Foundations and Theories of Literacy Instruction – EDUC 659

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 07/28/2020

Course Description

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.

Prerequisite

EDUC 701 or Background Check Clearance with a score of 5 or Background Clear International with a score of 5 or Background Clear Out of State with a score of 5 or Background Clear Virginia with a score of 5

Rationale

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.

Measurable Learning Outcomes

Upon successful completion of this course, the student will be able to:

    1. Demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy. (ILA Standard 1)
    2. Use foundational knowledge to design literacy instruction for all learners, including those who struggle with reading, spelling, and writing. (ILA Standard 2; VA HB#1265)
    3. Demonstrate mastery of explicit, systematic, and sequential phonics and word analysis. (VA HB #1265)
    4. Identify the key components of a comprehensive approach to literacy. (ILA Standard 1, 2)
    5. Plan, teach, and evaluate literacy approaches at the whole group and small group/individual level. (ILA Standard 2, 6)
    6. Explore the use of digital literacy to enhance literacy instruction. (ILA Standard 5)
    7. Demonstrate professional and Christ-like dispositions throughout the course.
    8. Articulate personal beliefs about literacy and literacy instruction. (ILA Standard 4)

Course Assignment

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 Module/Week 1. (MLO: G)

Discussion Board Forums (2)

Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. 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. (MLO: A, C, D, G, H)

Plan for Field Visits

The candidate will complete the template describing his/her plan for the Field Visits. The candidate will identify the location for observing whole group instruction, the location for observing small group/individual instruction, and the location for teaching a literacy lesson. (MLO: E)

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. (MLO: 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. (MLO: A, B, C, D, F, H)

Observation Reflection Paper

The candidate will write a summary of the field observations (400 words). The candidate will write a critique of the observations citing at least 4 references (500 words). The paper will include a title page, introduction, summary, critique, conclusion, reference list, and appendix with time chart. The paper will use APA format. (MLO: B, D, E)

Lesson Plans (2)

The candidate will write 2 model lesson plans using the district lesson plan template. Lesson Plan #1 is a small group/individual lesson on phonics/phonemic awareness. Lesson Plan #2 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. (MLO: A, B, C, E, F)

Remediating R/S/W Essay

The candidate will respond in writing to several prompts related to the module/week readings and videos 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. (MLO: A, C, E, G)

Lesson Video & Reflection

The candidate will teach the small group/individual lesson plan to one or more students as a model lesson. The candidate will video record the lesson as it is taught. The candidate will submit a video of the lesson. The candidate will write a brief summary of the lesson (100 words) and an in-depth reflection identifying the strengths and limitations of the model lesson (300 words). (MLO: E)

Phonics Quizzes (5)

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. (MLO: C)

Final Exam

The exam will cover the Reading & Study 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. (MLO: A, C, D)

Effective Literacy Instruction Project

As the final culminating project, candidates will submit the following course assignments together in one document to be evaluated using the ILA Standards: Observation Reflection Paper, Lesson Plan #1, Lesson Plan #2, and Lesson Video & Reflection. All candidates will submit the assignment in Blackboard and in LiveText. LiveText Submission Exception: Please review the LiveText statement in the Course Resources section to determine if you are required to submit this assignment in LiveText (MLO: B, D, E)