Clay, Marie. (2019). An Observation Survey of Early Literacy Achievement (4th ed). Heinemann. ISBN: 978-0-325-11251-0

Clay, Marie. Running Records for Classroom Teachers (2nd ed.). Heinemann, 2017. ISBN: 978-0-325-09279-9

Fountas, Irene C. & Gay Su Pinnell. Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8 - With DVD. Heinemann, 2006. ISBN: 978-0-325-00308-5

You will need to use the following link to purchase access ($19.99) to the Teaching Channel for Central Methodist University.

CMU Teaching Channel

Once you complete the purchase, log in and click on the CMU logo to access the CMU Teach Plus site.  If you do not see the logo in the top left corner, use the dropdown feature in the top left corner to navigate to the CMU private space. 

You will need access to the Teaching channel by the end of the first week of class, in order to be assigned to the appropriate team for week 2 assignments.

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 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.