RLL - Reading and Language, Literacy

This course introduces key issues in early literacy research and instruction. 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 NCE, Elementary Education program. 3 quarter 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. Students will learn literacy assessments appropriate for middle grade learners and how to use assessment plus an understanding of adolescent learners to plan and implement appropriate literacy instruction. Prerequisite(s): Admission to NCE, Elementary Education program, RLL478. 2 quarter hours

This course presents an integrated approach to theory, curriculum, methods and materials for literacy instruction (reading and language arts) in the primary grades, K-3. Clinical experience with children of this age will be required. Prerequisite(s): Admission to National College of Education, Early Childhood Program 3 Quarter Hours

This introductory course is designed to provide an overview of trade books written for children from preschool through adolescence. Emphasis is on the identification, selection, and evaluation of high quality literature in different formats and genres appropriate for the developmental stages of each age group. Attention is given to literature representing a range of students' diverse needs, interests and backgrounds, such as: a) exceptionalities, disabilities and gifts and talents; b) languages; c) ethnicities, races, and cultures; and d) global understandings. Candidates will become familiar with online database resources for children's and adolescent literature available through university and public libraries, as well as professional organizations. 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): Graduate standing. 2-3 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 is designed to provide an in-depth study of multicultural literature, K-12. For the purpose of this course, multicultural literature is defined as literature by and about people of ethnic and racial diversity. Guidelines for selecting and evaluating culturally authentic literature will be an essential component of this course. Emphasis is placed on fostering understanding of various population groups of our society through discussion that stems from quality multicultural children's books. 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): RLL520 or equivalent entry-level Children's Literature Course. 2-3 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 RLL520, or consent of instructor. 1-2 semester hours

This course is an introduction to literacy development in the classroom through the integration of reading, writing, speaking, and listening. Teachers will examine the integrated approaches to literacy instruction and be introduced to theories and research that support such approaches. This course will emphasize specific classroom strategies for implementing language arts instruction, selection of materials, management of the process, and ways to evaluate student literacy acquisition. 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

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

Introduces key issues in literacy research and instruction, K-4. 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 Elementary Education M.A.T. Program, ELE500, and EPS511. 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, RLL538, ELE500, and EPS511. 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 introduces K-12 educators to a systematic method for initiating and sustaining a continuous school improvement model. The model uses literacy as the essential tool for improving student achievement across content and a framework for developing professional learning communities. Prerequisite(s): Teaching Certificate and basic course in teaching literacy or consent of instructor. 2 semester hours

This is the first course in a three-part series for preparing school based intervention teachers according to the standards and guidelines of the Reading Recovery Council of North America. Emphasis is on learning how to use the instructional framework and procedures for Reading Recovery 30-minute individually designed lessons for children who struggle with beginning literacy learning. It includes differentiation of instruction for young children of diverse cultures, languages and learning styles. Daily tutoring of four at-risk first grade children is required while enrolled in this course. Prerequisite(s): Must be employed in a school implementing Reading Recovery and consent of the instructor. 3 semester hours

This is the second course in a three-course series for preparing school based intervention teachers according to standards and guidelines of the Reading Recovery Council of North America. The course emphasizes adapting the instructional framework and procedures used in the Reading Recovery 30-minute daily tutorials for children who struggle with beginning literacy learning. There is a strong focus on differentiation of instruction for young children of diverse cultures, languages and learning styles. Daily one-to-one tutoring of four first grade children is required while enrolled in this course. Prerequisite(s): Must be employed in a school implementing Reading Recovery, successful completion of RLL560A and consent of the instructor. 2 semester hours

This is the third course in a three-course series for preparing school based intervention teachers according to standards and guidelines of the Reading Recovery Council of North America. The course emphasizes adapting the instructional framework and procedures used in the Reading Recovery 30-minute daily tutorials for children who struggle with beginning literacy learning. There is a strong focus on differentiation of instruction for young children of diverse cultures, languages and learning styles. Daily one-to-one tutoring of four first grade children is required while enrolled in this course. Prerequisite(s): Must be employed in a school implementing Reading Recovery, successful completion of RLL 560A and RLL560B and consent of the instructor. 2 semester hours

3 semester hours

Fall supervised application of Reading Recovery lessons designed for individuals. This is the first course in a three-course series for preparing school district based Reading Recovery Teacher Leaders. Emphasizes the instructional framework and procedures used in the Reading Recovery 30-minute daily tutorials for children who struggle with beginning literacy learning during the fall of their grade one year. Includes differentiation of instruction for young children of diverse cultures, languages and learning styles. Prepares literacy leaders with an in-depth understanding of early literacy instructional methods designed to accelerate the learning of most at risk beginning readers. Daily tutoring of four first grade children is required while enrolled in this course. Prerequisite(s): 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

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

The second in a three-course sequence that examines research related to the acquisition of literacy. Emphasis in the second course is on exploring models of the reading and writing processes and their instructional implications, and on development of comprehension skills, with particular reference to the development of strategies and metacognitive awareness. Prerequisite: Consent of the instructor. 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 a comprehensive intervention model for differentiating reading and writing instruction within K-12 curricula. The course overviews small group intervention options and emphasizes professional collaborations aiming to align supplemental intervention instruction with core curriculum. Diagnostic assessments and portfolios for monitoring individual student responses to interventions will be introduced. Prerequisite(s): Basic course in teaching literacy or consent of instructor. 2 semester hours

The first 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 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 first 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

This course is the first practicum in a two-part series designed for practicing teachers. The course will focus on differentiating reading and writing instruction via supplemental instruction within general and special education settings. Participants will organize, design, and deliver small group literacy instruction for their students who are experiencing difficulty with reading and writing within the K-12 school curriculum. Practicum occurs in a school setting. Prerequisite(s): RLL565 or permission of instructor. 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 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): RLL568A. 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

Course participants will learn how to administer, score, and interpret records of oral reading, Marie Clay's *Observation Survey of Early Literacy Achievement* and *The Record of Oral Language* in English or Spanish. These assessments are appropriate for children between the ages of five and about nine years. Prerequisite(s): Certified teacher currently working in a school setting and permission of instructor. 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 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. Prerequisite(s): Consent of program director, completion of ESR505 and of program courses. 1-2 semester hours

1-3 semester hours

1-4 semester hours