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Course Criteria
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3.00 Credits
No course description available.
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1.00 - 12.00 Credits
No course description available.
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1.00 - 12.00 Credits
No course description available.
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3.00 Credits
A study of the representative literary works and genres for young children and adolescents such as novels, short stories, folktales, fables, hero-tales, mythology, legends, modern fantasy, biography, historical fiction, non-fiction, and picture books. Includes analysis and evaluation of children's literature and integration into the classroom.
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1.00 - 3.00 Credits
A course category for selected topics in the general field of Reading. Students should check the schedule to ascertain what topics are currently being offered and are further en- couraged to recommend topical items to the department chairperson.
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0.00 - 3.00 Credits
A study of the theories, techniques, and materials for meeting the unique development, problematic, creative, and instructional reading needs of middle childhood and adolescent learners within varied disciplines. Taken prior to the professional semester. Prerequisites: ED 201, ED 207. Admission to Professional Education.
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3.00 Credits
Study of the methods and materials in teaching and eval- uating the communication skills of listening, speaking, writing, viewing, and thinking. Also covered are the tools of the effective communicator; handwriting, spelling, grammar and mechanics. Includes a practicum experience in an elementary classroom. To be taken concurrently with READ 312. Prerequisites: EDUC 100, 201, and READ 210. Minimum grade of "C" required. Praxis I (PPST) tests must be passed prior to enrollment. Admission to Teacher Education.
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3.00 Credits
This course studies the scientifically-based research and teaching strategies pertaining to the five essential components of reading instruction: phonemic awareness, phonics, vocabulary, fluency, and comprehension. It includes teaching frameworks such as basal readers, the 4 Block model, and literature circles. It introduces common assessment strategies such as concepts of print tests, running records, and retellings and introduces differentiated instruction and the three tier model of Response to Intervention (RtI). It is designed for elementary and early education majors and presents a developmental and balanced view of classroom reading instruction. This course includes experiences working with children and developing classroom lessons and materials. Prerequisites: EDUC 201, 207, & 301.
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1.00 Credits
No course description available.
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1.00 - 12.00 Credits
No course description available.
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