This course presents scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills. The course content provides a foundation for and discusses strategies for best practices in:
- Teaching the five components of reading: comprehension, vocabulary, fluency, phonemic awareness, and decoding/phonics
- Teaching writing and reading to emerging language learners
- The application of personal and cognitive developmental theories
The course project, Work Sample Portfolio Part I: Designing and Implementing Literacy Lessons, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection. Candidates prepare lesson plans for teaching phonemic awareness, phonics, spelling, and vocabulary, and then choose one lesson plan to implement with K-12 students.
This course includes field-based activities that take place in a K - 12 school/district setting.
Course Learning Objectives
- Demonstrate understanding of scientifically based research and effective instructional practices related to K-12 student literacy development in phonological and phonemic awareness, phonics, orthography, morphology, vocabulary development, and meaning-based word identification strategies.
- Demonstrate knowledge of K-12 content standards (e.g., Common Core State Standards) in reading.
- Research relationships among reading, writing, oral language, vocabulary development and the structure of standard English.
- Plan and organize reading instruction based on ongoing assessment of K-12 student learning.
- Implement lessons that are designed to address diverse learning needs.
- Create and implement a lesson plan to teach K-12 students to use multiple strategies to recognize and decode words in print.
- Collaborate with a K-12 sponsor to complete a school-based teacher work sample.
This course requires a Level 1 field-based experience (“clinical practice”), that is, activities that take place under the supervision of a mentor (e.g., a licensed teacher, school principal, other licensed educator) in an approved public K-12 school/district setting.
Candidates are required to engage in clinical practice for a minimum of 25 hours over the eight-week span of this course (an average of 3+ hours per week for 8 weeks). While certain activities are specified by assignments in this course, it is not expected that these required activities will consume all hours of work in the field.
All JIU clinical practice courses culminate in the mentor completing and submitting a formal Mentor Appraisal on the candidate. This is an essential requirement of this course and candidates must ensure that their mentors complete and submit a Mentor Appraisal to pass this course.
For more information about courses that require field-based experiences and mentors, please contact your Student Solutions Advisor.