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Course Criteria
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3.00 Credits
This course will introduce pre-service teachers and education majors to psychological principles, theory and data upon which effective classroom practices are based, including general methods and techniques. A variety of teaching methods for classroom management will be considered with the focus on the teacher as a decision maker in planning, evaluation and control. Emphasis will be placed on student motivation, learning problems, individual differences and measurement.
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3.00 Credits
(Prerequisite: EDCI B100, or EDCI B243, or special permission of the Department Chair) This course focuses on the foundations of reading, including language development, phonemic awareness, phonics, vocabulary, fluency, and comprehension. Offered in Fall.
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3.00 Credits
(Prerequisite: EDCI B100; admissions to a secondary teaching program, or special permission of the Department Chair of Education) This course provides the basics of teaching reading and writing in secondary content classes. Candidates will be prepared to support students in grades 9-12 who are struggling to read, write, and comprehend information through assessment and differentiation.
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3.00 Credits
Reading interests of children and their curricular and developmental needs for literature are explored. The course presents basic information in the field of children's literature including authors, illustrators and appropriate reference materials.
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3.00 Credits
(Prerequisite: Admission to the Professional Program in Education or consent of the Department Chair, and EDCI B100, EDCI B243, and EDRD B318; Corequisite: EDRD B430 or B433, and EDRD B450P) This course instructs teacher candidates to administer and analyze a variety of formal and informal assessments for screening and diagnosis of reading problems at the early childhood and elementary level. The course utilizes both standardized and portfolio assessments. Offered in Spring.
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3.00 Credits
(Prerequisite: Admission to the Professional Program or special permission of the Department Chair and EDCI B100, EDCI B243, and EDRD B318) This course is designed to instruct teacher candidates, grades pre-K through 6, in developing methods and materials that will improve their students' literacy skills in content area reading and writing. Offered in Fall.
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3.00 Credits
(Prerequisite: EDCI B100; admissions to a secondary teaching program, or special permission of the Department Chair of Education) This course provides 7-12 teachers with the strategies for teaching literacy within the framework of content area classes. The course teaches a sound theoretical knowledge of academic vocabulary, nonfiction texts structures and strategies for analyzing texts to improve the knowledge base.
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3.00 Credits
(Prerequisite: EDCI B100, EDCI B243, EDRD B318; Admission to the Professional Program or special permission of the Department Chair. Corequisite: EDRD B425 & EDRD B450P) This course focuses on research-based instructional strategies for literacy in early childhood classrooms. Course content includes cooperative learning, critical literacy, Reader's and Writer's Workshop. Specific instruction in the five elements of teaching reading: phonics, phonemic awareness, fluency, vocabulary and comprehension and the 6+1 traits of writing.
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3.00 Credits
(Prerequisite: Admission to the Professional Program in Education) This course focuses on research-based instructional strategies for literacy in elementary classrooms. Course content includes cooperative learning, critical literacy, Reader's and Writer's Workshop. Specific instruction in the five elements of teaching reading: phonics, phonemic awareness, fluency, vocabulary and comprehension. Reading comprehension and writing processes across the content areas are also included.
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3.00 Credits
(Prerequisite: Admission to the Professional Program in Education and the Internship; Co-requisite: EDRD B420 and EDRD B430 or B433). Supervised clinical experience in an early childhood or elementary setting. Teacher candidates will demonstrate proficiency in planning, assessing and teaching various methods of reading and providing individualized differentiated instruction for struggling/ELL students.
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