Course Code: EDUC551 Course ID: 4717 Credit Hours: 3 Level: Graduate
This course examines the methods and materials for teaching and assessing reading and writing in the elementary school classroom. It includes a review of the research and literature pertaining to the basic concepts underlying reading and writing methods; an introduction to emergent literacy in the elementary classroom, the psychological and linguistic factors that influence the reading and writing process; reading comprehension strategies, vocabulary development, phonemic awareness, phonics, and the use of technology in teaching reading and writing. The course explores the relationship between reading and writing; strategies for developing listening and speaking skills; materials and methods for students with special needs; integration of the language arts across all areas of the elementary school curriculum; multiple literacies; and the study of literature genres and their relationship to other content areas. NOTE: You may NOT take EDUC551 if you have taken EDUC545 or EDUC552 (Prerequisite: EDUC502)
|Registration Dates||Course Dates||Session||Weeks|
|01/25/21 - 07/02/21||07/05/21 - 10/24/21||Summer 2021 Session A||16 Week session|
|04/26/21 - 10/01/21||10/04/21 - 01/23/22||Fall 2021 Session A||16 Week session|
Upon successful completion of this course, candidates will be able to:
- Use the National Reading Panel’s five essential areas of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and comprehension) in lesson plans. (WVPTs 1C, 1D; IRA 1, 5, 6)
- Choose technological tools that effectively meet the individual and collective needs of diverse students (English Language Learners, children with special needs, etc.) in lesson plans. (WVPTs 1D; ISTE 1, 4, 5; IRA 2, 4, 5)
- Use informal and formal methods in the assessment of children’s literacy development. (WVPTs 1E, 3E, 4C; IRA 2, 3, 5, 6)
- Analyze major theories associated with reading and writing instruction. (WVPTs 1A; IRA 1, 6)
- Examine genres of literature and their relationship to content areas across the curriculum. (WVPTs 1A; WVPTS 1A; IRA 4, 5)
- Compare the Reading Process and the Writing Process. (IRA 1, 5)
- Analyze methods for organizing reading and writing instruction (units, Reading/Writing Workshop, literature circles, etc.). (WVPTs 1B, 2A; IRA 1, 2, 5, 6)
- Appraise strategies that promote multiple literacies (visual literacy, content-area literacy, technological literacy, etc.) in children. (WVPTs 1B; IRA 1, 2, 4, 5)
- Design activities to foster young children’s literacy development. (WVPTs 1C, 1D, 2A, 4C; IRA 2, 4, 5)
Ogle, D., & Beers, J. W. (2012). Engaging in the language arts: Exploring the power of language (2nd ed.). (custom) Boston: Pearson.
Adomat, D. S. (2009). Actively engaging with stories through drama: Portraits of two young readers. The Reading Teacher, 62(8), 628-636.
Al-Hazza, T. C., & Butcher, K. T. (2009). Building Arab Americans’ cultural identity and acceptance with children’s literature. The Reading Teacher, 62(3), 210-219.
Applegate, M. D., Applegate, A. J., & Modla, V. B. (2009). “She’s my best reader; She just can’t comprehend:” Studying the relationship between fluency and comprehension. The Reading Teacher, 62(6), 512-521.
Atkinson, T. S., Matusevich, M. N., & Huber, L. (2009). Making science trade book choices for elementary classrooms. The Reading Teacher, 62(6), 484-497.
Bourke, R. T. (2009). First graders and fairy tales: One teacher’s action research of critical literacy. The Reading Teacher, 62(4), 304-312.
Brummitt-Yale, J. (n.d.). The relationship between reading and writing. Retrieved from http://www.k12reader.com/the-relationship-between-reading-and-writing/
Gibson, S. A. (2009). An effective framework for primary-grade guided writing instruction. The Reading Teacher, 62(4), 324-334.
Graham, S., Bollinger, A., Olsen, C. B., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers. Washington, DC: What Works Clearinghouse, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/practice_guides/writing_pg_062612.pdf
Graham, S., & Harris, K. R. (2013). Common Core State Standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28(1), 28–37.
Gray, E. S. (2009). The importance of visibility: Students’ and teachers’ criteria for selecting African American literature. The Reading Teacher, 62(6), 472-481.
Helman, L. A., & Burns, M. K. (2008). What does oral language have to do with it? Helping young English-language learners acquire a sight word vocabulary. The Reading Teacher, 62(1), 14-19.
Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. The Reading Teacher, 62(8), 638-648.
Leipzig, D. H. (n.d.) What is reading? Retrieved from http://www.readingrockets.org/article/352
Lester, L. (2012). Putting rural readers on the map: Strategies for rural literacy. The Reading Teacher, 65(6), 407-415.
Mesmer, E. M., & Mesmer, H. A. E (2009). Response to Intervention (RTI): What teachers of reading need to know. The Reading Teacher, 62(4), 280-290.
National Council of Teachers of English (NCTE). (2013). The NCTE Definition of 21st Century Literacies. Retrieved from http://www.ncte.org/positions/statements/21stcentdefinition
National Council of Teachers of English (NCTE). (2007). 21st Century Literacies. Retrieved from http://www.readingrockets.org/article/20832
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Retrieved from http://www.nichd.nih.gov/publications/pubs/nrp/pages/smallbook.aspx
Ness, M. (2009). Laughing through rereadings: Using joke books to build fluency. The Reading Teacher, 62(8), 691-694.
Padak, N., & Rasinski, T. (2009). The games children play. The Reading Teacher, 62(4), 363-365.
Starr, L. (2011). Integrating technology into the classroom: It takes more than just having computers. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml
Teale, W. H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62(8), 699-703.
Walker-Dalhouse, D., & Risko, V. J. (2008). Homelessness, poverty, and children’s literacy development. The Reading Teacher, 62(1), 84-86.
Willner, L. S., Rivera, C., & Acosta, B. D. (2009). Ensuring accommodations used in content assessments are responsive to English-language learners. The Reading Teacher, 62(8), 696-698.
Zawillinski, L. (2009). HOT Blogging: A framework for blogging to promote higher order thinking. The Reading Teacher, 62(8), 650-661.
Required Text for this Degree Program
Candidates are expected to adhere to APA style throughout the program. The Publication Manual of the American Psychological Association (6th ed.) should be purchased and used in all courses.
In addition to the required course texts, the following public domain web sites are useful. Please abide by the university’s academic honesty policy when using Internet sources as well. Note web site addresses are subject to change.
International Reading Association (IRA) Standards for Reading Professionals
International Reading Association (IRA)
International Society for Technology in Education (ISTE) Standards for Teachers
West Virginia Professional Teaching Standards (WWVPTs)
|Book Title:||Engaging in the Language Arts: Exploring the Power of Language, 2nd ed.|
|Author:||Ogle, D. and Beers, J.W.|
|Electronic Unit Cost:||$35.00|
|Book Title:||Various resources from the APUS Library & the Open Web are used. Please visit http://apus.libguides.com/er.php to locate the course eReserve.*|
Not current for future courses.