Course Description
Focuses on how children learn to read and write and what classrooms teachers can do to facilitate their growth as readers and writers in the elementary grades. Prerequisite: Admission to the M.A.T. in Elementary Education or permission of instructor.
Syllabus
Student Learning Outcomes, Goals, Objectives:
Students successfully completing this course will be able to:
I.1. Concepts of Print - Explain and demonstrate how to facilitate language development with an emphasis on reading and writing and speaking and listening.
I.2. Concepts of Print - Explain how developing the concepts of print supports emergent readers with developing reading and writing skills, and the understanding that print conveys a message.
II.1 Language - Explain and demonstrate how each language structure (phonology, morphology, semantics, syntax, pragmatics/discourse, orthography) impacts literacy components (phonological/phonemic awareness, phonics, fluency, vocabulary, comprehension, and writing) and the reciprocal way that literacy impacts language.
II.2. Language - Explain and demonstrate how to facilitate language development with an emphasis on reading and writing and speaking and listening.
III.1. Phonological and Phonemic Awareness - Develop instructional activities at all levels of the phonological awareness continuum.
III.2. Phonological and Phonemic Awareness - Demonstrate how to teach students to manipulate phonemes.
III.3. Phonological and Phonemic Awareness - Administer and interpret scores from a phonological and phonemic awareness.
III.4. Phonological and Phonemic Awareness - Differentiate between phonological awareness, phonemic awareness and phonics.
IV.1. Phonics, Orthography and Automatic Word Recognition - Explain how word reading develops in the English language - from children’s earliest alphabet skills (and how those connect to phonemic awareness) to automatic (sight) word reading and how that facilitates fluency and comprehension.
IV.2. Phonics, Orthography and Automatic Word Recognition - Demonstrate the requisite knowledge and skills needed to assess and teach children to read and spell words in English.
IV.3. Phonics, Orthography and Automatic Word Recognition - Plan and implement instructional activities designed to support students in breaking down the sounds within spoken language, mapping individual sounds to printed letters, decoding words, analyzing word parts, and recognizing and writing both regular and irregular high frequency words.
IV.4. Phonics, Orthography and Automatic Word Recognition - Demonstrate the requisite knowledge needed to assess for, plan and implement instructional activities that make sure of daily reading of connected text to support the development of decoding and word recognition, fluency, and comprehension.
V.1.Fluency – Explain the relationship of fluency with word-level automaticity and comprehension connected text.
V.2. Fluency – Assess fluent reading using valid and reliable instruments.
V.3. Fluency – Develop evidence Based instruction designed to support fluent reading.
VI.1. Vocabulary - Demonstrate how to teach oral and written vocabulary using a multi-component approach with a focus on explicit teaching individual words and explicit word learning strategies.
VI.2. Vocabulary – Demonstrate the ability to provide instruction and support for developing word consciousness.
VI.3. Vocabulary – Demonstrate how to teach oral and written vocabulary through the use of independent.
VII.1. Reading Comprehension – Demonstrate knowledge of the components, processes, and interactive factors involved in the development of skilled reading comprehension.
VII.2. Reading Comprehension – Develop a foundational repertoire of evidence based instructional practices to promote reading comprehension development and reading engagement for children at different levels of language and literacy learning.
VII.3. Reading Comprehension – Use effective assessment practices to inform differentiated reading comprehension instruction and intervention.
VII.4. Reading Comprehension – Develop a repertoire of discussion and questioning techniques that guide children toward deep comprehension.
VII.5. Reading Comprehension – Develop strategies for designing a text-rich classroom environment in which reading is purposeful and fosters growth in content area knowledge and critical reasoning.
VIII.5. Writing - Design instruction integrating reading and writing.
Course Grading Information:
Activity/Performance Measure | Percentage/Points |
|---|---|
Emergent Assessments (COP, Alphabetic Knowledge/Principle, Phonological Awareness, Writing) and Plan for Instruction – Early Literacy Focus (Pillar – Phonemic Awareness) | 15% |
Developing reader assessment and Plan for Instruction – 1st-6th grade (Pillar - Phonics, Fluency, Comprehension) | 15% |
Vocabulary Focused Read Aloud - Kindergarten through 6th Grade (Pillar – Vocabulary) | 15% |
Comprehension Instruction Plan and assessments – Kindergarten through 6th grade development (Pillar – Comprehension) | 20% |
Exam – Kindergarten through 6th grade development | 20% |
Class Participation/Professionalism and Weekly Readings | 15% |
Attendance/Participation:
Class Participation/Professionalism and Weekly Readings 15%
Course Materials Purchased by the Students:
Honig, B., Diamond, L, & Gutlohn, L. (2018). Teaching Reading Sourcebook, (3rd ed.) Berkeley, CA: Arena Press. ISBN10- 1634022351
Diamond, L., Thorsnes, B.J., (2018). Assessing Reading: Multiple Measures, Revised Second Edition. Berkeley, CA.: Arena Press. ISBN13: 9781634022439
Scholarly Perspectives
This course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.