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Course Criteria
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3.00 Credits
This course is a segment of a 12-hour block designed to develop appropriate teaching strategies in reading. Students apply learning theories, teaching techniques, questioning strategies, instructional materials, and assessment procedures for middle grades learners. Students will develop and implement plans for teaching reading in an interdisciplinary team setting. In an extensive field experience, students will teach middle grades learners.
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3.00 - 12.00 Credits
Prerequisite: Admission to Student Teaching. Full-time teaching experience under the supervi-sion of a public school cooperating teacher and college supervisor in an upper elementary school classroom or in a middle school. Includes regu-larly scheduled professional seminars. Proof of professional liability insurance is required prior to receiving a school placement.
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3.00 Credits
Prerequisite: Permission of instructor and department chair. Selected special topics of interest to faculty and students.
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12.00 Credits
Prerequisite: Permission of director of education field experiences and advisor. A supervised teaching experience for teachers seeking certification or renewal credit. Proof of professional liability insurance is required prior to receiving a school placement.
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3.00 Credits
A study of the socio-psycholinguistic foundations of reading and writing for teachers of adolescents. This course examines language development, reading acquisition, phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension and motivation. It explores historical perspectives of reading, reading research and theory, and introduces students to a wide range of instructional practices and curriculum materials that meet the needs of all adolescent learners.
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3.00 Credits
A study of methods and materials for reading and writing to learn in the middle grades. Emphasis will be placed on making meaning from a variety of text sources including young adult literature, technical, informational, environmental, and media. Instructional strategies for reading and writing in content areas will be showcased. This course acquaints candidates with a reading and writing experience using diverse works for adolescents, introduces students to text selection and electronic database media resources for middle grades classrooms. A focus on language and cultural diversity is included.
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3.00 Credits
This course is designed to develop appropriate research-based teaching strategies that will enable candidates teaching or mentoring in a middle grades classroom to effectively integrate reading and wiritng instruction. Candidates will apply learning theories, teaching techniques, instructional materials, and assessment procedures for middle grades learners that apply to both reading and writing instruction. Students will develop and implement plans for teaching writing through content area reading texts that promote critical thinking and cross-curricular engagement.
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3.00 Credits
This course is an introduction to the evolving and multifaceted concept of literacy and its implications for adolescents in both instruction and motivation. Types of literacy to be explored include: media, digital, global, and critical literacies. Emphasis wil be placed on understanding universal design in education, considering the impact of technology on literacy, evaluating texts as being current, accurate, and relevant, and developing meaningful plans to incorporate such texts into their classrooms.
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3.00 Credits
This course provides an understanding for selecting and using diverse young adult literature in middle grades classrooms. It examines reading and writing theories and introduces students to various methodologies for teaching literature. It acquaints students with a reading and writing experience using diverse literary works for adolescents, introduces students to book selection aids and electronic database media resources for middle grades environments.
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3.00 Credits
Prerequisite: Admission to Teacher Education. A study of concepts and strategies involved in reading to learn in the content areas. Teacher candidates will study types of text; instructional grouping options; factors related to the reader, text, and context; and strategies to be applied before, during, and after reading. In addition, candidates will explore methods for evaluat-ing textbooks, sources to supplement textbook reading, and ways to use technology within instruction. This course places a heavy emphasis on instruction for strategic reading and writing that meets the individual needs of all adolescent readers. This course is for majors in secondary education only.
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