Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - RED6510
Tracking Number - 2030
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Current Status:
Approved, Permanent Archive - 2004-03-18
Campus:
Submission Type:
Course Change Information (for course changes only):
Comments:
Detail Information
- Date & Time Submitted: 2003-10-17
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721-000-00
- Contact Person: Roger Brindley
- Phone: (813) 9747143
- Email: brindley@tempest.coedu.usf.edu
- Prefix: RED
- Number: 6510
- Full Title: The Reading Process in the Elementary Grades
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Rdg Proccess ELE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: None
- Corequisites: None
- Course Description: Prepares students in the foundations of literacy including learning principles, teaching and assessment strategies for providing literacy instruction to emergent, novice, transitional, and accomplished readers and writers in the elementary grades.
- Please briefly explain why it is necessary and/or desirable to add this course: This course is necessary in the preparation of students expected to plan and implement literacy lessons for elementary school students. As this proposed course addresses the wide range of literacy abilities throughout the grades within the elementary sch
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? Part of the required sequence for the MAT degree in Elementary Education
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Doctoral degree in literacy education or related field.
- Objectives: The student will:
1. Demonstrate understanding of foundations of literacy including writing development and reading acquisition.
2. Demonstrate an understanding of the relationship between oral language and literacy development, comparing and contrasting first and second language learners.
3. Identify learning and theories and models of the reading process, which are recognized best practices.
4. Demonstrate the use of instructional strategies that support the acquisition of word recognition skills and reading fluency for first and second language learners.
5. Describe the relationship between instruction and assessment and identify ways to assess the literacy development of first and second language learners as emergent, novice, transitional, and expert readers in the primary classroom.
6. Demonstrate competence in organizing the primary classroom to support literacy learning for both first and second language learners.
7. Demonstrate understanding of how first language literacy affects the second language literacy development process.
- Learning Outcomes: The student will:
- Demonstrate understanding of foundations of literacy
- Understand the relationship between oral language and literacy development
-Identify learning theories and models of the reading process
-Use instructional strategies that support the acquisition of word recognition skills and reading fluency
- Describe the relationship between instruction and assessment and identify ways to assess the literacy development
- Organize the primary classroom to support literacy learning for both first and second language learners.
- Understanding how first language literacy affects the second language literacy development process.
- Major Topics: 1. The reading process from kindergarten through intermediate grades
2. Characteristics of young children (primary grades) as literacy learners
3. Oral language including the four stages of language acquisition of ESOL children.
4. Emergent writing
5. Language and literacy development including characteristics of ESOL students at different stages of second language acquisition and students with special needs.
6. Early intervention strategies for reading.
7. Use of literacy assessments, including running records.
8. Creating Reading lesson plans with modifications for LEP at various levels and ESE children
9. Beginning reading strategies for the young child
10. Word recognition strategies
11. Writing in the classroom/journals
12. Developing vocabulary with modifications for ESOL children
13. Instructional reading approaches
14. Directed reading lesson with tradebook, including modifying for ESOL students at pre-production and early production levels.
15. Designing the classroom for a positive reading environment,
16. Teacher questions including adaptations based on various LEP proficiency levels.
17. Reading comprehension from kindergarten through the intermediate grades
18. Organizing and grouping for reading instruction including special strategies for grouping ESE and LEP students
- Textbooks: 1. Combs, M. (2002). Readers and writers in primary grades. Upper Saddle River, New Jersey: Merrill-Prentice Hall.
2. Pinnell, G. & Fountas, I. (1998). Word Matters. Portsmouth, N. H.: Heinemann.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.