Literacy Curriculum

This course examines the fundamentals of a comprehensive and evidence-based literacy program for the diverse learner in today's classroom, focusing on foundations of reading and the integration of story, diologic conversation, and writing.

This course focuses on evidence-based literacy teaching in the middle grades in culturally responsive and sustaining ways. The role of knowledge building in reading comprehension, comprehension strategies, vocabulary knowledge, advanced word reading skill development, and fluency development is explored.

This course focuses on a disciplinary approach to literacy instruction and the habits of mind through which experts in the discipline communicate in reading and writing. Incorporating evidence-based methods to differentiate instruction for today's diverse learners, course participants use multimodal and digital pedagogies to reflect on their practice as they develop standards-based lessons, into which academic and domain-specific language is embedded. Required for secondary education and literacy candidates.

This course focuses on evidence-based theory pertaining to the writing process, how students develop as writers, the teacher's role in facilitating student writing, and the importance of creating conditions within the learning environment for students to be motivated and engaged to write for a variety of audiences, and purposes.

This course explores the selection, administration, and interpretation of a variety of criterion and norm-referenced assessments that effectively utilize screening, progress monitoring, diagnostic, and outcome measures to evaluate student reading performance.

Literacy leaders are often charged with the technical, organizational, and substantive aspects of literacy data at the grade, school, or district level. This course will support candidates in how to establish, grow, and maintain a culture of inquiry and data use that can inform decisions that impact literacy teaching and learning to improve the literacy achievement of all students.

Candidates assess a struggling student in their practice, design intervention, and use diagnostic teaching in working with the student, utilizing a web-based platform for recording student and teacher interactions.

This is the second of two clinical courses in which candidates provide virtual literacy intervention to small groups of children in a public school setting, which includes multiple opportunities for candidates to discuss their practices through collaborative problem-solving and peer coaching.

This course provides an in-depth view of the processes and products of research in the field of literacy. Candidates design and carry out their own literacy action research project and share their findings in both oral and written form. This course is designed to provide future literacy specialists with the skills needed to effectively evaluate literacy research, engage in teacher research, share research findings in a professional manner with colleagues, and use research to inform one's literacy teaching practice. Required for MEd Literacy candidates and Sixth Year Degree Literacy candidates who have opted not to pursue 097 coursework.