Reading and Language Acquisition – EDUC 554
CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020
This course is designed to impart a thorough understanding of the complex nature of language acquisition and the reading process. Emphasis will be placed on language acquisition, foundations of reading and writing, and the development of language use within and across different social and cultural contexts and developmentally appropriate levels.
(Background Clear Out of State with a score of 5 or Background Clear International with a score of 5 or Background Clear Virginia with a score of 5 or Background Check Clearance with a score of 5) and Education Gate 2 with a score of 5
Candidates will explore the diverse experiences and the impact of those experiences on literacy learning. A vast knowledge of literacy development (phonemic and phonological awareness, concept of print, phonics, fluency, vocabulary development, and comprehension), writing skills and spelling, teaching strategies, and appropriate assessment techniques for 21 century learners is needed for classroom teachers today.
Measurable Learning Outcomes
Upon successful completion of this course, the student will be able to:
- Interpret and summarize instructional strategies and theories that address needs of all learners in the areas of language acquisition and development of linguistic competence.
- Implement instructional practices to address the identified reading and writing needs of all learners (phonemic and phonological awareness, concept of print, phonics, fluency, vocabulary development, comprehension, writing skills and spelling).
- Identify a literacy curriculum that positively impacts children’s knowledge, belief and engagement, including speakers of other languages and dialects.
- Evaluate the use of formal and informal literacy assessments, diagnostic assessment, and progress monitoring.
- Demonstrate knowledge of dyslexia, reading/writing difficulties, and other specific learning disabilities.
- Describe evidence-based practices to effectively differentiate literacy instruction and assessment.
- Plan, implement, and reflect on evidence-based, culturally responsive assessment and instruction support children’s achievement of the Virginia Standards of Learning in English and Virginia’s Foundation Blocks for Early Learning: Comprehensive Standards for Four-Year-Olds.
Textbook readings and lecture presentations
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in Module/Week 1.
Discussion Board Forums (3)
Discussion boards are collaborative learning experiences. There will be three Discussion Board Forums throughout the course. The purpose of Discussion Board Forums is to generate interaction among the candidates in regards to relevant and current course topics. The candidate is required to submit 1 thread of 450–500 words. If the candidate chooses to use journal articles (within past five years), quotes, text references, and Bible passages to support his/her opinion, the resources must be cited using current APA format. The candidate must submit two replies of 150-200 words each. In each reply, there must be at least 2 well-developed paragraphs. The Discussion Board Forums must be done in current APA format. (MLO: B, D, G)
Lesson Plans (3)
The candidate will create 3 lesson plans that contain a reading or writing focus. Each lesson will be on a separate topic: reading skills, writing skills, and literature. The candidate must use the edTPA approved Lesson Plan Template to submit this assignment. All instructional materials will be attached to the template. For each lesson plan submission, a new template is used. (MLO: A, C, F, G)
Early Literacy Foundation Blocks
The candidate will review the foundation blocks (literacy section only) from Virginia’s Foundation Blocks for Early Literacy document: http://www.doe.virginia.gov/early-childhood/curriculum/foundation-blocks.pdf. For each of the six foundation blocks for literacy (oral language, vocabulary, phonological awareness, letter recognition, print awareness and writing) the candidate will create a chart to include the following columns: label all six blocks, describe block, identify a sample activity, and make a connection with the activities to provide a context for meaningful learning necessary for all children, but especially critical for English Language Learners or children with special needs.
Literacy Assessment Toolbox
The candidate will create an assessment toolbox for the practicum course and/or specific grade level. The toolbox will include three literacy assessments: 1) informal reading inventory, 2) diagnostic tool, and 3) progress monitoring. Each assessment tool will be supported by two research-based articles relating to the assessment tool. All articles should be current within the past five years. (MLO: A, D, G)
EdTPA Literacy Instruction Task 1
The candidate will complete Literacy Instruction Task 1 providing details in a Livetext template for the following categories: literacy context for learning information, lessons plans for the learning segment, instructional materials, literacy assessment, and literacy planning commentary. (MLO: A, B)
Differentiating Literacy Lesson Plan
Candidate will select one lesson plan written in the course and differentiate specific literacy components for a distinct student population: student with a disability (dyslexia, reading difficulty, or learning disability) or English language learner. The differentiate literacy lesson will include lesson plans component and written evaluation explaining how it supports a distinct student population. (MLO: B, E, F)
Dyslexia Training Module
The candidate will complete the dyslexia training module as required by Virginia Department of Education requirements. Passing score will be scanned into Bb and Livetext. (MLO: E)
Reading for Virginia Educators Exam Documentation
The candidate must submit registration or passing scores on the Reading for Virginia Educators Exam. Middle level education candidate must show appropriate Praxis II documentation only. (MLO: A, B, C, D, F, G)
1) Field Experience Module (FEM) or 2) Alternative Assignment Field Experience Paper
FEM must be complete in this course if indicated on the candidate’s DCP (older than 2020). If the candidate is on the new DCP then the candidate will complete the Alternative Assignment Field Experience Paper. The candidate will refer to the appropriate DCP to know where the field experience component is located.
Field Experience Module (FEM)
- Field Experience Plan
The candidate will identify the setting and method for fulfilling a minimum of 30 hours of field experience in elementary or remedial classrooms during reading instruction in FEM through LiveText.
- Field Experience Time Log
While completing the required hours, the candidate must complete the Field Experience Time Log provided in LiveText.
The candidate will have the host teacher complete this assessment and submit the Pre-CPAST in LiveText.
Alternative Assignment Field Experience Paper
Each quiz will cover the Reading & Study material for the assigned modules/weeks. Each quiz will be open-book/open-notes, contain 25 multiple-choice questions, and have a 2-hour time limit. The quizzes can be taken multiple times during the 2-hour time limit; automatically close at end of due date. (MLO: A, B, C, D, E, F, G)