EDUC 354 - Reading Methods

5 Credits

This course is designed to extend candidates’ understanding of the processes, purposes, and practical aspects of teaching reading. Topics will include: reading and writing as developmental processes; the inter-relationships of reading, writing, listening and speaking as well as the role of metacognition; the interrelationship between first and second language and literacy acquisition; constructing meaning from a variety of culturally relevant literary and expository texts; selecting reading assessment tools to match instructional purposes; understanding the variability in reading levels among children in the same grade and within a child across the essential components of reading; and instructional interventions for individuals and flexible groups. Emphasis will be placed on developing strategy lessons that encompass the major components of reading (awareness, phonics, fluency, vocabulary, and comprehension) to use with students.

Pre-requisite(s) ENGL& 101 min. 2.0
Program Admission Required Yes Admitted Program BAS - EDUC
Fees

Quarters Typically Offered
Spring Evening, Online, Weekend

Designed to Serve BAS Teaching students.
Active Date 20200330T21:14:57

Grading System Decimal Grade
Class Limit 30
Contact Hours: Lecture 55
Total Contact Hours 55
Degree Distributions:
Course Outline
Reading Instruction

Develop lesson plans and curriculum units that align instruction and assessment with rigorous learning objectives
Select reading assessment tools to match instructional purposes
Use developmentally appropriate instructional strategies within lessons
Understand variability in reading levels among same age/grade children
Reading instruction interventions (differentiation)
Flexible groups within reading instruction
Incorporate methods that elicit student voice (e.g., including reflection related to learning targets, metacognitive strategies, and effective use of resources).

Major Components of Reading

Phonemic awareness, phonics, vocabulary, fluency, and comprehension
Metacognitive strategies and role of metacognition

Speaking & listening

Culturally Responsive Literacy Practices

Use of culturally & linguistically appropriate teaching strategies and assessments
Differences between first and second language acquisition in application with teaching reading
constructing meaning from a variety of culturally relevant literary and expository texts

Student Learning Outcomes
Demonstrate understanding of the central concepts, tools of inquiry, and structures of English Language Arts, with an emphasis on reading processes, and create learning experiences that make reading processes accessible and meaningful for learners to assure mastery of other content areas.

Use understanding of how learners grow and develop (in cognitive, linguistic, social, emotional, and physical areas) to design and implement developmentally appropriate and challenging learning experiences that use a variety of instructional strategies aimed at making reading processes accessible to all learners.

Select, create, and sequence learning experiences and performance tasks that support learners in reaching rigorous curriculum goals based on content standards and cross-disciplinary skills, and engage learners in critical thinking, creativity, collaboration, and communication to address authentic local and global issues.

Use, design or adapt multiple methods of assessment to document, monitor, and support learner progress appropriate for learning goals and objectives.

Plan instruction based on information from formative and summative assessments as well as other sources, and systematically adjust plans to meet each student’s learning needs.

Demonstrate ability to construct and facilitate learning experiences that simultaneously develop English language proficiencies and discipline-specific knowledge by incorporating tools of language development into planning and instruction, including strategies for making reading processes accessible to English language learners, and for evaluating and supporting their development of English proficiency.