3000

This course includes an in-depth study of major areas of children's and adolescent literature and techniques for making use of that knowledge in extending students' skills in developmental reading. Extensive reading and examination of children's books (EC-8) and related materials are required. UMHB students become familiar with the writing process as well as with English writing conventions. Students are given opportunities to write in a variety of forms and modes and for various purposes and audiences. This foundation in written communication better enables them to provide classroom instruction in the development of children's and adolescents' writing skills.

Strategies, materials, and methods of teaching developmental and corrective reading in the high school classroom. Some topics included are extension of fundamental reading skills, classroom assessment, correction of reading problems, study skills, reading in the content areas, and selection of reading materials. A field experience of twenty-eight clock hours in a secondary school classroom is required. This course is taken in a block with EDUC 33 17.

This field-based course is designed to provide foundation knowledge and strategies for understanding and promoting literacy development in young children through grade two. Using a balanced approached, reading, writing, and oral language skills are taught as developmental processes. Emphasis is upon beginning reading instruction and concentrates on developmentally appropriate teaching strategies and assessments designed to directly teach and assess phonological and phonemic awareness, the alphabetic principle, word analysis and decoding, reading comprehension, and reading fluency, as well as principles for creating a literacy-rich classroom environment and strategies for promoting life-long readers.

A course designed to familiarize students with the 4-8 Reading/Language Arts Teacher Standards, as well as the TEKS appropriate to specific content areas. Focus is upon direct, explicit teaching of strategies to improve reading comprehension of a wide range of materials, increase reading vocabulary, and develop written communication skills to support reading in all curriculum areas. Other areas addressed include the teaching of study and inquiry skills, the promotion of oral language and listening skills, and the integration of instructional technology for the advancement of student achievement. Students are also introduced to the physical, social, emotional, and intellectual characteristics of the middle school learner and ways to enhance parent communication at this level. A minimum fifteen-hour field experience in a middle school setting is required.

This course focuses on commonly used assessment approaches and instruments used on elementary school campuses. The course includes information about and practice with the Texas Primary Reading Inventory, running records, miscue analysis, and the use of data to group students and make decisions about group instructional design. Instruction targets reading standards specific to the understanding of phonemic awareness, the alphabetic principle, literacy development and practice, word analysis, decoding, fluency, and comprehension. Students work with small groups of public school students for one hour per week at the UMHB Reading Camp.

This field-based course is designed to prepare the pre-service teacher to apply direct, explicit teaching of reading and language arts within a comprehensive language arts program. The course is organized around the five components of an effective reading program, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The pre-service teacher explores comprehension strategies as well as the use of literature as an instructional tool. Further focus is on the writing process with emphasis on writing conventions, oral language, grammar, usage, spelling and punctuation to support the literacy process. 45-60 hours of field-based experience are required.