Instructional Methods in Emerging Literacy K-4
General
Prefix
ED
Course Number
417
Course Level
Undergraduate
Department/Unit(s)
College/School
College of Education and Learning Design
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.
Prerequisites
Credits
Min
4
Max
4
Repeatable
No
Goals and Diversity
MN Goal Course
No
Cultural Diversity
No
Learning Outcomes
Outcome
Compare and contrast formative and summative literacy assessments.
Outcome
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.
Outcome
Demonstrate the ability to evaluate a variety of literacy assessments to use for whole group and small group lesson planning.
Outcome
Distinguish when it is necessary to scaffold children¿s reading and writing using a balanced approach to instruction in the early grades.
Outcome
Support emergent, beginning, and fluent readers and writers by incorporating phonemic awareness and phonics instruction into a balanced reading program.
Outcome
Differentiate instruction by grouping students, choosing appropriate texts and teaching reading strategies to meet the various needs of students.
Outcome
Expand children¿s ability to become strategic readers using comprehension skills.
Outcome
Teach and build upon children¿s word knowledge and prior experiences.
Outcome
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.
Outcome
Evaluate and extrapolate daily work, observation, and assessment information to analyze problem areas for struggling readers and determine appropriate interventions.
Dependencies
Programs
ED417
is a
completion requirement
for: