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Course Criteria
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2.00 Credits
Designed to provide the student with skills in vocabulary development, comprehension, and reading efficiency. Attention is given to the effective use of text and reference books in academic subjects, inferential reading, and synthesis of main ideas. Credits: 2 hours
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2.00 Credits
This course focuses on vocabulary development and comprehension, including an emphasis on correct pronunciation, word analysis, factual and inferential thinking, and synthesis of ideas. Course is graded on a credit/no credit basis. Prerequisites & Corequisites: Prerequisite: Results of TOEFL or MTELP. Credits: 2 hours
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3.00 Credits
This course explores content literacy as it relates to the acquisition of new knowledge in various subject areas. Students will apply the cognitive components of content literacy through assessment of learners and subject area materials, as well as instructional procedures designed to meet the needs of diverse students. Requires participating in a secondary classroom for a minimum of two class periods three days per week. Prerequisites & Corequisites: Prerequisite: ED 3000. Corequisite: ED 3020. Credits: 3 hours
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3.00 Credits
This course is designed to provide the K-12 preservice content area teacher (Art; Health, Physical Education, and Recreation; Music; Vocational Education) with the knowledge and skills necessary to assist students in using the language processes-reading, writing, speaking, listening, thinking, as well as performance-as tools for learning. Students will explore the following topics: 1) factors affecting the learner; 2) instructional methods designed to meet the needs of a diverse population; 3) the nature of the reading process and reading to learn; 4) implications of current research on teaching and learning; 5) ways to integrate language arts across the curriculum. The major goal of the course is the application of course concepts and strategies to subject area instruction. Prerequisites & Corequisites: Prerequisites: ED 2500 and admission to the College of Education. Credits: 3 hours
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3.00 Credits
This course addresses language and literacy development processes in emergent and beginning readers and writers in pre-K through 3rd grade classrooms. Studying proficient readers' use of the reading/writing processes, students (teacher candidates) will learn how to support young learners' first experiences in bringing meaning to print. Students will focus on the symbolic system of written language including the four cueing systems: phonemic and morphemic (phonics) semantic, syntactic, and pragmatic. Students will explore social, cultural, and dynamic nature of language and how these factors influence young learners' literacy instructional needs. Students will learn to select multiple materials and assessments to identify young learners' strengths, and needs, and engage in best practices to address these needs based on learners' strengths. Students will learn how to communicate effectively with parents and colleagues about young learners' developing progress. A field placement is required with this course. Students are to successfully complete a 20 hour-practicum in a pre-kindergarten, kindergarten, 1st, 2nd, or 3rd grade classroom. This course includes Michigan Framework standards as well as Michigan Literacy Progress Profile modules (MLPP) for grades K-3. Designed for students seeking K-8 certification. Prerequisites & Corequisites: Prerequisites: ED 3090 or ED3100. These courses may be taken concurrently. Credits: 3 hours
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3.00 Credits
This course explores ways in which various teaching methods, materials, and assessments foster independent and strategic uses of literacy for young students in grades 4 through 8. Students (teacher candidates) will explore and participate in literacy as a social, cultural, and psychological process. The emphasis will be on upper elementary/middle level students and how they learn and create meaning in their lives through literacy. Students will study ways to integrate literacy learning across all school subjects through a wide application of varied "texts" to meet both mandated curricular purposes and the needs of diverse learners. Students will learn to select multiple materials and assessments to identify young learners' strengths and needs, and engage in best practice to meet literacy instructional needs for the grade 4 through 8 students. This course includes Michigan Framework standards. Designed for students seeking K-8 certification. Prerequisites & Corequisites: Prerequisite: Ed 3770. Credits: 3 hours
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3.00 Credits
This course will build upon the concepts and strategies learned in Literacy I & II. Students (teacher candidates) will learn to organize multiple materials for instruction using an inquiry framework focusing on literacy development as a life-long process. Students will learn how to support children in the use of reading, writing, speaking, listening, and visual representation as a means to generate questions, to gather and organize data, and to analyze, synthesize and critique information for all content areas. Meeting the standards of the Michigan Curriculum Framework, students will connect inquiry instruction in an integrated curriculum to help young learners engage in critical thinking, problem solving, and independent literacy activities. Students will learn to evaluate materials and administer assessments to identify readers' strengths and needs. Designed for students seeking K-8 certification. Prerequisites & Corequisites: Prerequisite: LS 3780. Credits: 3 hours
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4.00 Credits
This course will focus on synthesizing theories, concepts, and classroom approaches from previous work in the Integrated Language Arts Minor. Students will practice restructuring curriculum objectives, classroom organization, and teaching strategies in order to achieve the maximum integration of the language arts processes in the elementary school. Students will pursue individualized programs culminating in a guided field experience through which students will demonstrate identified program competencies. Student- and faculty-led seminars will be scheduled periodically throughout the course. Credits: 4 hours
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3.00 Credits
This course develops specific professional skills related to current school responsibilities of teachers and other school personnel. Final course outcomes need to have demonstrated application to the school/classroom/workplace. May be repeated. This course is graded on a credit/no credit basis. Notes: Credit hours may be applied to teacher certification programs with approval of the Office of Teacher Certification, but will not be applicable to graduate programs in the Department of Special Education and LIteracy Studies. Credits: 1 hour
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2.00 - 3.00 Credits
This course develops specified professional skills, over an extended period of time, related to current school responsibilities of teachers and other school personnel. Final course outcomes need to have demonstrated application to the school/classroom/workplace. Topics included in department program must be approved in advance of registration by the program advisor. Prerequisites & Corequisites: Prerequisite: Advisor approval. Notes: May be repeated, but only three credit hours may be applied to graduate programs in the department. Credits: 2-3 hours
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