EDLC 515 Learning to Read: Theory and Practice

The candidate will explore the principles of The Science of Reading and its impact on literacy instruction. This will include an emphasis on language development, phonemic awareness, phonological awareness, phonics, fluency, vocabulary, and comprehension. The candidate will develop an overall understanding of the literacy development process through evaluation of current reading research. This understanding will promote the candidate to make informed decisions regarding literacy curricula and instructional strategies. 

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After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

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 400-500 words, demonstrate course-related knowledge, and include at least 3 scholarly citations in current APA format. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be 150–250 words. (CLO: A, B, C, E)

Based on the review of research, the candidate will create a teaching activity that integrates oral language and comprehension of informational text for two grade bands. These teaching activities will be rooted in research. The candidate will complete the Article Application Template according to the assignment instructions. The final portion must include one in-text citation from the course textbook and one in-text citation from the assigned article in 1-2 paragraphs describing the benefits of integrating language development and literacy instruction in teaching. (CLO: A, B)

This assignment will allow the candidate to explore and contrast the literacy components of Phonemic Awareness and Phonological Awareness. The candidate will use the provided template to link phonological and phonemic awareness to supports, resources, strategies, and assessments for classroom instruction and evaluation. In the first part of the template, the candidate will explore online resources and strategies for supporting classroom instruction of these reading elements and include thorough descriptions of each element with 1-2 paragraphs explaining teacher supports. The candidate will provide 5 websites regarding phonological and phonemic awareness and the strategies the websites discuss. The candidate will then select and analyze at least 3 of the chosen strategies and write a 1-2 sentence rationale for each strategy. In part two, the candidate will create a mini-lesson using one of the three strategies he/she selected. For three of the template sections, the candidate must provide at least 1-3 sentences. The assignment must include in-text citations and references of the course textbook and selected websites in current APA format. (CLO: A, C)

The candidate will identify and provide rationales for two center activities for the various stages of phonics. 3-5 characteristics must be identified for each stage along with a 3-5 sentence description and direct link to each center activity selected, except for one activity noted in the template. (CLO: C, D)

The candidate will review an article related to vocabulary. Based on the content from the article and the text, the candidate will create a PowerPoint outlining the foundational principles of vocabulary instruction. he candidate will choose 3 topics from the provided list and create 3-5 slides for each topic, with a total of 9-15 slides. Both the textbook and the article should be cited in-text and referenced on a Reference slide in APA formatting. (CLO: A, C, E)

Candidates will complete a webquest to identify, describe, and evaluate how curricula based on the science of reading integrate the literacy elements studied. Using the provided template, the candidate will explore, evaluate, analyze, and answer prompts for 3 literacy units. The candidate will then choose one of these units to further evaluate by listing 2 strengths and 1 area of improvement, and the candidate will write a conclusion in 5-7 sentences summarizing what he/she learned from this assignment. Finally, the candidate will compose a 1-page letter to a principal/superintendent outlining his/her program recommendation with a rationale. The recommendation should connect to the guidelines of the textbook and current research. References must be provided in current APA format. (CLO: A, C)

The candidate will select 1 of the 2 student scenarios and must describe instructional strategies appropriate for each student in the areas of decoding, fluency, vocabulary, comprehension, and writing. The candidate must describe the instructional approach and give the rationale for how that strategy is based on research to support student mastery of the reading element while integrating a biblical worldview and its connection to literacy instruction in the explanation. Each rationale must be supported with an in-text citation and a full list of references in APA format must be provided on the last page of the assignment. Finally, the candidate will select one instructional strategy for one element from the first part of the assignment and write a complete
lesson plan for teaching that strategy, including either a working link or screenshots of the
teaching materials. (CLO: A, C, E)

The candidate will complete a template to describe supports for struggling students related to decoding, fluency, vocabulary, comprehension, and writing. The candidate will integrate supporting diverse students with a biblical worldview. In the provided template, the candidate will outline the individual supports he/she would provide for students needing intervention. Then, the candidate will outline a small group intervention strategy for 2 of the 5 reading elements and provide a rationale for each strategy. Each rationale should highlight a connection to literacy research while integrating a biblical worldview. At least 1 in-text citation must be used to support the rationale and the final page of the assignment should be a complete list of references in current APA format. (CLO: A, C, E)

Each quiz will cover the Learn material for the assigned module: week. Each quiz will be open-book/open-notes, contain 5-10 questions (multiple-choice, true/false, matching, etc.), allow 1 attempt, and have a 1-hour time limit. (CLO: A, B, C, D)