EDU528: Literacy II

Course Credits:
3
Course Hours Per Week:
15

Course Overview

This course continues to examine scientifically based teaching methods, models, strategies, and approaches for teaching oral and written language skills appropriate for K-12 learners. 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 for promoting literacy in K-12 classrooms content area instruction
  • Teaching writing and reading to emerging language learners within the context of reading and writing in the content areas
  • Formal and informal assessment strategies and techniques in reading and writing.

The course builds on the content presented in EDU527, Literacy I.  Content includes a focus on promoting literacy development in content area instruction. The primary goal of this course is to build a cohesive bridge between educational theory and teaching strategies that can be applied in a variety of classroom settings. The objective is to assist the educator in moving from theory to practice, and to enhance present knowledge in reference to this process.

The course project, Work Sample Portfolio Part II: Designing and Implementing Literacy Lessons, Assessments and Materials Within Content Areas, allows candidates to implement curriculum they design, integrating pre-assessment information and post-implementation reflection within content areas as well as in an individual literacy plan.  Candidates prepare literacy lessons using formal and informal assessment, and then implement the lesson 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 understanding of language development and reading acquisition and the variations related to diverse K-12 student populations.
  • Demonstrate knowledge of strategies readers use to construct meaning from print and monitor their comprehension.
  • Demonstrate understanding of how to create a high quality literate classroom environment that includes books, electronically-based information, and locally created materials.
  • Demonstrate an understanding of the importance of scheduling designated time for student independent reading.
  • Demonstrate ability to choose developmentally appropriate and engaging texts for student use during independent reading.
  • Implement lessons that teach K-12 students how to use graphic organizers to develop written compositions for a range of purposes and audiences.
  • Implement lessons that provide K-12 students opportunities to develop effective editing practices in the structure of standard English including language usage, punctuation, capitalization, sentence structure, and spelling.
  • Utilize K-12 academic literacy content standards in reading and writing for the improvement of K-12 instruction.
  • Utilize a variety of informal and formal assessments to measure K-12 student learning.
  • Implement lessons that are designed to address diverse learning needs.
  • Use assessment results as a basis for lesson planning and standards-based instruction.
  • Incorporate strategies and techniques that integrate research-based literacy components into reading and content area instruction for ELLs and English speaking students.
  • Identify and utilize specific technology tools appropriate for reading, writing, and content area instruction.
  • Collaborate with a K-12 sponsor to complete a school-based teacher work sample.

Course Prerequisites

Special Requirements

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.