TED 660 - Reading and Language Arts: The Literacy Continuum

Units: 3
Focus on critical areas of how students learn to read, evidence- / brain-based research supporting literacy instruction for all. Literacy foundations, incorporating assessment / best practices supporting literacy development in students with diverse backgrounds / abilities. Course may be taught bilingually.

Prerequisites:

Admission to the Master of Science in Reading & Literacy Program or the Reading and Literacy Added Authorization Program
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: A-F grading only.
Course Typically Offered: Fall & Spring

Student Learning Outcomes - Upon successful completion of this course students will be able to:
A. Institutional Learning Outcomes:
1. Thinking and Reasoning
2. Communication

B. Program Learning Outcomes
1. CTC Reading and Literacy Added Authorization
Standard 5: Planning Organizing, and Providing Literacy Instruction
2. M.S. Reading and Literacy
1. Demonstrate a thorough understanding of theory and research on an effective culture of literacy for diverse prekindergarten through high school students, their families, and communities
2. Demonstrate knowledge of research-based instructional practices in each component of literacy and the ability to assess, instruct, and provide intervention for each component of literacy instruction, including phonemic awareness, phonics, fluency, oral language development, reading and listening comprehension, and vocabulary development, and writing.

C. Student Learning Outcomes
Through course readings, discussions, assignments, and activities, candidates will demonstrate the ability to:
1. Analyze the science of reading, theories, and strategies in becoming an efficient and effective reading teacher;
2.   Evaluate the five key concepts at the core of every effective reading instruction program: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension;
3.   Analyze assessment results in the five key concepts of effective reading instruction;
4.   Identify strengths and weaknesses when analyzing student assessment data;
5.   Synthesize assessment data and develop learning strategies to promote reading progress in diverse learners;
6.   Analyze the California Dyslexia Guidelines;
7.   Develop language objectives that support the diverse learners in the classroom;
8.   Analyze digital literacy and digital citizenship and develop strategies to incorporate 21st century skills for diverse learners.