EDU 37100 - Language Arts And Reading II

This course focuses on the theory, instructional methods, materials, technology, and assessment strategies related to listening, speaking, reading, and writing for students in grades 3-6. Brain processing and cognition as to how children develop reading proficiency will be examined and applied to instructional pedagogy. Comprehension, critical analysis, writing, and integration of ideas presented in various print forms across subject matter are emphasized. Experiential learning in a classroom setting required.

Preparation for Course
C: EDU 40100.

Cr. 3.
Student Learning Outcomes
1. Explain how most people learn to read, how reading acquisition differs from language acquisition, and how writing systems differ from oral language systems.
2. Explain and cite examples showing how phonemic awareness affects attaining the alphabetic principle, decoding and spelling development.
3. State the major purposes for each kind of assessment and identify examples of each.
4. Identify the principles and lesson elements of explicit and teacher-directed lessons for individual or small-group instruction: explain, model, lead, provide guided practice, assess, review.
5. Explain the limits of whole-class instruction, and cite research indicating the merits of small-group instruction for homogeneously grouped students.
6. Discuss why phonemic awareness is necessary for learners of alphabetic writing systems; explain the difference between phonological awareness, phonemic awareness, and phonics; identify phonemes that are more likely to be confused with each other because they share articulatory features and thus sound similar; identify phonemes in words in which the spelling does not transparently represent the phoneme (e.g., dogs, sure, ink).
7. Define key terms (e.g., grapheme, phoneme, syllable, suffix), and identify examples of each; know/teach syllable types; ability.
8. Summarize the findings of the National Reading Panel and current IES Practice Guides with regard to vocabulary and reading comprehension instruction.
9. Identify the specific subskills of each phase of the writing process so each can be explicitly taught (e.g., planning involves selecting a format, having ideas, and having a goal; drafting requires transcription skill and text/word generation; reviewing requires facility with word choice, sentence editing, mechanics, audience awareness, and so forth); identify research-based instructional practices to support planning, drafting, and revision.