
  2. Complete assignments
    • Begin your assignments whenever you are ready.
    • If you have questions regarding assignments, please call 713.664.7676 or email
  3. Register and submit payment and completed assignments
    • Register Online with your MasterCard or VISA for your chosen Self-study opportunity.
      (not suitable for registering multiple participants)
    • Print a registration form and mail or fax it with your payment to Neuhaus
      • See fax and mailing information on the form.
      • For fast processing, make sure registration forms are completely filled out.
      • Registration form and payment may be submitted with completed assignments.
    • Send completed assignments either via fax, mail or to
    • Registration and payment must be received before or when you turn in completed assignments.
  4. Receive a Record of Completion
    • A Record of Completion will be sent via email after written assignment(s) is/are reviewed.
  5. View the rubric for Self-study responses

Self-Study CEU Opportunities

Book Clubs Self-study

Incorporating Literature Circles, or Book Clubs, in your classroom is an excellent way to make sure your students focus on key comprehension strategies and learn how to make deep connections as they read. See one teacher’s way of managing book clubs in her classroom, and come away with something you can try on your own!

Intended Audience:grade 3-8 teachers, reading specialists
Hours:3 CPE/CEUs

What we do:

  1. View the webinar “Extend the Development of Metacognitive Skills through Book Clubs” on RTN.
  2. Complete the Assignment: Choose a book and divide four parts. You could divide the book into chapters or sections.
  3. Using one part of the book, complete the response journal seen on the webinar slides as if you were one of your students experiencing the book.
  4. It might be helpful to flag your strategies as you read before you complete the response journal.
  5. Send your written response to
  6. Click here for the rubric for CEU on Demand responses.

Spelling Development SELF-STUDY

In this activity, you will learn, through observation of children’s writings, how knowledge about English orthography (correct spelling) is acquired. You will explore the regularity of the English spelling system, see how spelling supports reading, and learn how spelling both contributes to and results from, learning the language.

Intended Audience:grade 1-3 teachers, reading specialists
Hours:2 CPE/CEUs

What we do:

  1. View the webinar “What Do They Know About Words: Transitions in Children’s Spelling” on RTN.
  2. Read the article, “How Spelling Supports Reading” by Louisa Moats, printed in American Educator, Winter 2005-06
  3. Read the article, “How Words Cast Their Spell” by R. Malatesha Joshi, Rebecca Treiman, Suzanne Carreker, and Louisa C. Moats, printed in American Educator, Winter 2008-09
  4. Complete the assignment:
    • Choose five main ideas from the two articles or webinar and respond to the ideas.
  5. Send your written response to
  6. Click here for the rubric for CEU on Demand responses

Strategies for Deepening Metacognitive Skills SELF-STUDY

Teachers must guide and scaffold by modeling critical thinking that enables deep reading comprehension. The article and webinar review the most important thinking strategies and include a model for “thinking aloud” to teach students how to utilize the strategies.

Intended Audience:grade 3-6 teachers, reading specialists
Hours:2 CPE/CEUs

what we do:

  1. Read the article “Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students” by Regina Boulware-Gooden, Suzanne Carreker, Ann Thornhill, and R. Malatesha Joshi.
  2. View the lessoNet, “Deepening Metacognitive Skills”, and all of the linked mini-focus lessons on comprehension strategies on RTN.
  3. Complete the assignment:
    • Write a script for a series of mini-lessons introducing and modeling at least five important strategies for reading comprehension as if you intend to use it to teach your students. Use a text of your choice to use for modeling the strategies. Use the webinar links as models of teaching strategies such as monitoring comprehension, interpreting figurative language, making connections and others.
  4. Send your written response to
  5. Click here for the rubric for CEU on Demand responses.

Text Sets and Text Accessibility SELF-STUDY

At the end of this learning opportunity, you will have a new tool for expanding background knowledge before reading and extending comprehension after reading. You will see two examples of social studies text sets, learn what to include, how to evaluate the materials, and ways to differentiate instruction using text sets. You will read an article which will widen your view of science instruction with ways to use different genres of trade books, connecting literacy with scientific inquiry. Lastly, you will view a video which drives home the important idea of the contribution of background knowledge to understanding.

Intended Audience:grade 3-8 teachers, reading specialists
Hours:5 CPE/CEUs

What to Do:

  1. View the webinar “Building Background Knowledge with Text Sets” on RTN.
  2. View the webinar “Building Background Knowledge With Text Sets – The Great Depression” on RTN.
  3. Read the article “Science Text Sets: Using Various Genres to Promote Literacy and Inquiry” by Margaretha Ebbers, printed in Language Arts, Vol. 80 No. 1, September 2002.
  4. View the video, “Teaching Content Is Teaching Reading”, by Professor Daniel Willingham on YouTube.
  5. Complete the Assignment:
    • Describe a text set with a minimum of five multi-media resources that represent a range of reading levels – for example, picture books, biographies, fiction, how-to books, objects, poems, newspaper articles, websites, art, cookbooks.
    • Include a brief introduction that describes how you will use the text set. Include topic and ages, levels, and interests of your students. Explain why you selected your sources.
    • Using this website,, determine and describe the quantitative readability of each resource (review the first webinar).
    • Describe the qualitative readability of each resource (review the first webinar).
    • Briefly describe the value of each resource to the topic you are teaching. This might be a statement of how you would introduce the resources to your students, and why you think they are important. You might use phrases like, “Notice the pictures (or graphs, sidebars, photographs) in this book. They might tell you a lot about…” or “From these websites, you might find out about…” or “Take a close look at the (object) and see what you can find out about…”
    • Include complete bibliographic information about your resources.
  6. Send your written response to
  7. Click here for the rubric for CEU on Demand responses.