Connecticut Literacy Specialist Program (CLSP) 102 Certification
Course Descriptions
*EDR 505 Early Reading and Language Arts Success (PK- 3) 3 credits
(Formerly ED 513)
Examines the philosophy behind the “reading wars” controversy and explains why primary grade instruction must be comprehensive. Teaching to individual differences, developing oral competencies, phonics and phonemic awareness are all covered in detail. The importance of, and how to involve family and community in the schools reading programs are taught. Motivating children to read and enjoy the language arts from a developmental perspective stressing the importance of quality literature as well as word play is the major focus.
*EDR 507 Developmental Reading and Language Arts (4- 6) 3 credits
Connecticut Standards and teacher and society expectations of reading achievement are examined. Learning to read verses reading to learn and what that means. Designing a balanced literacy program, teaching reading comprehension, understanding meta-cognition and its implications. Involving students in the process of writing, developing a philosophy of spelling and grammar instruction, utilizing technology, intervention strategies, Guided Reading, leveling books, classroom libraries, understanding the big picture, creating a learning environment and community in your classroom these are the challenges facing a student in this course.
*EDR 510 Content Area Reading Instruction (7-12) 3 credits
(Formerly ED 510)
Teaches the Content Area teacher the appropriate use of text books in the Middle and Secondary classroom. Expands expertise to include constructivist and inquiry methods of teaching as well unit planning and the “less is more” philosophy of instruction. The major goal of the course is to move teachers toward student centered classrooms and away from the lecture dominated pedagogy. Understanding textbook design and their limitations as well as C.R.I.S.S. comprehension strategies and the use of trade books to enrich instruction.
EDR 518 Reading and Language Arts: Balanced Literacy 3 credits
Student study writer's workshop methodologies advocated by Atwood, Calkins, and Graves. Students examine the Connecticut Language Arts Framework which reflects the standards developed by the National Council of Teachers of English and the International Reading Association.
EDR 520 Methods of Teaching and Evaluating the Writing Process 3 credits
(Formerly ED 538)
Examines the Best practices of teaching at different levels: the emergent writer preschool – grade 3, the transitional writer expository and narrative instruction, and the fluent – advanced writer. Instructional differences in motivation, evaluation and state and national standards are examined.
EDR 525 Methods and Materials for Teaching Second Language Learners 3 credits
Study of language acquisition of students who are English-language learners whose dominant language is one other than English. Examination of what research indicates as necessary educational support to acquire English literacy. The nature of support is controversial. Students develop and support personal philosophies after studying models.
*EDR 540 Advanced Diagnosis and Remediation of Reading Difficulties 3 credits
Examines techniques of remediation the individual or managing the remedial classroom. Diagnosis through criterion-referenced and norm-referenced testing, including the Connecticut Mastery Tests, miscue analysis, independent reading inventories and running records is studied.
*EDR 545 Assessment and Evaluation: CT Model 3 credits
Focuses on teacher interpretation of psycho-educational assessment data, and the translation of those data into remedial instructional plans. Current tests, as well as methods of data analysis are examined and discussed. Stressed are the Connecticut Framework for instruction and evaluation and the National Assessment of Educational Progress.
*EDR 550 Clinical Experience I (University Clinic)—Co-requisite EDR 540 3 credits
Students will work 1/1 with a student in the University based reading clinic. This complete supervised diagnostic work up will take place after school, weekends, during semester break or during the summer. The methods and materials taught in EDR 631 Diagnosis and Remediation will be applied. Confidentiality and parental education of the issues and resolution will be primary; no child left behind is the driving force of the clinic.
*EDR 555 Clinical Experience II (School Clinic)—Corequisuite EDR 540 3 credits
Students will be assigned to work with small groups of children in remedial education programs through out the area. After school enrichment programs, literacy volunteers, mandatory summer programs and any approved initiatives sponsored by the publics sector to promote literacy. Each student will be mentored and supervised by appropriate personnel.
EDR 560 Children's Literature 3 credits
(Formerly ED 515)
Examines a variety of genres of children's literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children's books are included. Multicultural literature and the dramatic arts are emphasized.
EDR 562 Middle School Literature 3 credits
Examination of early chapter books from the works of local author as Patricia Reilly Giff to the Harry Potter phenomena with a focus on the American Library Association awards and links. Motivating students and the development of lifetime reading habits is the major focus of this course.
EDR 564 Young Adult Literature 3 credits
(Formerly ED 505)
Young-adult literature is studied from the perspective of the developmental psychology of adolescents. Traditional and classic literature is presented, as well as contemporary authors and popular fiction. Techniques, motivational strategies and procedures that result in the development of lifetime reading habits are explored. Participation in the publishing of book reviews through the SHU web site and the utilization of technology within classrooms is paramount.
EDR 570 Utilizing Technology in Reading Instruction 3 credits
This course will provide Education Specialists with advanced research skills in navigating appropriate databases, web sites and journals. There are numerous publishers who excel in distributing the best products for Reading Educators. The information explosion both electronic and paper and now requires special skills for optimal system access.
EDR 615 Grant Writing 3 credits
(Formerly ED 628)
Assists students in developing the knowledge and skills necessary for effective grant-seeking activity in both public and private sectors. Priority is supporting remediation for underserved populations in priority school districts. The culminating product is a grant application prepared for submission.
EDR 620 Special Topics in Technology 3 credits
(Formerly ED 686)
Examination of the processes, programs and accomplishments of technology in the classroom. Special focus on computer generated reading instruction and record keeping.
*EDR 690 Practicum: Administration and Supervision of Reading Programs 3 credits
Students in the Advanced Studies program undertake a practicum for fulfillment of this requirement. Students submit a proposal for a school-based project that addresses an identified need. School personnel responsible for the administration and supervision of Language Arts instruction mentor students. Complete information may be obtained from the program director.
* indicates course required for Code 102 certification.