Early, Elementary, and Literacy Education (LED)

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.