TED 695 - Reading and Language Arts: Practicum

Units: 1
Working with students who have a variety of literacy needs. Emphasis on understanding the reading and writing processes; the effect of teacher’s theoretical orientation to literacy assessment, instruction, choice of materials; implementing appropriate instruction to a student with reading difficulties

Prerequisites: Admission to M.S. in Reading and Literacy; TED 663.
Co-requisites: TED 664
Possible Instructional Methods: On-ground, or Hybrid, or Online-Asynchronous.
Grading: A-F grading only.
Student Learning Outcomes - Upon successful completion of this course students will be able to:

1. Integrate research and practice, and apply appropriate assessment, instruction, and differentiation in the field, planning, implementing, and monitoring formal literacy instruction that is sequential, linguistically logical, systematic, explicit, differentiated, and based on ongoing formal and informal assessments of individual students’ progress that assures that the full range of learners develop proficiency as quickly and effectively as possible. (RLAA 3, 5)

2. Describe and maintain high expectations for students who are ethnically, linguistically, and socioeconomically different from the candidate; modify the literacy curriculum to address the specific needs of diverse groups of students, including but not limited to struggling students, English learners, gifted and talented students, and students with special needs. (RLAA 2, 4, 5)

3. Successfully plan and implement a supervised field experience in a balanced literacy environment, including the selection and use instructional materials, technology, routines, and strategies that are appropriately aligned with students’ assessed language and literacy needs. (RLAA 3, 4, 4, 4)

4. As part of the supervised field experience, describe and apply all elements of the curriculum: interpret results of classroom assessments, including formative, on-going and summative; perform additional assessments as appropriate; implement instructional strategies based on results of the assessment; and monitor and evaluate student progress. (RLAA 3, 4)