500

This course is designed to introduce key issues in literacy research and instruction, PK-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). This class emphasizes reading methods that capitalize and develop the spoken language. Reading and writing will be taught as mutually supportive, holistic processes. Students will learn about instructional strategies, materials, and assessments appropriate for emergent, beginning, and early readers. Pre-requisite(s): ECE 522. . Co-requisite(s): None. 3 semester hours

This course focuses on the development of reading in the middle and secondary grades. It emphasizes reading-to-learn from informational texts, digital texts and other media and the development of writing and study skills. It provides methods and materials for content area literacy, disciplinary literacy, and reading and writing across the curriculum as articulated in the Common Core State Standards for Grades 6-12 ELA & Literacy in History/Social Studies, Science & Technical Subjects. Teacher candidates will have the opportunity to engage in practice-based learning of literacy methods that support the assimilation and accommodation of new ideas. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course, designed for pre-service teachers, introduces theories and models of comprehension and implications of these constructs for the teaching of discipline-specific reading and writing in grades 1-6 for students of diverse languages, cultures, and abilities. Candidates learn assessments and instructional practices for strategic reading and writing of both narrative and informational texts and learn the importance of writing and oral language in the development of active comprehension strategies. Candidates explore nonfiction literature through an equity lens, learning how to select print and digital texts that are free of bias and stereotypes and how to use those texts o expand their students’ understanding across content areas. Pre-requisite(s): None. Co-requisite(s): None. 3 semester hours

This course introduces key issues in literacy research and instruction. Teacher candidates will learn about instructional strategies, materials (including digital tools), and assessments appropriate for teaching phonological awareness, phonics, fluency, vocabulary, comprehension, and writing in grades 1-6. Candidates will learn how to plan for balanced literacy instruction (across the language arts—reading, writing, speaking, and listening), utilizing formative assessment data and an understanding of literacy development across the elementary grades. Differentiated and equitable instructional approaches for learners of diverse cultures, languages, and varied abilities are emphasized. Candidates will learn how to select appropriate texts (children’s literature, guided reading materials, digital and print texts) that represent diverse racial, ethnic, and cultural groups and are free of bias. Pre-requisite(s): RLP 550. Co-requisite(s): ELE 510. 3 semester hours