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) are 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 teachin g developmental and corrective reading in the high school classroom. Some topics included are extension of fundamental reading skills, classroom assessment, correction of reading p roblems, 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 wit h the 4-8 Reading/Language Arts Teacher Stand ards, as well as the TEKS appropriate to spec ific content areas. Focus is upon direct, ex plicit teaching of strategies to improve read ing comprehension of a wide range of material s, increase reading vocabulary, and develop w ritten communication skills to support readin g in all curriculum areas. Other areas addre ssed include the teaching of study and inquir y skills, the promotion of oral language and listening skills, and the integration of inst ructional technology for the advancement of s tudent achievement. Students are also introdu ced to the physical, social, emotional, and i ntellectual characteristics of the middle sch ool learner and ways to enhance parent commun ication at this level. A minimum fifteen-hour field experience in a middle school setting is required.

This course is designed to equip the pre-service teacher with tools to teach across the disciplines in grades four through twelve. Pre-service teachers obtain knowledge and apply strategies that include structure of expository texts, development of vocabulary, word identification, reading fluency, and comprehension of text. Attention is given to writing as a learning tool in various content areas. Students examine and develop assessments which cover a variety of formats to fit various content areas. A connection between language arts and other content areas is emphasized.

This course focuses on the formal and informa l diagnostic assessment of disabled readers a nd the use of that data to plan, implement an d monitor instruction that is focused on indi vidual children's needs. Instruction targets Reading Standards specific to the understand ing of phonological and phonemic awareness, t he alphabetic principle, literacy development and practice, word analysis and decoding, re ading fluency, reading comprehension, study s kills, and assessment. Intervention strategie s include the use of direct teacher instructi on, games, manipulatives, and individualized plans designed to address reading deficits id entified through assessment. Students also le arn and apply parent communication and confer encing skills. A fifteen-hour case study is r equired. Prerequisite: READ 3624 must be com pleted prior to taking this class or be taken concurrently with approval of instructor.

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.