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ED 417. Instructional Methods in Emerging Literacy K-4

Credits: 4
Department: Teacher Development
Description: Theories of literacy development, instructional methodologies, and assessment tools which creates a literacy curriculum that addresses the needs of diverse learners in the primary grades. Permission required.
Corequisites: ED 418, ED 419
Semester Offered:
  • Fall
  • Spring
Grading Method: ABCDF

Student Learning Outcomes

1. Compare and contrast formative and summative literacy assessments.
2. Administer and interpret developmentally appropriate assessments in the early grades, including running records, oral reading fluency rate, high frequency words, stages of writing, and spelling, to improve literacy development.
3. Demonstrate the ability to evaluate a variety of literacy assessments to use for whole group and small group lesson planning.
4. Distinguish when it is necessary to scaffold children+s reading and writing using a balanced approach to instruction in the early grades.
5. Support emergent, beginning, and fluent readers and writers by incorporating phonemic awareness and phonics instruction into a balanced reading program.
6. Differentiate instruction by grouping students, choosing appropriate texts and teaching reading strategies to meet the various needs of students.
7. Expand children+s ability to become strategic readers using comprehension skills.
8. Teach and build upon children+s word knowledge and prior experiences.
9. Distinguish the difference between the writing process and the stages of writing, as well as creating meaningful writing lessons within the curricular scope and sequence.
10. Evaluate and extrapolate daily work, observation, and assessment information to analyze problem areas for struggling readers and determine appropriate interventions.

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