Develops attitudes and skills necessary to provide sound classroom assessment experiences that yield accurate, usable information for students, teachers and parents. Focuses on integrating instruction and assessment and includes analysis of teacher-made tests, informal assessment activities, the use and interpretation of standardized instruments, reporting procedures and other sources related to student growth in literacy. Special attention is paid to literacy assessment for English Language Learners. This course is a reading-specific section of EDU 6613. Typically offered: Alternate Years; Summer.

Examines the impact of social, linguistic, and cultural differences on children's acquisition of language and literacy. Helps students understand the role of home and community in literacy development, to communicate and collaborate with families about children's literacy needs and growth, and to plan and implement literacy instruction that addresses the strengths and needs of all students. Emphasis is placed on English language learners.

Examines the role of vocabulary knowledge in literacy, the processes by which students learn words, principles of effective instructional practice in the area of vocabulary, and ways to communicate the skills and attitudes necessary for independent word learning. Special emphasis is given to vocabulary instruction for English language learners. Typically offered: Summer.

This course is intended to familiarize you with the nature and structures of human language, and of English in particular, and with the ways in which differences between English and the student’s home language may pose problems for learning. We will examine the nature of language at a variety of levels – phonetics, phonology, morphology, syntax, semantics, pragmatics, and discourse. Understandings gained from this course will make you more insightful and effective in recognizing and preventing or ameliorating language-related difficulties facing the English Learners in your classes. Typically offered: Autumn.

Explores how students connect oral language to written language through the development of phonemic awareness, phonics, decoding, and fluency. Examines characteristics of learners and explores how specific groups (multilingual learners, students with exceptionalities) may experience development differently. Critically explores research, methods of teaching, and specific curricular approaches in the areas of phonemic awareness, phonics, decoding, and fluency. Gives attention to assessment of phonemic awareness, phonics, decoding, and fluency, as well as how to provide differentiation and support for students who may struggle in these areas. Typically offered: Autumn.

Considers an array of instructional practices for improving reading and writing in content areas. Concepts include support for diverse learners, contemporary literacy research, and practical application for lesson design and evaluation. Special emphasis given to academic language and language learning in disciplinary literacy for effective work with English Language learners. Typically Offered: Autumn, Winter, Spring.

Considers a variety of literary genres appropriate for K-8 classrooms, the selection of literature appropriate for students from diverse backgrounds, and the effective utilization of this literature. Typically Offered: Alternate Years, Spring.

Examines current issues and research on writing, its development, and its relation to reading. Covers elements of effective writing instruction, including strategies for planning, drafting, revising, editing, and publishing student writing of different genres for a variety of purposes and audiences. Special emphasis is given to English language learners. Typically Offered: Winter.

Examines how students move beyond learning to read and focus on reading to learn, specifically building meaning through vocabulary and comprehension of multiple genres for children and young adults. Examines characteristics of learners and explores how specific groups (multilingual learners, students with exceptionalities, students of diverse backgrounds) may experience development differently. Critically explores research, methods of teaching, and specific curricular approaches related to vocabulary and comprehension. Gives attention to assessment of vocabulary and comprehension, as well as how to provide differentiation and support for students who may struggle in these areas. Arts Integration: Explore how the arts (dance, media arts, music, theater, and visual arts) can be integrated within the disciplines. Identify the four artistic processes (creating, performing/presenting/producing, responding, and connections) are similar and different from the literacy processes of viewing/composing; reading/writing; speaking/listening. Typically offered: Spring.

This course prepares literacy teachers to coach in secondary STEM disciplines, likely outside of their area of expertise. Students will learn about and coach pre-service teachers how to apply better reading, writing, and language strategies in the STEM disciplines in order to make disciplinary texts more accessible to secondary students. Typically offered: Winter.

Examines the theoretical and empirical bases of effective reading instruction, surveying research on key aspects of literacy including phonemic awareness, phonics, fluency, vocabulary, and reading comprehension. Students will gain an understanding of the process of reading development, the nature and causes of reading difficulties, and principles and strategies for effective literacy instruction. Special emphasis will be placed on English language learners. Typically Offered: Autumn.

Student works with a faculty member on a mutually agreed upon topic.

Examination of a current topic or issue in literacy.

Students will complete an independent field experience and a portfolio that documents impact on student learning.