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 is 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:
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Experience and record classroom language strategies for individuals, pairs, and groups.
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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)
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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)
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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)
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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)
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Teach students to utilize instructional media as learning and teaching tools. (MOSTEP 11.2, 11.3, 11.5) (SSC 3-5, 4-8)
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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)
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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)
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Examine curricular standards using Show-Me Standards and Missouri Learning Standards in identifying learning strategies. (MOSTEP 1.1, 3.4, 4.1)
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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)
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Examine textbooks and related resources to the teaching of reading and writing. (MOSTEP 1.1, 1.2, 1.3, 1.4, 1.5)
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Observe and interact with young children reading and writing and document the learning process. (MOSTEP 6.2, 8.1)
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Observe and interview teachers about reading and writing to explore curricular models.
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Examine the current legislative requirements concerning Dyslexia.
Textbooks:
Clay, M.C. (2000). Running records for classroom teachers. Auckland, New
Zealand: Global Education Systems Ltd.
Clay, M.C. (2013). An observation survey of early literacy achievement (3rd ed).
Auckland, New Zealand: Global Education Systems Ltd.
Fountas, I.C., & Pinnell, G.S. (2006). Teaching for comprehending and fluency:
thinking, talking, and writing about reading, k-8. Portsmouth, NH:
Heinemann.
Print the Missouri Learning Standards for ELA K-5: https://dese.mo.gov/college-career-readiness/curriculum/missouri-learning-standards
Print the D.O.K Wheel
https://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf
Supplies:
Students will need to keep an “Academic Notebook” to respond to reflection questions and journal best practices. Supplies may be needed to create demonstration lessons.