Course Details
Course Code: EDUC596 Course ID: 3953 Credit Hours: 3 Level: Graduate
This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Cases focus upon the problems and opportunities related to literacy instruction for at-risk student populations. Course participants will develop instructional This course explores a variety of issues and strategies related to literacy and literacy assessment in the early and middle grades. Content and activities focus on phonemic awareness, phonics, comprehension, vocabulary, and fluency and related strategies through differentiated instruction, technology integration, and family partnerships. The focus of the course is on at-risk student populations and developing effective instructional and diverse assessment skills needed for teaching emergent, beginning, and instructional-level readers. (Prerequisite: EDUC503)
Course Schedule
| Registration Dates | Course Dates | Start Month | Session | Weeks |
|---|---|---|---|---|
| 04/24/2023 - 09/29/2023 | 10/02/2023 - 11/26/2023 | October | Fall 2023 Session B | 8 Week session |
| 07/31/2023 - 12/29/2023 | 01/01/2024 - 02/25/2024 | January | Winter 2024 Session B | 8 Week session |
Current Syllabi
After successfully completing this course, you will be able to:
- Demonstrate knowledge of reading research and histories of reading. (IRA Standard 1.2)
- Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity. (IRA Standard 1.3)
- Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading. (IRA Standard 1.4)
- Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds. (IRA Standard 2.1).
- Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds. (IRA Standard 2.3)
- Use assessment information to place, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds. (IRA Standard 3.3)
- Model reading and writing enthusiastically as valued lifelong activities. (IRA Standard 4.3)
- Motivate learners to be lifelong readers. (IRA Standard 4.4)
- Work with colleagues to observe, evaluate, and provide feedback on each other’s practice. (IRA Standard 5.3)
- Participate in, initiate, and evaluate professional development programs. (IRA Standard 5.4)
| Name | Grade % |
|---|---|
| Assignments | 50.00% |
| Week 3 Assignment | 12.50% |
| Week 4 Assignment | 12.50% |
| Week 5 Assignment | 12.50% |
| Week 6 Assignment | 12.50% |
| Discussions | 25.00% |
| Week 1: Introduction | 2.78% |
| Week 1: Differentiated Reading Instruction | 2.78% |
| Week 2: Directed Reading | 2.78% |
| Week 3: Developing Phonemic Awareness | 2.78% |
| Week 4: Developing Phonics with Struggling Readers | 2.78% |
| Week 5: Newspaper Article | 2.78% |
| Week 6: Strategies for Non-Fluent Readers | 2.78% |
| Week 7: Technology for Struggling Readers | 2.78% |
| Week 8: Parents as Partners | 2.78% |
| Final Project | 25.00% |
| Final Course Project - Classroom Plan for Struggling Readers | 25.00% |