Required Courses READ 5345 Stages and Standards for Reading Development IRA Standards – spell out TExES Standards Objectives Assignments/Assessments 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and connections. 2.14k the components of effective instructional design (e.g., eliciting and using prior knowledge; integrating prior and new knowledge; integrating knowledge, skills, and strategies; providing scaffolded instruction; planning know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity. • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program. • know the recursive relationship Learner.org summaries Chapter/Article reviews Group demonstration (Paper) Strategy Notebook Mini-Presentations Final
on a convergence of research evidence and that develop reading competence in all students. 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 1.2 k relationships between oral language development and the development of reading skills, such as the expected stages and milestones in acquiring oral language, implications of individual variations in oral language development for reading; and ways to use the cultural, linguistic, and home backgrounds of student to develop and enhance students' oral language: An additional objective is to have the students demonstrate an awareness of the current topics related to reading instruction. Another objective is to have the students demonstrate an awareness of the different views that exist on reading instruction. Chapter/Article reviews Mini-Presentations Final 1.3: Understand the role of professional judgment and 1.20k student factors that affect reading comprehension (e.g., schema, past reading An additional objective is to have the students demonstrate an Chapter/Article reviews Strategy Notebook Mini-Presentations Final
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge 1.35k the development of writing in relation to listening, speaking, and reading 2.12k strategies to integrate listening and speaking, reading and writing, and viewing and representing across all levels and content know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity. • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program. • know the recursive relationship among reading instruction, assessment, and instructional planning. • know the components of effective instructional design including Learner.org summaries Chapter/Article reviews Group demonstration (Paper) Strategy Notebook Mini-Presentations Final
development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are on a convergence of research evidence 1.6k the development of concepts of print (e.g., left-right progression, spaces between words, use of glossaries and indexes; 1.7k the relationship between concepts of and other reading-related skills 1.8k the elements of the alphabetic principle, including letter names, graphophonemic implications of individual variations in oral language development for reading, and ways to use the cultural, linguistic, and home background of students and others to enhance students' oral language. Phonological and Phonemic Awareness • know expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and
knowledge, and the relationship of the letters in printed words to spoken language 1.9k expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding 1.10k instructional strategies that develop and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence 1.12k word identification strategies (e.g., application of accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence. Alphabetic Principle • know the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language. • know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the
the alphabetic principle, structural analysis, syllabication, identification of high-frequency sight words, use of context clues and resource materials) 1.14k expected patterns of development in the use of word identification strategies, implications of individual variations in development in this area, and instructional strategies that develop and accelerate students- skills in word identification and are on a convergence of research evidence 1.16k the relationship between reading development of this understanding. • know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of research evidence. Word Analysis • know word analysis strategies and how to word analysis strategies when reading words in context. • know strategies for confirming word pronunciation and/or meaning when reading words in context.
fluency and comprehension 1.17k expected patterns of development in reading fluency (including development benchmarks), implications of individual variations in the development of fluency, and instructional strategies that develop students' fluency and are on a convergence of research evidence 1.21k textual factors that affect reading comprehension (e.g., readability, vocabulary, illustrations, format, author's schema, genre, syntactical and conceptual density 1.22k contextual factors that • know expected patterns of development in the use of word analysis strategies, implications of individual variations in development in this area, and instructional sequences that develop and accelerate students' skills in word analysis and are based on a convergence of research evidence. Fluency • know the relationship between reading fluency and comprehension. • know expected patterns of development in reading fluency (including benchmarks for fluency for
affect reading comprehension (e.g., curriculum materials, time allotted for reading, grouping practices, environment, modes of text presentation) 1.23k literal, inferential, critical, and evaluative comprehension skills 1.26k the definition and application of a wide range of general, technical, and specialized vocabulary and associated concepts 1.27k effective instructional strategies for developing and expanding vocabulary typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students' fluency and are based on a convergence of research evidence. Comprehension and Vocabulary • know factors that affect reading comprehension, including students' oral language development, previous reading experiences, word recognition skills, vocabulary, fluency, ability to monitor
expanding vocabulary. 4.1: Recognize, understand, and the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 2.13k and national content and performance standards that relate to reading know that there is a continuum of knowledge and skills in learning to read and that students’ progress along the continuum at a different rates and require varied levels of instructional intensity. • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program. • know the recursive relationship reading instruction, assessment, and instructional planning. • know the components of effective Mini-Presentations
concepts of print (e.g., left-right progression, spaces between words, use of glossaries and indexes; 1.7k the relationship between concepts of print and other reading-related skills 1.8k the elements of the alphabetic principle, including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language 1.9k expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding Phonological and Phonemic Awareness • know expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence. Alphabetic Principle • know the elements of the alphabetic principle,
1.10k instructional strategies that develop and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence 1.12k word identification strategies (e.g., application of the alphabetic principle, structural analysis, syllabication, identification of high-frequency words, use of context clues and resource materials) 1.14k expected patterns of development in the use of word identification strategies, implications of including letter names, graphophonemic knowledge, and the relationship of the letters in printed words to spoken language. • know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding. • know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of
individual variations in development in this area, and instructional strategies that develop and accelerate students- skills in word identification and are on a convergence of research evidence 1.16k the relationship between reading fluency and comprehension 1.17k expected patterns of development in reading fluency (including development benchmarks), implications of individual variations in the development of fluency, and instructional strategies that develop students' fluency and are on a research evidence. Word Analysis • know word analysis strategies and how to apply word analysis strategies when reading words in context. • know strategies for confirming word pronunciation and/or meaning when reading words in context. • know expected patterns of development in the use of word analysis strategies, implications of individual variations in development in this area, and instructional sequences that develop and accelerate
convergence of research evidence 1.21k textual factors that affect reading comprehension (e.g., readability, vocabulary, illustrations, format, author's schema, genre, syntactical and conceptual density 1.22k contextual factors that affect reading comprehension (e.g., curriculum materials, time allotted for reading, grouping practices, environment, modes of text presentation) 1.23k literal, inferential, critical, and evaluative comprehension skills 1.26k the definition and application students' skills in word analysis and are on a convergence of research evidence. Fluency • know the relationship between reading fluency and comprehension. • know expected patterns of development in reading fluency (including benchmarks for fluency for typical students at each developmental stage), implications of individual variations in the development of fluency, and instructional sequences that develop and accelerate students' fluency and are based on a convergence
• know strategies that facilitate comprehension before, during, and after reading, including metacognitive strategies and strategies for reading different knows of written materials. • know effective instructional strategies for developing and expanding vocabulary. 4.3: Develop and implement strategies to advocate for equity. None Chapter/Article reviews Mini-Presentations 5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and None • know state content and performance standards in reading including TEKS and features of a Research-Based Reading Program. Learner.org summaries Chapter/Article reviews Mini-Presentations
competence in all students. 5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 1.1k the basic linguistic patterns and structures of oral language, such as continuant and stop sounds and coarticulation of sounds 1.4k expected stages and patterns in the development of phonological and phonemic awareness, implications of individual variations in the development of phonological and phonemic awareness, and instructional sequences that develop and accelerate students' phonological and phonemic awareness and are based on a convergence of research evidence Oral Language • know the basic linguistic patterns and structures of oral language • know relationships between oral language development and the development of reading skills, expecting stages and milestones in acquiring oral language, implications of individual variations in oral language development for reading, and ways to use the cultural, linguistic, and home background of students and others to enhance students' oral language. Learner.org summaries Chapter/Article reviews Group demonstration (Paper) Strategy Notebook Mini-Presentations Final
this understanding 1.10k instructional strategies that develop and accelerate students- application of the alphabetic principle to beginning decoding and that are based on a convergence of research evidence 1.12k word identification strategies (e.g., application of the alphabetic principle, structural analysis, syllabication, identification of high-frequency sight words, use of context clues and resource materials) 1.14k expected patterns of development in the use of word identification principle, including letter graphophonemic knowledge, and the relationship of the letters in printed words to spoken language. • know expected stages and patterns in students' developing understanding of the alphabetic principle and implications of individual variations in the development of this understanding. • know instructional sequences that develop and accelerate students' application of the alphabetic principle to beginning decoding and are based on a convergence of
strategies, implications of individual variations in development in this area, and instructional strategies that develop and accelerate students- skills in word identification and are based on a convergence of research evidence 1.16k the relationship between reading fluency and comprehension 1.17k expected patterns of development in reading fluency (including development benchmarks), implications of individual variations in the development of fluency, and instructional strategies that develop research evidence. Word Analysis • know word analysis strategies and how to word analysis strategies when reading words in context. • know strategies for confirming word pronunciation and/or meaning when reading words in context. • know expected patterns of development in the use of word analysis strategies, implications of individual variations in development in this area, and instructional sequences that develop and accelerate
1.26k the definition and application of a wide range of general, technical, and specialized vocabulary and associated concepts 1.27k effective instructional strategies for developing and expanding vocabulary of research evidence. Comprehension and Vocabulary • know factors that affect reading comprehension, including students' oral language development, previous reading experiences, word recognition skills, vocabulary, fluency, ability to monitor understanding, and the characteristics of specific texts • know literal, inferential, and evaluative comprehension skills, and how to provide instruction to promote students' application of these skills.
development of concepts of print and reading development 5.4: Use a variety of classroom configurations (i.e., class, small group, and individual) to differentiate instruction. None Written Language and Concepts of Print • know predictable stages of writing and spelling development as they relate to reading development. • know relationships between the development of concepts of print and reading development Learner.org summaries Chapter/Article reviews Strategy Notebook Mini-Presentations 6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. None Written Language and Concepts of Print • know predictable stages of writing and spelling development as they relate to reading development. • know relationships
International Reading Association Standards TExES Standards Objectives Course Assessment 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. 1.19k a variety of comprehension Explore the influence of cultural and social boundaries on language and literacy development. Explore methods and develop literary/learning strategies consistent with a psycho-sociolinguistic interpretive framework. theories/models (e.g., transactional, interactive, metacognitive, linguistic, constructivist) and their impact on instructional strategies 4.1s communicate the theoretical rationale for instructional decisions and practices Know issues and concepts related to the transfer of literacy competency from one language to another. Know how to identify best practices for literacy instruction for English Language Learners. Text Readings Quizzes Cultural Portrait Critique of Various theories Policy Analysis
4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. 4.3: Develop and implement strategies to advocate for equity. 4.2k the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition Explore the influence of cultural and social boundaries on language and literacy development. Community event Assigned Readings Quizzes Article Analysis and critique Final Paper READ 5371 Diagnosis and Correction of Reading Problems
READ 5392 Psycho-Sociolinguistics and Reading International Reading Association Standards TExES Standards Objectives Course Assessment 1.1: Understand theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. 1.19k a variety of comprehension theories/models (e.g., transactional, interactive, metacognitive, linguistic, constructivist) and their impact on instructional strategies 1.37s promote effective use of written English conventions by helping students recognize the similarities and differences between language (e.g., syntax and vocabulary used in spoken and written English) 4.1s communicate the theoretical rationale for instructional decisions and practices Develop an understanding of the relationship between language and literacy through a critique of theory and research. Explore the influence of cultural and social boundaries on language and literacy development. Research paper comparing two theorists/linguists Personal reflection on deeper understanding of language Textbook readings Journal readings Quizzes 1.2: Understand the historically shared knowledge of the profession and changes over 1.19k a variety of comprehension Develop an understanding of the relationship between language and Journal: Examination of common language elements
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge. 4.3k the importance of the interactions the reader, the text, and the context of the reading situation Explore methods and develop literary/learning strategies consistent with a psycho-sociolinguistic interpretive framework. Journal: Examination of common language elements Textbook readings Journal readings Quizzes 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. 4.2k the impact of physical, perceptual, emotional, social, cultural, environmental, and intellectual factors on learning, language development, and reading acquisition Explore the influence of cultural and social boundaries on language and literacy development. Explore methods and develop literary/learning strategies consistent with a psycho-sociolinguistic interpretive framework. Journal: Examination of common language elements Field research on authentic language Research comparing two theorists/linguists Personal reflection on deeper understanding of language Textbook readings Journal readings Quizzes
4.3: Develop and implement strategies to advocate for equity. 5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). 4.3k the importance of the interactions among the reader, the text, and the context of the reading situation Explore methods and develop literary/learning strategies consistent with a psycho-sociolinguistic interpretive framework. Journal: Examination of common language elements Personal reflection on deeper understanding of language Textbook readings Journal readings Quizzes 5697 Reading Practicum International Reading Association Standards Standards Prog Course Objectives Course Assessment 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate Practicum Research presentation Research Paper
processes, and components. relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of childhood through grade 12. of and the alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through grade 12. of word identification skills and strategies and instructional methods that promote students’ reading student will demonstrate varied instructional strategies in the literacy program. student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled student’s future educational program. student will research a related to instruction and write a scholarly report on the research.
1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ oral language development at the levels of early childhood through grade 12. of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the student will diagnose reading difficulties in an individual student. student will develop a plan of remediation based on results of diagnosis. student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement. student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate Case study Practicum Research presentation Research
teachers in their efforts to provide effective instruction for all students.] levels of early childhood through grade 12. of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through grade 12. of word identification skills and strategies and instructional methods that promote students’ reading competence at the levels of early childhood through grade 12. of reading fluency and instructional methods that promote students’ reading competence at grades 1 through 12. student’s future educational program. student will research a topic related to instruction and write a scholarly report on the research.
word recognition, language comprehension, strategic knowledge, and reading–writing connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge. levels of early childhood through grade 12. of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of childhood through grade 12. of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ reading acquisition at the levels of early childhood through grade 12. student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties. student will develop instructional materials a student can use at home to reinforce reading skills practiced in the tutoring setting. student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled
methods that promote students’ oral and written vocabulary knowledge at the levels of early childhood through grade 12. 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. of methods and resources for providing effective literacy instruction that addresses the varied learning needs of all students at the levels of early childhood through grade 12. student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement. student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties. Case study Practicum Research presentation Research Paper
have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled student’s future educational program. 3.3: Use assessment information to plan and evaluate instruction. of oral language development, relationships between oral language development and the development of reading skills, and instructional methods that promote students’ student will diagnose reading difficulties in an individual student. student will develop a plan of remediation on results of diagnosis. Case study Practicum
oral language development at the levels of early childhood through grade 12. of phonological and phonemic awareness, relationships between phonological and phonemic awareness and the development of reading competence, and instructional methods that promote students’ phonological and phonemic awareness at the levels of early childhood through grade 12. of print and the alphabetic principle and applies knowledge of instructional methods that promote students’ student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement. student will demonstrate varied instructional strategies in the literacy program. student will select and use a variety of high interest materials and appropriate techniques for helping pupils with reading difficulties. student will synthesize the results of assessment, instruction, and observation in making recommendations about a reading disabled
student will develop instructional materials a student can use at home to reinforce reading skills practiced in the tutoring setting. 6.2: Display positive dispositions related to own reading and writing and the teaching of reading and writing, and pursue the development of individual professional student will differentiate instruction as indicated by assessment of youngsters' individual backgrounds, personal adjustment, aptitude, interests, and achievement. student will demonstrate varied instructional strategies in the literacy program. student will synthesize the results of assessment, instruction, and observation in making recommendations Research presentation Research Paper
4. The student will demonstrate proficiency as a literacy leader by having in-depth knowledge of reading processes, acquisition, response to intervention (RTI), assessment, and instruction. 5. The student will demonstrate proficiency as a literacy leader by working with teachers to improve instructional practices. presentation/poster is to be informative and highly interactive. The poster will be displayed at the Literacy Award Luncheon, sponsored by the Student Reading Council. READ 5396 Literacy Research Seminar THIS ONE IS INCOMPLETE – SLIPPED THROUGH THE CRACKS, SOMEHOW. IRA Standards TExES Objectives Assessments 1.1: Understand theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections. 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ 759-004 Understand models and dimensions of the reading process. 759-025 Understand the various approaches to reading instruction 759-040 Understand Research in Reading
2.2: Use appropriate and varied instructional approaches, including that develop word recognition, language comprehension, strategic knowledge, and connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge.] 1.4s. select and use instructional materials and strategies that promote children's language development, respond to children's individual strengths, needs, and interest, and reflect culture diversity 2.2s. use instructional approaches, including language games, activities, materials, and direct teacher instruction, that promote children's phonological awareness. 2.3s. select and use instructional materials that promote children's phonological and phonemic awareness and on children's current language skills. 3.2s. select and use instructional materials and strategies, including multisensory techniques (e.g., letter names, graphophonemic knowledge, and the relationship of letters and printed words to spoken language) to promote children's understanding of the elements of the alphabetic principle. 4.1s. provide instruction that focuses on concepts about print and functions of print including book handling, parts of a book, The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-rounded literacy program for the EC-6 learner. The student will demonstrate an understanding of word recognition, word identification, vocabulary, and comprehension strategies used in the reading process Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life. Study action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information? Gain information on assessment issues, student-initiated learning,
2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. 7.5s. guide children to generate questions and apply research about topics introduced in reading selections, both fiction and nonfiction. 7.6s. provide time for extended reading of a wide range of materials, including expository texts. 7.7k. the importance of wide reading to vocabulary development. 10.5k. a variety of strategies and materials (e.g., basals, supplemental programs, trade books, and wide reading) to ensure the literacy development of young children. 10.6k. the importance of providing many opportunities for children to experience extended reading of narrative and expository texts. The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-rounded literacy program for the EC-6 learner. The students will demonstrate an understanding of the role of both children's literature and packaged reading programs in developing a strong and dynamic literacy program for the EC-6 learner. Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life. Study action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information? Gain information on assessment issues, student-initiated learning,
5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction. 5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in 8.1s. create an environment in which children are motivated to express their ideas in writing. 8.1s. create an environment in which children are motivated to express their ideas in writing. The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-rounded literacy program for the EC-6 learner. practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results, conclusions, applications. Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life. action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information? Gain information on assessment issues, student-initiated learning, developmentally appropriate
their efforts to provide effective instruction for all students.] 5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback). 5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction. 6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs. 8.1s. create an environment in which children are motivated to express their ideas in writing 2.5s communicate with other professional and continually seek implications for practice from current research about phonological awareness. 3.5s. communicate with professionals and continually seek implications for practice from current research about the development of alphabetic knowledge. 4.11s. communicate with other professionals and continually seek implications for practice from current research on literacy acquisition. 5.9s. communicate with other professionals and continually seek implications for practice from current research about the development of decoding and word identification. 6.5s. communicate with other professionals and continually seek implications from current research about the development of children's reading fluency. 7.14s. communicate with other professionals and seek implications for The student will demonstrate an understanding of the relationship between language development and the reading process. The student will demonstrate an understanding of the methods, materials, and beliefs used in a well-rounded literacy program for the EC-6 learner. The student will demonstrate an understanding of word recognition, practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results, conclusions, applications. Share their own knowledge about the developing literacy needs of young children./ Read the text and write a 1-page summary of each chapter’s main ideas. Include in your 1-page summary at least one way in which the chapter relates to your professional life. Study action research./ Choose a chapter of special interest to you and lead a class discussion according to the following: What were the key ideas and suggestions? What impressed you? What puzzled you? What would you like to do with this chapter’s information? Gain information on assessment issues, student-initiated learning, developmentally appropriate
practice from ongoing research about the development of children's reading comprehension. 8.9s. communicate with professionals and continually seek implications for practice from current research about children's development of written communication 9.8s. communicate with other professionals and seek implications for practice from ongoing research about children's development of writing conventions. word identification, vocabulary, and comprehension strategies used in the reading process. The student will demonstrate an understanding of informal assessment processes for reading and language arts. The students will demonstrate an understanding of the role of both children's literature and packaged reading programs in developing a strong and dynamic literacy program for the EC-6 learner. practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results, conclusions, applications.
practice, the role of literature in an enriching program, the psychology of reading, and sources of information for creating worthwhile literacy programs for all young children./ Find and present an article on emergent literacy. Present your article to the class in a powerpoint. Person one: who, what, when, where, why. Person two: results, conclusions, applications. READ 5314 College and Adult Literacy International Reading Association Standards TExES Standards Course Objectives Course Assessment 1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word issues related to college reading instruction. adult literacy classes or interview professional engaged in adult education and reflect on the characteristics of good adult literacy instruction. Online Assignments Observation/Interview Research report Three journal reports
recognition, language comprehension, strategic knowledge, and reading–writing connections. 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. literacy needs of adults in the United States. characteristics of adult learners. understanding of standards for literacy instruction. issues related to college reading instruction. Online Assignments Observation/Interview Research report Three journal reports
1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. literacy needs of adults in the United States. characteristics of adult learners. understanding of standards for literacy instruction. issues related to college reading instruction. Online Assignments Observation/Interview Research report Three journal reports 2.2: Use appropriate and varied instructional approaches, including that develop word recognition, literacy of adults in the United States. sources for literacy programs in the United States. understanding of standards for literacy instruction. Online Assignments Research report Three journal reports
traditional print, digital, and online resources. issues related to college reading instruction. literacy classes or interview professional engaged in adult education and reflect on the characteristics of good adult literacy instruction. Research report journal reports 4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading literacy needs of adults in the United States. sources for literacy programs in the United States. characteristics of adult learners. understanding of standards for literacy instruction. Online Assignments Observation/Interview Research report Three journal reports
change, professional development, and school culture. understanding of standards for literacy instruction. issues related to college reading instruction. adult literacy classes or interview professional engaged in adult education and reflect on the characteristics of good adult literacy instruction. 6.2: Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and characteristics of learners. understanding of standards for literacy instruction. issues related to college reading instruction. Online Assignments Observation/Interview Research report Three journal reports
READ 5369 Content Area Reading International Reading Association Standards TExES Standards Prog Course Objectives Course Assessment 1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components. N/A Understand the content, curriculum, and pedagogy related to content literacy. Identify and literacy strategies related to academic content areas. Expert Session Expert Reading Next response 1.3: Understand the role of professional judgment and practical knowledge for Understand the content, curriculum, and pedagogy related to content literacy. Expert Session Expert Paper Reading Next response
improving all students’ reading development and achievement. Understand the characteristics of learners at different developmental levels as they relate to content literacy. Identify and apply literacy strategies related to academic content areas. 2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] Understand the content, curriculum, and pedagogy related to content literacy. Understand the characteristics of learners at different developmental levels as they relate to content literacy. Identify and literacy strategies related to academic content areas. Textbook comparison Expert Session Expert Text set Reading Next response 2.2: Use appropriate and varied instructional approaches, including those that develop word Understand the content, curriculum, and pedagogy related to content literacy. Textbook comparison Historic fiction discussion Expert Session Expert Paper
recognition, language comprehension, strategic knowledge, and connections. [McKenna and Stahl (2009) define reading as including word recognition, language comprehension, and strategic knowledge. Identify and apply literacy strategies related to academic content areas. Text set Reading Next response Vocabulary analysis 2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources. Understand the content, curriculum, and pedagogy related to content literacy. Identify and apply literacy strategies related to academic content areas. Textbook comparison Historic fiction discussion Text set Reading Next response 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. Understand the content, curriculum, and pedagogy related to content literacy. Understand the characteristics of learners at different developmental levels as they relate to content literacy. Textbook comparison Historic fiction discussion Expert Session Expert Paper Text set
of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and connections. professional. This will be reported via a video file. a correctly sourced paper on the nature of literacy coaching. understanding of basic psychometric principles through the completion of quizzes. 1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement. commercial and informal assessments related to one of the Master Reading Teacher components. Share those findings in an oral presentation to the class. a portfolio of assessments for professional use. a student’s reading profile on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file. Reading area presentation Portfolio section Completed portfolio Video presentation Coaching Quiz
teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file. understanding of psychometric principles through the completion of quizzes. 3.3: Use assessment information to plan and evaluate instruction. a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file. understanding of basic psychometric principles through the completion of quizzes. Reading area presentation Portfolio section Completed portfolio Video presentation Coaching Quiz 3.4: Communicate assessment results and commercial and informal assessments related to one of the
implications to a variety of audiences. Master Reading Teacher components. Share those findings in an oral presentation to the class. a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file. 4.1: Recognize, understand, and the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers commercial and informal assessments related to one of the major Master Reading Teacher components. Share those findings in an oral presentation to the class. a student’s reading profile based on multiple assessments, construct a plan or instruction, and explain the assessments and instructional plan to another reading professional. This will be reported via a video file.
4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write. [Reading specialists may have responsibilities for teaching students who struggle with learning to read and must also be able to support teachers in their efforts to provide effective instruction for all students.] 4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity. 4.3: Develop and implement strategies to advocate for equity. The teacher responds appropriately to diverse groups of learners. While acting as an advocate for all students and the school, the teacher demonstrates effective professional and interpersonal communication skills. II. understand the historical and social development of the field of literature for children and adolescents; III. increase knowledge about the role and value of literature for children and adolescents and research a children’s book award. You are to complete a literary analysis of 5 of the award winning books the Texas Essential Knowledge and Skills grades K – 12 and see how children’s literature is introduced and used throughout the curriculum. Students will participate in a six-week family literacy project Assigned Readings 6.2 Candidates display positive dispositions related to own reading and writing and the teaching of reading and writing, and pursue the development of individual The teacher, as a reflective practitioner dedicated to all students' success demonstrates a commitment to learn, to improve the profession, and to maintain professional ethics and personal integrity. I. use professional resources that are available in the area of literature for children and adolescents; Students will participate in a family literacy project Assigned Readings