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Course Criteria
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1.00 - 10.00 Credits
Selected problems to meet the needs of individual students.
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3.00 Credits
Designed to extend teacher understanding of children's acquisition, development, and learning of the six communication arts. Emphasis on development of a teaching philosophy and skills in which children actively engage in reading, writing, listening, speaking, viewing and visually representing. Focus on developing culturally responsive classroom communities using effective methods and materials to engage children while fostering their participation in authentic communication arts activities.
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3.00 Credits
Prerequisite: Graduate standing. Designed to extend teacher knowledge of effective instructional strategies for teaching reading. Emphasis on development of a teaching philosophy which acknowledges children gain considerable knowledge about reading from their families and communities, long before they encounter formal reading instruction. Focus on fostering culturally responsive classrooms using children's prior experiences, their language systems, cross-cultural literature, authentic texts, and other print materials familiar to children's home environments, as well as on teaching effective strategies to promote children's reading success
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3.00 Credits
Prerequisites: ED REM 6707, 6709, or 6716 and at least one graduate level literacy course. Designed to develop teacher understanding of the roles and responsibilities of the teacher of reading, Reading Specialist, and Literacy Coach. Emphasis on the nature of specific reading difficulties, distinguishing reading difficulty/disability from language difference, becoming familiar with a range of tools for assessing reading skills and strategies, and developing a critical orientation for evaluating the purpose and utility of various literacy assessment tools. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.
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3.00 Credits
Prerequisites: ED REM 6707, 6709, or 6716 and ELE ED 6686. Designed to apply teacher knowledge of the roles and responsibilities of the teacher of reading, Reading Specialist and Literacy Coach. Emphasis on using literacy assessment tools and techniques to guide instruction for a range of children, especially in the areas of writing, comprehension and vocabulary. Teachers will use informal and formal literacy assessment tools to guide instructional planning for children in the UMSL Reading Center.
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3.00 Credits
Prerequisite: Minimum TOEFL score of 450 or placement by examination. This course is for international students. They gain skills in conversational level listening and speaking. Students improve comprehensive and discrete listening skills, conversation in various situations, strategies and pronunciation. In addition, students will practice these skills and learn about American culture by participating in local field trips.
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3.00 Credits
Prerequisite: Minimum TOEFL score of 450 or placement by examination. In this course international students develop fluency in their reading and writing skills in American English. This course consists of reading a variety of types of written texts, vocabulary building, organization in writing from the paragraph to essay, techniques for generating ideas, grammar use and editing.
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3.00 Credits
Prerequisite: Minimum TOEFL score of 450 or placement by examination. A course for international students who have already studied Basic English grammar. The content covers intensive study of verb tenses; their forms, meanings and integrated use; and other grammatical structures.
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3.00 Credits
Prerequisite: Minimum TOEFL score of 500. Designed for non-native speakers who need to improve their fluency and pronunciation in American English. Conversation strategies, oral presentations and extensive practice to reduce accent are included.
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3.00 Credits
Prerequisite: Successful completion of ESL 3201, minimum TOEFL score of 500 or placement by examination. Listening and note-taking skills are developed through practice. Students learn to recognize the organization and emphasis of class lectures. Strategies include vocabulary building, test taking, and participation in class discussions.
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