ED315 (EX15) OS - Rdg & Wrtg with Young Children

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About This Course

This course has an assignment that is due by 11:55 pm Central Standard Time on Wednesday night of the first week of class. Failure to complete this assignment will result in your removal from the course for non-participation.

Special Course Requirements

To complete this course, you must be registered with the Family Care Safety Registry. Failure to register by Wednesday of the first week of class will result in your removal from the course.

If you have questions regarding this requirement, please contact Jane Bethel, jbethel@centralmethodist.edu.

Course Materials

Tompkins, Gail E. (2014) Literacy for the 21stCentury: A Balanced Approach, 6th Edition. Upper Saddle River, New Jersey: Merrill, an imprint of Prentice-Hall, Inc. (ISBN #978-0-13-283779-8)
 
Johns, Jerry L. and Lenski, Susan Davis (2014) Improving Reading: Interventions, Strategies and Resources- with CD, 6th Edition.  Dubuque, Iowa:  Kendall/Hunt Publishing Company (ISBN# 978-1-4652-4012-5)

Course Description

Basic foundations of reading development. Includes current research, theories, techniques, and materials that meet both individual and group needs in oral and written language. Emphasis on the integration of the language arts: reading, writing, speaking and listening. Developing and sharing instructional methodology for diverse students is integral to this course. This course includes 8-10 clock hours of clinical experiences. Prerequisite: ED103

Course Objectives

  1. Experience and record classroom language strategies for individuals, pairs, and groups.
  2. Explore methods and materials teachers of young children can use to improve the reading ability of their students. (MOSTEP 01.2, 01.3, 01.4, 01.5, 02.3) (SSC 2-6, 3-3, 3-4, 3-5, 4-4, 4-5, 4-6)
  3.  Examine and discuss literacy and learning theories applicable to young students. (MOSTEP 02.1, 02.4, 06.1) (SSC 1-3, 2-4, 2-5, 3-1) (PRAXIS II-1, II-3, II-6)
  4. Provide information about the ways societal, cultural, cognitive, psychological and physical factors affect learning to read and write for young students and how teachers can help mitigate the effects of these factors. (MOSTEP 01.2, 01.3, 03.1, 03.2, 03.3, 03.4, 04.2, 05.1, 07.2, 10.4) (SSC 2-2, 2-3, 2-6) (PRAXIS II-5)
  5. Engage in and develop critical thinking strategies and learn ways of teaching critical thinking skills. (MOSTEP 01.4, 05.2, 09.1) (SSC 3-7, 4-7, 4-9)
  6. Teach students to utilize instructional media as learning and teaching tools. (MOSTEP 11.2, 11.3, 11.5) (SSC 3-5, 4-8)
  7. Employ research skills while learning about and applying knowledge of the writing process to the writing of papers about literacy instruction for young students. (MOSTEP 10.1, 09.1, 09.2, 09.3) (SSC 4-1, 4-3, 4-4, 4-5, 4-6) (PRAXIS III-1)
  8. Read, discuss and apply theory and research from professional literature to teaching practice. (MOSTEP 10.1, 09.1, 09.2, 09.3) (SSC 4-9)
  9. Examine curricular standards using Show-Me Standards in identifying learning strategies. (MOSTEP 1.1, 3.4, 4.1)
  10. Apply emergent language theories to the development of a reading and writing program to meet the needs of diverse learners. (MOSTEP 9.1, 9.2)
  11. Examine textbooks and related resources to the teaching of reading and writing. (MOSTEP 1.1, 1.2, 1.3, 1.4, 1.5)
  12. Observe and interact with young children reading and writing and document the learning process. (MOSTEP 6.2, 8.1)
  13. Observe and interview teachers about reading and writing to explore curricular models.
  14. Identify a philosophy for teaching of reading and writing and develop a plan encompassing the components of research based literacy teaching.