Literacy Education - 课程

本课程介绍了语言和读写能力习得理论和模型的历史概况，这些理论和模型塑造了当前的读写能力教学. 例如, students will study literacy through constructivist, 发展, 社会文化, and cognitive lenses. 将重点放在理论与实践联系起来，介绍以证据为基础的方法来教授所有年级的扫盲. 学生将被要求阅读并综合关键研究来定义读写能力，并理解读写基础，包括阅读教学的基本组成部分.

本课程为学生提供了发展知识和理解写作指导理论框架的机会, aspects of 写作 development and foundational 写作 skills, the 写作 process and evidence-based practices of how to teach 写作. 这门课程的指导原则是，作为作家的教师要有信心和理解，才能成为更好的写作和写作教师, 因此, can effectively teach 写作. 学生将被要求参加写作工作坊，讨论和发现自己的写作过程. 除了, 学生将与5-12年级的学生一起参加实习，将学习和最佳实践应用于教学，这将有助于培养成为更好的作家的信心和技能.

在这门课程中，学生将研究基于研究的评估读写能力的工具. Students will explore and evaluate a variety of tools to assess oral reading, 印刷的概念, phonological awareness, 音素意识, letter-sound correspondences, 看字读音, spelling development, 流利, 词汇表, 理解, 动机, 感兴趣, 和写作. 学生将被要求准备一份案例研究报告，解释和综合收集的评估数据，并提供有关K-12学生的优势和成长领域的指导意义.

本课程将以学生的评估知识为基础，培养学生的能力，为K-2年级有阅读和/或写作困难的学生提供评估驱动的识字教学. It will focus on evidence-based, code-emphasis intervention. 除了, course topics will include utilizing informal and formal assessments, analysis of assessment data, choosing texts with and for students that align with the students’ skills, 利益, 需要, and cultural and linguistic backgrounds. Students will prepare lesson plans that connect explicit, code-emphasis, instruction and reading 和写作 for authentic purposes. Students are expected to fulfill about 15 hours of their literacy practicum requirements.

在本课程中, 学生将借鉴和建立在他们现有的知识，识字理论和研究. 进一步, 他们将探索方法和材料，以支持所有读者在读写能力的基本领域:口语, 音素意识, 看字读音, 词汇表, 流利, 和理解. 学生将使用基于证据的教学方法为所有年级的整个小组和小组教学撰写教案. 在计划中, students will consider the strengths and 需要 of diverse learners, particularly those who may experience reading difficulties. Students will also participate in professional development to shape their instruction.

本课程的重点是通过不同阶段、不同残疾和非残疾条件下与语言发展相关的认知发展. 参与者将回顾当前关于儿童语言发展和习得的理论，以建立语言及其发展如何受到影响以及如何影响学术和社会发展的背景. Topics will include processing, 存储, and retrieval of symbolic information, 以及在最广泛的学习者中诊断和纠正元语言困难的评估措施, including those with mild, 温和的, severe or multiple disabilities.

在本课程中, students will explore a wide range of children’s and adolescent literature, including multimodal texts. Students will participate in literature circles, critique and evaluate texts, and learn how to select quality texts for K-12 students, 同时考虑如何设计识字教学，使其与文化相关，并对历史作出反应. Students will further this learning by studying concepts like #ownvoices, 残疾歧视, 第三个空间, and considering how social constructs, 比如种族, 性别, 残疾是学生身份和创造包容性学习环境的核心, particularly as it relates to text selection and literacy instruction.

This course presents evidence-based practices that can be applied to reading, 写作, listening and speaking across disciplines. Topics will include evaluating a text for complexity, preparing students to read rigorous texts, understanding the role of academic language and supporting 词汇表 development, 理解跨学科的探究和项目学习，并评估学生的学习. Students will develop a repertoire of discipline specific, evidence-based teaching practices that support students as they read, 写, listen and speak to learn, as well as supporting mastery of Next Generation Learning Standards.

本课程为未来的扫盲专家在他们的学校建筑中成为扫盲领导者做好准备. 除了 to working with students, literacy specialists are increasingly working as an instructional coach or teacher leader, working with other teachers to improve their practice. 在本课程中, students will learn how to engage in instructional coaching, including working through a coaching cycle with colleagues; modeling evidence-based instructional strategies; engaging in data-driven dialogue to collaboratively analyze student data and create instructional/intervention plans; and planning a variety of professional development opportunities for colleagues.

学生将参加一个有监督的实习，在那里他们将为3-8年级的个人和小组学生教授评估驱动的教学. As part of this culminating experience, students are expected to synthesize their understanding of re搜索, 理论, and practice from across their studies. 他们将通过基于证据的干预和全面的扫盲教学方法，支持和监测学生的优势和成长领域. 他们还将参与与同行和经验丰富的同事的周期性协作指导.