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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. 

Big Blue Button Meeting Requirements

This is a hybrid course that includes “live” synchronous class meetings one night a week during scheduled class time using the Big Blue Button web conferencing system. Students are required to log in and attend the synchronous meetings. Students will need access to a computer or tablet with reliable high-speed internet connection, along with a webcam, microphone and either speakers or headphones.  

 

The remaining credit hours for the course will be fulfilled through online assignments completed in myCMU. Students must participate in the live meetings and online assignments to be successful in this course.  

 

Students will access Big Blue Button meetings by clicking “Online Meetings” located on the left side menu of this course in myCMU. To participate in the meeting, click on the appropriate weeks link during the scheduled time and day of the course. Recorded sessions can also be accessed here. 

Textbooks

 COURSE REQUIRED TEXTBOOK AND READINGS

DeVries, Beverly A., (2019). Literacy Assessment and Intervention for Classroom Teachers. (5th ed.). Routledge, NY: Taylor & Francis Group. ISBN: 9780815363859

 

Course Description

3 hours. The study of formal and informal assessment as it relates to individual needs is a basic part of this course. Development of instructional plans with an emphasis on personalized reading strategies and continuous assessment is included. Prerequisites: ED315, successful passing of MoGEA exam, and concurrent enrollment in ED319.

 

Course Objectives

Upon successful completion of the ED318 & ED319 courses, each participant should be able to:

  1. Describe the cueing systems of language (semantic, syntactic, graphophonemic and pragmatic) and recognize their integrated use by beginning/developing readers
  2. Use formal and informal assessments to understand the needs of beginning/developing readers
  3. Design lessons/experiences, based on continuous assessment, that focus on reading strategies that address semantic, syntactic, graphophonemic and pragmatic cueing systems
  4. Design lessons/experiences that strengthen comprehension through the skill of analyzing text as a reader
  5. Make connections between classroom literacy assessments and activities and the Common Core Competencies for English Language Arts.