This course introduces the use and implications of English-language proficiency standards across the curriculum within sheltered or multi-lingual classrooms. It provides an understanding of language development (PK-12) within classroom contexts to maximize language-learning potential for all children and ensure respect for communities whose languages differ from standard school English. Practical techniques for working with parents and varieties of cultures will be explored as well as direction for preparing and managing instructional assistants within a range of classroom contexts.

The dynamic relationship between one’s personal experience as a language user and one’s understanding of the reading process are explored as candidates analyze the major theories and history of literacy development (PK-12). A study of the elements of language (phonology, morphology, syntax, semantics, pragmatics and classroom discourse) that work together to create meaning build a foundation of knowledge for candidates to most effectively address students’ (PK-12) literacy and learning needs. The linguistic features of oral and written communication and the socio-psycholinguistic factors affecting language development within the context of a variety of classroom reading models are examined. This course addresses the relationship between first language acquisition and the acquisition of English as a second language.

Developing strategies for integrating the instruction of reading and writing across the curriculum are emphasized in this course. Candidates explore current research, state and national standards, technologies, literacy methods, writing workshop, and assessment strategies used by endorsed reading specialists in pull-out classrooms and/or as literacy coaches. Teaching content literacy across the curriculum and selecting and evaluating appropriate materials for PK-12 readers within comprehensive school literacy models are addressed in this course. Inquiry, theory, and practice ground this course.

This course explores theories of literacy variabilities and multiple forms of current literacy assessment and instruction for the PK-12 classroom and clinical situations including the use of technology in teaching reading and writing. Emphasis is on assisting struggling readers and writers, including English language learners, through a variety of formal and informal assessments and instructional strategies including informal reading and writing inventories, miscue analysis, running records, portfolios, analytical and holistic writing assessment, as well as standardized tests will be examined.

Responsibilities of a reading professional are examined including evaluation of diagnostic and corrective reading programs to meet the national, state and district standards and requirements. Working with classroom instructional assistants, advocating for students, presenting information to others as a literacy resource, managing student files and records, reporting on and use of data to make informed instructional decisions in the role of reading specialist and/or school literacy coach are emphasized.

This course emphasizes writing instruction (K-12) using holistic and analytical writing assessment and instructional strategies. Hands-on analysis of actual student writing and a framework for designing a writing curriculum are explored. Through a writing workshop approach, candidates engage in their own writing as a vehicle for learning how to develop an authentic writing program that teaches skills, content, and creativity for children of all ages.

This course introduces English-language proficiency standards and how they may be applied through non-fiction and fiction in multiple forms of text written in both English and Spanish. Candidates are introduced to literature that engages the interests and addresses the educational needs of ELL readers. Through the exploration of dual language texts strategies for incorporating these texts into the curriculum frameworks of the school reading program are examined. Candidates also investigate how to effectively utilize technology and professional resources in classrooms where multiple languages are spoken.

This abbreviated literature survey course acquaints teachers with literature appropriate to the interests, educational needs, as well as the developmental needs of all children. The course emphasizes selecting, reading, and evaluating fiction and non-fiction literature for children from preschool through twelfth grade. Social justice and equity issues are introduced and explored through children’s and young adult literature. Trade books form the core of the course readings.

Candidates observe and work with endorsed reading professionals and assist in teaching small groups of readers for 90 hours. Experience with school based assessment, interpretation of results and work with individualized learning plans occur under the guidance of the practicum supervisor. Observation and teaching hours may be distributed across different authorization levels.

• Required during last semester of Reading program