Early, Elementary, and 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.