500

This course is an introduction to instructional strategies for teaching research and information literacy skills to children and young adults. Critical thinking, authentic learning, and inquiry-based instruction are explored, with a focus on embedding research across the curriculum. Access, selection, evaluation, and use of print and electronic information resources are addressed. The course also emphasizes the acquisition of information research skills supporting the general curriculum for all students. Candidates access print and electronic resources available in school and local public libraries, as well as university library resources. Pre-requisite(s): Graduate standing. Co-requisite(s): None. 2 semester hours

This survey course provides an overview of youth trade books and emphasizes ways to identify, select, and evaluate high quality literature across genres, formats, categories, and themes, as appropriate for the developmental stages of preschool through grade 12 students. Literature presenting diverse perspectives is introduced, and online database resources, Web 2.0 tools, and professional organizations related to youth literature are integral course components. Additionally, emphasis is given to important authors and illustrators, as well as ways to become familiar with classroom, school, and public libraries and their teachers/librarians. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This introductory course provides an overview of trade books written for PreK-12 youth. Emphasis is on the identification, selection, and evaluation of high quality literature in different genres and formats, as appropriate for the developmental stages of each age group. Literature representing a range of diversity is introduced, including: ethnicities, races, cultures, and languages; global understandings; different abilities (exceptionalities, disabilities, gifts and talents); and gender representation and sexual orientation. The course also introduces online database resources, Web 2.0 tools, and professional organizations related to youth literature. Leadership in the development of literacy environments, curriculum with trade books, and coaching abilities are also important course components. Pre-requisite(s): Graduate standing. Co-requisite(s): None. 3 semester hours

This course is designed to provide an overview of young adult literature for ages 12-18 with an emphasis on the evaluation, selection, and implementation of books and other literary resources in middle and high school classrooms and library programs. It explores standard selection criteria for print and nonprint materials in all formats. The course also focuses on gender-fair, multicultural, international, and "classic" materials, as well as texts for students with special needs and abilities. The implementation of adolescent literature in the classroom will also be explored. NOTE to be applied to course in the online schedule: Students may only register for one semester hour online. Students will need to send a note to the Registrar's Office from their NLU student email account, asking to be registered for the additional one semester hour. Prerequisite(s): Basic children's literature course such as RLL520 within the last five years or consent of instructor. 2-3 semester hours

This course focuses on the art of storytelling in the classroom and library as a means of developing children's interest in literature and other content areas of the curriculum. Candidates will develop knowledge of appropriate story sources and program planning, as well as practice telling stories orally, and through the use of aides such as puppets, storyboards, and music. The course also highlights various aspects of diversity in relationship to storytelling, namely, gender representation, and multicultural and international stories. Prerequisite(s): None, although some familiarity with techniques for working with groups of children and with children's literature is desirable. 2 semester hours

This course provides in-depth study of high quality PreK-12 literature representing marginalized, oppressed, and under/misrepresented communities in the U.S. and abroad. It emphasizes selection, critical analysis, discussion, and classroom use of literature by and about people of diverse ethnic, racial and linguistic backgrounds. Other foci include representations of gender, sexual orientation, differing abilities, socio-political aspects, religion, and regional lifestyles. Guidelines for selecting/evaluating texts in traditional, audio, and digital formats are provided, and for texts that are translated, bilingual, or in global languages. The course fosters the use of digital resources and social networking with literature, while also developing literacy leadership conducive to curricular transformation and social action/change. Pre-requisite(s): Graduate standing; RLL 520 or equivalent entry-level children's literature course. Co-requisite(s): None. 3 semester hours

Participants will explore a wide variety of informational texts that can be used in educational settings including high-quality, diverse, and developmentally appropriate books, Web sites, and magazines for children and adolescents (K-12). Defining characteristics and criteria for evaluating these texts for accuracy, authenticity, organization, format, design, and writing style will be shared and discussed as well as teaching with these texts to meet the Illinois Learning Standards. Elements of a thematic unit will be presented and participants will have the opportunity to demonstrate understanding of how to plan a unit that includes teaching students how to think critically about these texts. Prerequisite(s): Basic children's literature course such as RLL 520, or consent of instructor. 1-2 semester hours

This course involves the study of spoken language including language acquisition, functions and structure, variation across cultures and social groups, and classroom discourse. Students will examine linguistic factors affecting classroom instruction, as well as the growing influence and possibilities of technology in this area. Implications for classroom instruction in language arts will be highlighted. Prerequisite(s): none 2 semester hours

Candidates in this course will both apply and align literacy theory to instructional methods, materials and the Illinois State Board of Education Early Learning and Common Core Standards for teaching reading and language arts to young children. Play and the active nature of constructive learning will be emphasized. Differentiation for diverse learners will also be included. Current research along with the Internet sites related to emergent literacy will be examined. Ten pre-clinical hours are required as part of the course. Prerequisite(s): Admission to the ECE MAT program. Co-requisite(s): None. 3 semester hours

Introduces key issues in early literacy research and instruction (PreK-3). Students will engage in discussion of and planning for differentiated instruction in all the language arts (reading, writing, listening, speaking, viewing and visual representation). Reading and writing will be taught as mutually supportive, holistic processes. Students will learn about instructional strategies and materials appropriate for emergent, beginning and early fluent readers. Prerequisite(s): Admission to the Early Childhood Education M.A.T. Program. 3 semester hours

This course introduces key issues in literacy methods, research, and instruction. Candidates will engage in discussion of and planning for differentiated instruction in all the language arts (reading, writing, listening, speaking, viewing, and visual representation). Reading and writing will be taught as mutually supportive, holistic processes. Candidates will learn about instructional strategies and materials appropriate for teaching reading in grades K-6. Pre-requisite(s): Admission to NCE Elementary Education program. Co-requisite(s): None. 1-2 semester hours

This course introduces key issues in the development of strategic reading and writing of both narrative and informational texts. Students will become familiar with theoretically sound, research-based instructional strategies for the teaching of advanced and content-area reading and writing. Prerequisite(s): Admission to the Elementary Education M.A.T. Program, RLL 538, ELE 500, and EPS 511. 2 semester hours

This course is designed for students in the Elementary Education Alternative Route for Certification Program. Integrated approach to recent developments in theory, curriculum, methods and materials for literacy instruction (reading and language arts) in elementary school (K-9). Students are required to complete 18 clock hours of field experience which will be arranged by methods instructor as well as 25 hours in one classroom while enrolled in this class where they will develop models for teaching and learning. 3 semester hours

This course provides an introduction to a systematic method for using literacy as a tool for continuous school improvement. Participants will review a comprehensive framework for developing and sustaining professional learning communities focused on differentiating instruction and assessment based on systematic observation of student responses. Effective teaching decisions supported by mentoring and coaching will be examined. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

This course introduces theory and research related to literacy acquisition with direct application to practice. Candidates will learn how to observe children closely, record responses to instruction, and to plan and provide individually designed lessons that follow each learner’s unique pathway to literacy learning. Instructional methods capitalize on integrated approach incorporating oral language development, prior experiences, orthography, phonology, vocabulary, comprehension, writing and reading fluency. Candidates will practice customizing instruction for children of diverse cultures, languages and learning styles. Daily tutoring of academically at-risk children is required while enrolled in this course. Successful completion partially fulfills the requirements for national registration as Reading Recovery, Descubriendo La Lectura or Literacy Intervention Specialist. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

With guided practice in supervised settings candidates will practice teaching students experiencing difficulty learning how to read. Candidates will deliver individually designed literacy lessons designed to teach and extend beginning reading and writing skills. The course emphasizes continuous assessment, instructional planning, evaluation and reflection. It includes differentiation of instruction for students from diverse cultures and whose first language is not English. Successful completion partially fulfills the requirements for national registration as Reading Recovery, Descubriendo La Lectura or Literacy Intervention Specialist. Pre-requisite(s): RLL 560A. Co-requisite(s): None. 2 semester hours

In this advanced practicum with guided practice candidates will deliver individually designed literacy lessons for learners having difficulty acquiring beginning reading and writing skills. The course emphasizes continuous assessment, adaptive instructional planning, self-evaluation and self-reflection. It includes differentiation of instruction for students from diverse cultures and whose first language is not English. The literacy lesson design is grounded in evidence based balanced literacy practices grounded in current research and theories of Marie Clay. Successful completion partially fulfills the requirements for national registration as Reading Recovery or Descubriendo La Lectura intervention specialist. Pre-requisite(s): RLL 560B. Co-requisite(s): None. 2 semester hours

3 semester hours

Teacher leader candidates will develop expertise in administering, scoring, and interpreting diagnostic assessments, in designing and delivering individualized literacy lessons for low achieving diverse learners in the primary grades while collaborating with teacher teams and school administrators in an elementary school setting. Candidates will receive and respond to coaching visits within a supervised practicum. They will tutor children using an individually designed literacy lesson framework, collect and analyze individual student data and response to instruction in order to develop an in-depth understanding of early literacy learning. Enrollment in this course requires school partnership agreement with NLU Reading Recovery Center for Literacy. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

Mid-year supervised application of Reading Recovery. This is the second course in a three-course series preparing school district based teacher leaders. Emphasis is on the instructional framework and procedures used in the 30-minute daily tutorial as an early intervention for children who struggle with beginning literacy learning and differentiation of instruction for particular children from diverse cultures, languages and learning styles. This course continues to prepare teacher leaders with an in-depth understanding of Reading Recovery from the perspective of an instructor. Daily tutoring of four first grade children is required while enrolled in this course. Prerequisite(s): Successfully completed RLL 561A, admission to Reading Recovery Teacher Leader Training course series, earned master degree in education and approval of Illinois Reading Recovery Center Director. 3 semester hours

The advanced practicum in the instructional procedures of the Reading Recovery intervention. This is the third course in a three-course series preparing school district based teacher leaders who will provide training in their home districts. There is an emphasis on analyzing and experiencing the role of professional development provider. Structured field experiences and daily tutoring of four first grade children is required while enrolled in this course. Prerequisite(s): Successfully complete both RLL 561A and RLL 561B, admission to Reading Recovery Teacher Leader Training course series, earned master degree in education and approval of Illinois Reading Recovery Center Director. 3 semester hours

The first in a three-course sequence that examines research related to the acquisition of literacy, including the development of oral language and its relation to reading and writing. Emphasis in the first course is on relating key features of Reading Recovery instruction to research on the basic cognitive processes implicated in the acquisition of reading and writing. Prerequisite: Consent of the instructor. 3 semester hours

Teacher leader and instructional coach candidates will study models and theories of interdisciplinary literacy development and instructional implications along a continuum from early childhood through high school and adult learning. Through clinical experiences, candidates will facilitate school teams in making evidence based decisions informed by assessments, explore research related to developing self-regulated learners, and practice creating social contexts responsive to individual student differences. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The third in a three-course sequence that examines the research related to the acquisition of literacy. Emphasis in the third course is on the classroom and social contexts of literacy acquisition with particular attention to the effects of these contexts on students. Prerequisite: Consent of the instructor. 3 semester hours

This course provides an introduction to comprehensive instructional models, methods and frameworks for teaching reading and writing to diverse learners within K-12 settings. The course emphasizes professional collaborations aiming to align supplemental instruction with core curriculum. Participants will examine a systematic model for evaluating instruction and problem-solving methods. Diagnostic assessments and portfolios for monitoring individual student responses to instruction will be introduced. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

Participants in this course will develop knowledge and required to fulfill the complex role of teacher leader. They will practice coaching teachers in a school setting while acquiring team facilitation and problem solving skills related to school improvement and effective instructional processes. They will interact with school leaders at school sites to broaden and deepen their understanding of how to support and facilitate teacher learning. The course includes a supervised clinical internship in the field. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

The second in a three-course sequence providing practicum experience in training and supervising Reading Recovery Teachers. Emphasis is on exploring three main aspects of the Teacher Leader Role: presenting the Reading Recovery procedures, leading discussion focused on direct observation of teacher and child behaviors, and making site visits to Reading Recovery teachers. Prerequisite: Consent of the instructor. 2 semester hours

The third in a three-course sequence providing practicum experience in training and supervising Reading Recovery Teachers. Emphasis is on exploring three main aspects of the Teacher Leader Role: presenting the Reading Recovery procedures, leading discussion focused on direct observation of teacher and child behaviors, and making site visits to Reading Recovery teachers. Prerequisite: Consent of the instructor. 2 semester hours

The course focuses on methods for differentiating instruction for students in general education, special education, and English language settings. Participants will practice organizing, delivering, and assessing small group literacy instruction for students who experience difficulty with reading and writing competency within the K-12 school setting. Pre-requisite(s): RLL 565. Co-requisite(s): None. 2 semester hours

This course is the second practicum in a two-part series. Focus is on an advanced study of intervention models for K-12 students having difficulty with reading and writing. Practicum students will implement a research- based intervention model in a school setting, collect data, and prepare intervention portfolios. The course will include techniques for using intervention team meetings, collaborating with teachers across intervention programs, and using assessments to monitor student literacy progress. Practicum occurs in a school setting. Prerequisite(s): RLL 568A. Co-requisite(s): Certified teacher currently employed within a K-12 school setting with Reading Recovery implemented in the elementary and/or its feeder school. 2 semester hours

This course introduces a framework for assessing, diagnosing and systematically observing beginning reading and writing achievement. Candidates will administer and interpret literacy assessments using dynamic and diagnostic techniques with diverse populations for purpose of informing instruction and communicating with school teams. Advantages and limitations of standardized reading tests and other assessment devices are considered along with dynamic assessment options including those used in special education and other intervention services. Candidates will engage in guided practice while administering, scoring assessments and interpreting results within the context of foundational theories of literacy development. Successful completion partially fulfills the requirements for national registration as Reading Recovery, Descubriendo La Lectura and Literacy Intervention Specialist. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

This course focuses on the role of the literacy coach as an agent of change within a continuous school improvement model. There is an emphasis on carefully crafted coaching cycles with individual, teacher teams, and school-based professional development designed to bring about improvement in teaching, literacy instruction, and student achievement. Prerequisite(s): RLL559 or approval of the instructor. Co-requisite(s): Certified teacher and full time literacy coach currently within a K-12 school setting with Reading Recovery implemented in the elementary and/or its feeder school. 3 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

1-4 semester hours

This culminating course of Language Arts, Literature, and Library Education offers candidates a capstone experience to integrate their learning. Embedded within this process is a focus on reflection while reviewing growth and identifying areas for continued learning. Emphasis is on the reading, critique, and synthesis of current research and evaluation of practice as candidates engage in action research. Ultimately, they will prepare a plan for continued professional development and service to the profession beyond the completion of their degree. Students completing the school library information specialist course sequence will be directed to take this course as 1sh, all other students will be directed to take this course as 2sh. Pre-requisite(s): Consent of program director, completion of ESR 505 and of program courses. C-requisite(s): None. 2 semester hours

1-3 semester hours

1-4 semester hours