扫盲教育-课程

This course presents a historical overview of language and literacy acquisition theories and models that have shaped current literacy instruction. 例如, 学生将通过建构主义学习识字, 发展, 社会文化, 认知透镜. There will be a focus on connecting 理论 to practice with an introduction to evidence-based approaches to teaching literacy in all grades. Students will be expected to read and synthesize key re搜索 to define literacy and to understand literacy foundations including the essential components of reading instruction.

This course provides opportunities for students to develop knowledge and understanding of the theoretical frameworks of 写作 instruction, 写作发展和基本写作技巧的各个方面, 写作过程和基于证据的写作教学实践. A guiding principle of this course is teachers who are 写rs have the confidence and understanding to be better teachers of 写作 and, 因此, 能有效地教授写作. Students will be expected to participate in 写作 workshops to discuss and discover their own 写作 process. 除了, students will participate in a practicum working with students in grades 5-12 to apply learning and best practices to instruction that will help foster the confidence and skills to become better 写rs.

在本课程中 students will investigate re搜索-based tools available to assess literacy. 学生将探索和评估各种工具来评估口语阅读, 印刷的概念, 语音意识, 音素意识, letter-sound通讯, 看字读音, 拼写发展, 流利, 词汇表, 理解, 动机, 感兴趣, 和写作. Students will be expected to prepare a case study report that interprets and synthesizes assessment data collected as well as provides implications for instruction regarding a K-12 student’s strengths and areas of growth.

This course will build on students’ knowledge of assessment and develop their ability to provide assessment driven literacy instruction suitable for students that experience reading and/or 写作 difficulties in grades K-2. 它将侧重于循证、强调代码的干预. 除了, 课程主题将包括利用非正式和正式的评估, 评估数据分析, 为学生选择与学生技能相一致的文本, 利益, 需要, 以及文化和语言背景. 学生将准备明确的课程计划, code-emphasis, 教学，阅读和写作的真实目的. 学生需要完成大约15个小时的识字实习要求.

在本课程中, students will draw on and build on their existing knowledge of literacy 理论 and re搜索. 进一步, they will explore methods and materials used to support all readers in the essential areas of literacy: oral language, 音素意识, 看字读音, 词汇表, 流利, 和理解. Students will 写 lesson plans using evidence-based instructional approaches for whole group and small group teaching in all grades. 在计划中, 学生将考虑不同学习者的优势和需求, 尤其是那些可能有阅读困难的人. 学生还将参与专业发展，以塑造他们的教学.

This course focuses upon the cognitive development associated with language development through multiple stages and across various disabilities and non-disabling conditions. Participants will review current theories on language development and acquisition in children to establish a background in how language and its development are impacted and impact academic and social development. 主题将包括处理, 存储, 以及符号信息的检索, and assessment measures for diagnosis and remediation of metalinguistic difficulties across the broadest range of learners, 包括那些轻度, 温和的, 严重或多重残疾.

在本课程中, 学生将探索广泛的儿童和青少年文学, 包括多模态文本. 学生将参加文学圈, 评论和评价文本, 并学习如何为K-12学生选择高质量的文本, all while considering how to design literacy instruction to be culturally relevant and historically responsive. 学生们将通过学习#ownvoices这样的概念来进一步学习, 残疾歧视, 第三个空间, 考虑到社会结构, 比如种族, 性别, and disability as central to students’ identities and creating inclusive learning environments, 特别是当它涉及到文本选择和识字教学.

本课程介绍了可应用于阅读的循证实践, 写作, 跨学科的听说能力. 主题将包括评估文本的复杂性, 培养学生阅读严谨文本的能力, 理解学术语言的作用，支持词汇的发展, understanding inquiry and project based learning across disciplines and assessing student learning. 学生将发展一门特定学科的曲目, 支持学生阅读的循证教学实践, 写, 听和说来学习, 以及支持下一代学习标准的掌握.

This course prepares future literacy specialists to be a literacy leader in their school building. 除了和学生一起工作, 扫盲专家越来越多地担任教学教练或教师领导, 与其他老师一起改进他们的练习. 在本课程中, 学生将学习如何从事教学辅导, including working through a coaching cycle with colleagues; modeling evidence-based instructional strategies; engaging in data-driven dialogue to collaboratively analyze student data and create instructional/intervention plans; and planning a variety of professional development opportunities for colleagues.

Students will engage in a supervised practicum where they will teach assessment driven instruction to individual and small groups of students in grades 3-8. 作为这一终极体验的一部分, 学生应该综合他们对研究的理解, 理论, 并从他们的学习中进行练习. They will support and monitor students’ strengths and areas of growth through evidence-based intervention and a comprehensive approach to teaching literacy. They will also participate in cyclical collaborative coaching with peers and experienced colleagues.