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Course Criteria
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3.00 Credits
This course is designed to introduce the developing teacher to reading instruction and the development of a reading/writing community. Students will learn the importance of encouraging language development while engaging children in the reading process. This course is designed to help education majors develop a set of clear principles and strategies for literacy instruction. Students will learn ways to implement a balanced approach to reading instruction that implements semantic, syntactic, and graphophonic sources of information; a print-rich environment with interesting, authentic reading materials at the appropriate instructional level; and the latest research about literacy development and its relationship to classroom instruction for all learners. Approaches to teaching low English-proficient and at-risk students will be integrated throughout the course. Emphasis will be placed on involving families in literacy development and using appropriate children's literature to motivate and engage young beginning readers. Corequisite: Fieldwork.
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3.00 Credits
This is a second reading course for students seeking elementary teacher certification. This course will explore assessment and instructional techniques in reading and language arts instruction. The student will develop skills in helping learners to construct meaning, apply strategies, analyze, elaborate, and respond critically when reading; and to write so as to communicate a message in a coherent, elaborated fashion through the use of the writing process. Students will learn how to use literature to teach and reinforce skill acquisition. Attention will be paid to techniques and materials appropriate for teaching low English-proficient and at-risk students. State and national reading guidelines will be used to develop an appropriate reading and language arts program. Prerequisite: EDR 344. Corequisite: Fieldwork.
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3.00 Credits
This course addresses beginning reading content and builds upon a foundation for reading instructional practices. Learning outcomes pertaining to phonemic awareness, phonics knowledge, reading comprehension, and assessing reading are emphasized. The sequencing of reading curricula and integration of reading instruction, including response to intervention, within the elementary curriculum is a focus for instruction. Students are required to apply their knowledge of the reading processes and instructional and assessment practices to their fieldwork within the course assignments. Prerequisite: EDR 344.
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3.00 Credits
This course is designed to prepare secondary education students with the knowledge and skills to teach and reinforce reading, writing, listening, and speaking skills and concepts in secondary classrooms. This course focuses on pedagogical strategies that address the developmental needs of students. Emphasis is given to reflection as part of the teaching/learning process. Prerequisites: EDS 332 and one foundations course. Corequisite: Fieldwork.
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3.00 Credits
This course is the second literacy learning course for early childhood majors. It focuses on effective, research-based ways of helping and supporting young children to develop as readers, writers, speakers, listeners, and thinkers. Students will learn how to develop and teach in a comprehensive literacy learning program that encourages thoughtful, critical, and extensive reading and writing. Students will explore children's literature in order to foster lifelong literacy in young children. Prerequisite: EDR 344 or EDR 550.
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3.00 Credits
Survey of current programs, nature and needs, and issues relating to secondary education. Overview of current classroom practices in secondary schools, with particular attention paid to the needs of adolescents in educational settings. A fieldwork component is required (see page 253). Prerequisite: EDF 120 or EDH 120.
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3.00 Credits
A course in assessment of academic and social skills, lesson and unit planning, effective teaching behaviors, and classroom management. Strategies to teach concepts, skills, generalizations, and values in content areas at the secondary level are emphasized. A fieldwork component is required (see page 253). Prerequisite: Junior standing in ENHP or permission of department.
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3.00 Credits
This course provides students with an opportunity to analyze and reconstruct their teaching through reflective practice. The focus of the course will be on social, ethical, and political contexts of schooling relating to secondary education. This course will meet weekly for three hours. Prerequisites: EDS 332, EDS 333, and EDS 554. Corequisite: EDS 444.
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9.00 Credits
This course provides the student teacher with the opportunity to integrate his/her understanding and knowledge of students, content, and pedagogy in a secondary classroom. All placements are approved and require full-day attendance five days per week. Taken concurrently with EDS 443. Prerequisites: EDS 332 and EDS 333. Laboratory fee.
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3.00 Credits
The development of instructional skills for teaching English at the secondary level. In addition to strategies for teaching language, literature, and literacy (reading, writing, speaking, and listening), the course will focus on the development of pedagogical strategies that address the developmental needs of students. Emphasis is given to reflection as part of the teaching/ learning process. Practicum experience in a local high school is a corequisite for this course.
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