Foundation & Theories of Literacy Instruction – EDRS 659
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 12/12/2022
A study of the major theories, models, and components of literacy. Foundational knowledge will be utilized to design effective literacy instruction. Field experience is required.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog.
The course provides critical knowledge of the theoretical and historical foundations of literacy. An understanding of how to use theory and research to plan effective literacy instruction is essential for reading specialists and specialists in curriculum and instruction. The course is aligned with the International Literacy Association (ILA) standards for literacy professionals.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview. (CLO: G)
Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 400 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 150 words. (CLO: A, C, D, G, H)
Literacy Life Map Project
The candidate will design a PowerPoint presentation with minimum of 20 slides. The PowerPoint presentation has 2 parts. In Part 1, the candidate will use words and pictures to describe his/her literacy development from a child to an adult. In Part 2, the candidate will articulate a personal philosophy of literacy by identifying key beliefs about literacy and supporting each belief with at least 2 references. (CLO: A, H)
Components of Literacy Projects (2)
The candidate will complete 2 Components of Literacy Projects. For the first project, the candidate will read the Temple textbook chapters related to the following components of literacy: phonics/word recognition, fluency, and vocabulary. The candidate will then complete a project for each literacy component. The candidate will write a summary of the chapter (300 words), summarize 1 instructional video related to the component (200 words), and locate and describe 3 websites with instructional strategies related to the component (100 words each). The candidate will write a reflection explaining what he/she learned about the literacy component (250 words). The candidate will do this for all 3 literacy components. For the second project, the candidate will read the Temple textbook chapters related to the following components of literacy: comprehension, spelling, and writing. The candidate will then complete a project for each literacy component. The candidate will create a concept map/outline of the chapter (7 main points), locate and summarize 1 scholarly journal article related to the component (300 words), and critique 1 instructional video related to the component (200 words). The candidate will write a reflection explaining what he/she learned about the literacy component (250 words). The candidate will do this for all 3 literacy components. (CLO: A, B, C, D, F, H)
Lesson Plans (2)
The candidate will write 2 model lesson plans using the district lesson plan template. The first Lesson Plan is a small group/individual lesson on phonics/phonemic awareness. The second Lesson Plan is a whole group lesson plan on comprehension. The candidate will write a rationale (250 words) for the model lesson plan by answering question prompts and citing scholarly references (minimum 2 sources). The candidate will teach the small group/individual lesson plan. (CLO: A, B, C, E, F)
Remediating RSW Essay
The candidate will respond in writing to several prompts related to the Learn material on remediation in reading, spelling, and writing for struggling students (400 words). The paper must be written in current APA format and include at least 2 references. (CLO: A, C, E, G)
Professional Development Presentation and Reflection
The candidate will have an opportunity to provide training and demonstration for a novice teacher. The reflection component will help the candidate to reflect on presentation skills and improve as an instructional leader. (CLO: E)
Each quiz will cover the phonics study material for the assigned Modules: Weeks and any previous Modules: Weeks. Each quiz will be open-book/open-notes, contain 20 multiple-choice questions, and have a 40-minute time limit. (CLO: C)
The exam will cover the Learn material from the course textbook. The final exam will be open-book/open-notes, contain 50 multiple-choice questions, and have a 1-hour and 40-minute time limit. A study guide with suggested terms to review from the textbook will be provided. (CLO: A, C, D)