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.

• Tompkins, Gail E. (2017) Literacy for the 21^stCentury: A Balanced Approach, 7^thEdition. Boston, Massachusetts: Pearson (ISBN #978-0-13-4090191) (This ISBN provides a loose-leaf paper copy of the textbook bundled with the Pearson Revel access.  The Revel access is not required for the course, but is included at no additional cost to the student).
• Johns, Jerry L. and Lenski, Susan Davis (2014) Improving Reading: Interventions, Strategies and Resources- with CD, 6^thEdition.  Dubuque, Iowa:  Kendall/Hunt Publishing Company (ISBN# 978-1-4652-4012-5)

An ebook version of the Tompkins book may be purchased through the publisher, Pearson, using the following web link:  https://www.vitalsource.com/referral?term=9780134090283

An ebook version of the Johns and Lenski book may be purchased through the publisher, Kendall Hunt, using the following web link:  https://he.kendallhunt.com/product/improving-reading-strategies-resources-and-common-core-connections

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. 4 credit hours.  Prerequisite: ED103

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.
3. Examine and discuss literacy and learning theories applicable to young students.
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.
5. Engage in and develop critical thinking strategies and learn ways of teaching critical thinking skills.
6. Teach students to utilize instructional media as learning and teaching tools.
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.
8. Read, discuss and apply theory and research from professional literature to teaching practice.
9. Examine curricular standards using Show-Me Standards in identifying learning strategies.
10. Apply emergent language theories to the development of a reading and writing program to meet the needs of diverse learners.
11. Examine textbooks and related resources to the teaching of reading and writing.
12. Observe and interact with young children reading and writing and document the learning process.
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.

This course meets the following MoSPE objectives: 1C1, 1C2, 2C5, 2C6, 3C1, 4C3, and 6C3.