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Course Criteria
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3.00 Credits
This course addresses the literacy demands of content areas and the design of curriculum and teaching to optimize student success and promote literacy. It emphasizes creative curriculum design grounded in understanding the structure of expository texts, the dialogical and integrated nature of reading and writing, the role of genre and register, and the use of scaffolded instruction, comprehension and meta-cognitive strategies. (S)
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3.00 Credits
This course provides a thorough review of current thinking in diversity, culture, and literacy from an ethnographic perspective, drawing from sociolinguistics, culture studies, and discourse analysis. It emphasizes the impact of ethnicity, learning English as an additional language, class, gender, urbanization, and popular culture may have on developing multiple literacies and how these play out in schooling. (SS)
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3.00 Credits
This course promotes a deep understanding of specialist and general reading diagnosis techniques and language assessment. Students learn to identify key reader behaviors, assess textual demands of emergent and beginner reader materials, and develop practical interventions. There is sustained focus on phonemic awareness, phonics, reading fluency, vocabulary development, and comprehension strategies for young children through to adolescents. (F)
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3.00 Credits
This course emphasizes the principles and guidelines behind managing literacy issues at school, community, and district levels. Students survey literacy initiatives worldwide and learn to interpret psychometric, sociometric, and qualitative data to establish meaningful school and district profiles of literacy challenges and conditions. They produce an actual profile for a local school or district and generate data-driven policy recommendations. (F)
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3.00 Credits
This field-work intensive course promotes the art of supporting and nurturing educational leaders and teachers who are in the process of reforming their own or their institution's literacy practices. It focuses on critical ways for identifying needs, selecting instructional materials, developing phased implementation plans, and creating an open accountability culture to productively monitor effectiveness. (F)
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3.00 Credits
This course develops ethnographic skills through extensive fieldwork and case studies to capturing the student experience of literacy at elementary and adolescent levels. Students develop greater "kid watching" sensitivities and techniques to better understand and appreciate the multiple ways students experience literacy, especially the diverse experiences of ELL students and students at risk. (S)
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2.00 Credits
Students will develop the knowledge, skills, and dispositions needed to work successfully in pluralistic classrooms and professional environments. The implications of individual and institutional discrimination will be examined through culturally significant characteristics (such as race, culture, socioeconomic status, language, ability, gender, gender identification, and sexual orientation) of individuals and groups within the United States, and the intersections among them. through self- analysis and reflection, historical investigation linked with analysis of contemporary schools and society, school/ community-based experiences, and communication skill-building. Students will learn how to be responsive to the cultural contexts of communities and the dynamics of difference and will use their understanding of the past and present to inform their professional practice, and consider their role in working for positive change in the face of complexity. Course meets Wisconsin DPI American Indian Tribes requirement. This course will have a primary emphasis on Wisconsin Teacher Standards 3, 6, and 10 and will involve fieldwork. (Prerequisite: Sophomore standing required or consent of the School of Education) F/S
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3.00 Credits
Introduces academic rhetorical style through frequent paragraph compositions and an intensive review of grammar. Students must satisfactorily complete this course before enrolling in ENG 110. Credits do not count toward graduation requirements. For non- native speakers of English only. (Enrollment by placement) (F/S)
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3.00 Credits
Focuses on developing skills needed for college-level writing. Students required to take ENG 99 must complete it before enrolling in ENG 110. Credits do not count toward graduation requirements. (Enrollment by placement) (F)
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1.00 Credits
Continuation of skills taught in ENG 099B for students who are recommended to take it by their instructor. Credits do not count toward graduation requirements.
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