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Sep 18, 2024
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SEDU 337 - Literacy Foundations II
3 Credit(s)
This course builds upon the groundwork established in Literacy Foundations I. Teacher candidates will explore how to integrate and assess reading and writing instruction with the integration of MTSS. The focus of this course is an analysis of young adult literature, writing development, and literacy assessment. It also includes an examination of how literacy standards, objectives, and assessments can be aligned and addressed through text genres and writing processes.
Prerequisite(s): EDUC 336 or SEDU 336 and must have passed Teacher Education Program Checkpoint I, or with instructor permission for endorsements.
Grading Method: Student option.
Learning Outcomes:
1.To better understand facts and affective information regarding dyslexia in order to build knowledge, confidence in instruction, and empathy.2.To demonstrate an understanding of the definition, signs and symptoms, current research, neurology and heredity factors, best practices for interventions, classroom accommodations, and assistive technology related to dyslexia.3.Students will understand the course expectations, policies and procedures as explained in the course syllabus4.Students will consider the content area teacher’s role in building student literacy5.Define “Text Complexity”6.Identify the three components of Text Complexity7.Explain the concepts of readability and Lexiles8.Identify the habits of good readers before, during, and after reading9.Define the phrase “research based best practice”10.Define the phrase “reading instructional strategy”11.Identify a variety of reading instructional strategies to offer student support BEFORE Reading12.Demonstrate content area application of one strategy from this Category13.Define and differentiate between the 4 types of vocabulary encountered in content area texts14.Identify samples of each vocabulary type from selected content area readings15.Understand the components of a comprehensive vocabulary plan16.Explain the essential importance of supporting students understanding of content area textbook design17.Identify a variety of instructional practices to support textbook reading comprehension18.Articulate how to make the classroom a place where students trust the teacher and believe it’s safe to take risks19.Share ideas for how to organize learning so that students work together to help one another20.Identify ways to provide students with choices and opportunities to take responsibility in the classroom21.Formulate ideas for helping students connect learning with their lives and the larger issues around them22.All 15 hours for the field experience should be fulfilled as well as BOTH the Reading and Vocabulary Lesson plans should have been taught23.Correctly Determine Quantitative Measures of Readability
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