Literacy Education (LED)

This course serves as a starting point for learning about teaching middle school students. It assists future teachers in developing knowledge of literacy and how to form relationships with middle school adolescents, serving as an introduction for preservice teachers to the foundations of reading and writing development and the elements of balanced literacy instruction in the middle grades. Through reading, writing and field applications across content areas, preservice teachers explore literacy engagement and diversity.

The study of a variety of children's literature and the practices, principles and procedures for selecting and evaluating works for children, giving consideration to their motivational and developmental effects.

A study of literature which has been written for or appeals to young adults and adolescents, including practices, principles and procedures for evaluating and making literary materials appealing to adolescents.

This course will provide PK-6 preservice teachers with the foundations of reading development, assessment techniques, and instructional strategies. This course in combination with LED 350 and LED 462 comprise the literacy instruction for prospective elementary education teachers.

This course involves instruction and discussion of the writing process, development and assessment. This course, in combination with LED 300 and LED 462, comprise the literacy instruction for prospective elementary education teachers.

This course is designed to provide the foundation of literacy development for children (birth-age 6), as well as instruction to support and enhance the emergence and continued development of early literacy learning.

This course will provide preservice teachers with an understanding of the foundations of early literacy development, and instructional strategies and assessment techniques which support the acquisition of literacy.

This course explores global perspectives on writing development and instruction for multilingual and culturally diverse learners in PK-6 classrooms. Students will examine instructional strategies, assessment practices and digital tools that promote equitable and inclusive writing growth. Emphasis is placed on valuing learners' linguistic and cultural identities while applying research-based approaches across diverse educational contexts.

Considers current problems and issues in reading education as these problems and issues relate to the professional education of preservice teachers. Prerequisite: Permission from the coordinator of the program where the student is enrolled.

This course is designed for preservice teachers and will provide an introduction to the foundations of reading and balanced literacy instruction for students in kindergarten through grade 12. Through reading and writing across content areas, preservice teachers will explore literacy engagement, diversity and special needs.

This course is designed to provide preservice teachers with a foundation in language and literacy development, instructional strategies, and assessment techniques that support the acquisition and development of literacy across the curriculum in diverse classrooms grades K-12.

Prepares for literacy instruction of English Language Learners beyond the emergent stage. Content includes assessment and instruction, particularly comprehension instruction for individuals, small groups, and whole class instruction. Students examine heterogeneous classroom structure and plan instruction for the diversity of abilities, personalities, cultures, languages, and all individual learners in every educational setting. A practicum accompanies this course.

This course will provide preservice teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students in elementary grades become literate using reading, writing, listening and speaking in strategic and authentic ways.

This course will provide preservice teachers in secondary education with an understanding of how to create productive contexts for literacy-based learning. Particular areas of emphasis include selecting reading materials, understanding literacy development and facilitating individual student engagement.

This course is the second of a two-course undergraduate sequence covering the development of the reading process, methods for teaching reading in elementary classrooms, as well as assessment and intervention for students at risk for or with identified disabilities. Participants will develop an understanding of the reading process and reading disabilities. Emphasis will be on the use of effective practices for primary, secondary and tertiary instruction for children across the lifespan.

This capstone literacy course for pre-service PK-6 teachers will build on the foundation of literacy developed in LED 300 and LED 350 to enable students to integrate reading and writing instruction across the content areas and learn how to differentiate literacy to meet the needs of all learners in a classroom.

This course will introduce preservice teachers to the relationship between literacy assessment practices and instructional design for teaching reading and writing in content area classrooms. Using case study methodology, preservice teachers will explore individual students' literacy strengths, areas that need development, and specific instructional strategies.

This capstone literacy course for pre-service PK-6 teachers will build on the foundation of literacy developed in LED 300 and LED 370 to enable students to integrate reading and writing instruction across the content areas and learn how to differentiate literacy to meet the needs of all learners in a classroom. In addition, the course emphasizes global education perspectives by encouraging future teachers to integrate diverse texts, cultural contexts and world issues into literacy instruction, preparing students to engage as responsible and informed global citizens.

Designed to give capable students, under faculty guidance, an opportunity to engage in the independent study of educational problems. Plan for the study must be approved by the faculty advisor and the coordinator of the program in which the student is enrolled.

Designed to provide students with workshop experiences related to current needs in reading. The topics considered will be determined by interest and demand. No more than six credit hours earned in workshops in education can be applied to a major program.

This course is designed to provide a foundation in literacy development, instructional strategies and assessment techniques in diverse classrooms grades K-12.

This course introduces secondary teacher candidates (grades 6-12) to philosophical and pedagogical theories that explore issues surrounding adolescent literacy, language use and literacy across the curriculum. The course focuses on ways in which various literacy processes - reading, writing, speaking, listening, viewing and visually representing - are developed and implemented as part of the teaching and learning occurring in disciplinary-specific contexts. Finally, the course provides opportunities for secondary teacher candidates to discuss and design instructional methods for supporting disciplinary learning of all learners, including culturally and linguistically diverse.

This course will provide pre-service teachers with an understanding of the foundations of early literacy development and instructional strategies and assessment techniques, which support the acquisition of literacy.

This course emphasizes the traditions, theories, and practices in preK-12 literacy that have emanated from a long history of research and practice. Participants will examine how particular theories of literacy impact the learning and teaching of literacy in preK-12 classrooms.

This course is designed to acquaint participants with the nature, scope, and uses of children's and young adult literature for instructional, informational and recreational purposes. The implications of current theory, significant research and issues in literature study will be investigated and examined as they relate to the Pre K-12 learner.

This course focuses on the current theories and practices that pertain to writing instruction in K-12 school settings. Through this course, participants will examine historical and developmental perspectives, instructional contexts, assessment, and the uses of technology in writing instruction.

Literacy Across the Curriculum (M.A.T.) explores how students comprehend and learn with text in PK - 6th grade classrooms and how teachers best foster these comprehension processes through the interdisciplinary nature of literacy.

This course explores literacy-based learning in the PK-12 curriculum and the interdisciplinary nature of literacy. Essentially, views of literacy and language inform how a teacher constructs opportunities for students to engage in disciplinary content and to articulate their disciplinary understanding. The course provides opportunities for PK-12 teachers to discuss and design instructional methods for supporting disciplinary learning of all learners based upon current research on modeling and practicing effective instruction, with an emphasis on a social constructivist perspective of literacy development.

This course is designed to help students evaluate and conduct research in literacy development and instruction. Students will examine a wide range of methodological frameworks used in literacy research and apply them to K-12 classroom-based inquiry projects.

Course content examines theoretical and practical contexts for language development and word knowledge instruction for K-12 classrooms. This includes an examination of the principles of word analysis by sound, pattern, and meaning through the study of phonemic awareness, phonics, spelling, vocabulary, and word identification.

This course is designed to help students develop an understanding of how to provide appropriate literacy instruction and curriculum materials for English language learners in grades pre-K through 12.

Prepares for literacy instruction for English language learners beyond the emergent stage, focusing on assessment and instruction, comprehension instruction for individuals, small groups, and whole class situations. Students will examine the heterogeneous classroom structure and effectively plan instruction for the diversity of abilities, personalities, cultures, languages, and all individual learners in every educational setting. A practicum accompanies this course.

This course will provide pre-service teachers with an understanding of developmentally appropriate instructional strategies and assessment techniques to help all students in elementary grades become literate using reading, writing, listening and speaking in strategic and authentic ways.

The course emphasizes the principles, practices and applications of a variety of literacy assessments to address a range of individual needs in early and elementary literacy.

The course emphasizes principles, practices and applications of a variety of literacy assessments to address a range of individual needs in adolescent literacy.

This course emphasizes the organization and supervision of elementary, middle and secondary reading programs. The roles of the reading specialist, special reading teacher, administrator and supervisor are explored in relationship to the reading program.

This course combines theoretical perspectives on preK-12 literacy coaching with a supervised practical experience at the school or school district level designed to improve literacy teaching and learning, with an emphasis on leadership in professional development.

Directed reading and research in areas of special student interest. Reading and research may be done only in the major field of study. The plan for the study must be submitted in prescribed form and approved prior to registration for the course.

Continued preparation in anticipation of the comprehensive examination. Course may be repeated as needed.