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 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

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 provides an introduction to a comprehensive model and 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. 1 semester hour

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

This practicum is designed for biliterate Reading Recovery or Descubriendo la Lectura practicing teachers learning how to administer assessments and provide instruction in English and Spanish. Participants will design and deliver individual literacy intervention lessons for beginning readers through an integrated instructional design incorporating oral language development, orthography, phonology, vocabulary, and comprehension, writing and reading fluency specific to the language of instruction. Participants will engage in guided practice and self-reflection. Pre-requisite(s): RLL 560A, RLL 560B. Co-requisite(s): None. 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

This is the second course in a three-course series preparing school district-based teacher leader, which includes supervised application of Reading Recovery. Emphasis is on the instructional framework and procedures used in the 30- minute daily tutorial 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 of four first grade children is required while enrolled in this course. Pre-requisite(s): RLL 561A, admission to Reading Recovery Teacher Leader Training course series, earned master degree in education and approval of Reading Recovery Center. Co-requisite(s): None. 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

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. 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 through clinical experiences. Pre-requisite(s): Employed in a school setting as certified teacher, literacy coach, teacher leader, reading specialist, intervention teacher or administrator and nominated by school administrator and admitted as a Teacher Leader Candidate or consent of instructor. Co-requisite(s): None. 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

Participants in this course will continue constructing an understanding of the complex role of district literacy leaders. Teacher leader candidates will refine skills in fulfilling the role of facilitator and problem solver in the implementation of Reading Recovery as a component of a comprehensive literacy model. Candidates will interact with various school and district administrators as well as deepen their understanding of how to support and facilitate teacher learning as they grow in their understanding of effective coaching practices and adult learning theory. Pre-requisite(s): RLL 566A. Co-requisite(s): None. 2 semester hours

The course focuses on methods for differentiating instruction for diverse learners in K-12 school settings. Participants will study how to give and interpret literacy assessments leading to instructional planning in order to design and deliver 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 the application of small group literacy instruction designed to accelerate the achievement of struggling learners in grades K-12. Participants in this course will learn how to implement supplemental literacy interventions in a school setting, how to instruct purposefully for self-regulation and transfer, how to collect and analyze progress monitoring data. Small group intervention lesson designs include guided reading, assisted writing, and comprehension focus groups. Pre-requisite(s): RLL 568A. Co-requisite(s): None. 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

First in a three-term sequence designed to prepare teachers to observe, assess, and instruct students with or at risk of having reading disabilities. The course also addresses issues related to reading theory and process, assessment, and instructional strategies. Concurrent with the training, the teacher works with a minimum of two eligible students in a school setting.  Note: Enrollment in this course requires school partnership agreement with NLU Reading Recovery Center. Pre-requisite(s): None. Co-requisite(s): None. 2 semester hours

Second in a three-term sequence designed to prepare teachers to observe, assess, and instruct students with or at risk of having reading disabilities. The course also addresses issues related to reading theory and process, assessment, and instructional strategies. Concurrent with the training, the teacher works with a minimum of two eligible students in a school setting.  Note: Enrollment in this course requires school partnership agreement with NLU Reading Recovery Center. Pre-requisite(s): RLL 571B. Co-requisite(s): None. 2 semester hours

Third in a three-term sequence designed to prepare teachers to observe, assess, and instruct students with or at risk of having reading disabilities. The course also addresses issues related to reading theory and process, assessment, and instructional strategies. Concurrent with the training, the teacher works with a minimum of two eligible students in a school setting.  Note: Enrollment in this course requires school partnership agreement with NLU Reading Recovery Center. Pre-requisite(s): RLL 571B. Co-requisite(s): None. 2 semester hours

1-3 semester hours