EDLC 632 Literacy and Language Instruction

The candidate will develop an understanding of instructional practices of English Language Arts and writing that align with the Science of Reading theory. The candidate will be able to apply concepts of writing instruction to best support students with reading, writing, speaking, listening, and viewing in a K-8 classroom. Teacher education candidates will also address the specific differentiated literacy needs of struggling readers, English language learners, and those who speak language varieties other than English.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.

The candidate will focus on supporting a range of learners (English language learners and students who speak language varieties other than mainstream English) with instructional approaches teaching strategies in literacy, differentiated instruction, and literacy assessment.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

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

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate will participate in 2 Discussions throughout the course. The purpose of the Discussions is to generate interaction among each candidate regarding relevant and current course topics. The topic of the Discussions are: 1) What Teachers Should Know About Reading Instruction and 2) The Science of Reading. For each Discussion, the candidate is required to submit 1 thread of 450–500 words. The thread must include 1 scholarly source and 1 relevant Bible verse. The candidate must submit 2 replies of 150-200 words each. Each reply must incorporate citations and references to at least 1 scholarly source. Sources cited in Discussions must be formatted in the current APA format. (CLO: A, B)

Transcription Intervention Plan Assignment

The candidate will design an original intervention plan focused on transcription skills (e.g., handwriting, spelling, or keyboarding) for a grade between K-8. The plan must be informed by Chapter 3 of the course textbook, supported by 1 scholarly article (published within the last 5 years), and incorporate the ethical use of Copilot as an AI tool to generate ideas. The candidate will submit the intervention plan as a Microsoft Word document, along with an AI Use Log. While AI may assist in planning, the final product must reflect the candidate’s original work. (CLO: A, B, D, E)

Pre-edTPA Practice Task 2 Assignment

Each candidate will complete the Pre-edTPA Practice Task 2 Assignment. As part of the licensure process, the candidate will be required to complete Practice Task 2 for the candidate’s particular licensure area. The candidate will review a video submission based on the candidate’s level and content area and then complete and upload the required template. The candidate’s commentary should be at least 4 single-spaced pages, including prompts, and must not exceed 6 pages. [SPE commentary should be 5-8 pages] (CLO: A, C, E)

Interactive Activity Plan Assignment

The candidate will design an original, interactive classroom activity for a PreK–8 grade level that integrates writing, reading, vocabulary, and 1 additional subject area (e.g., science, math, social studies, or the arts). The purpose of this activity is to create a meaningful, engaging, and developmentally appropriate learning experience that connects literacy with content learning in a motivating way. As part of the planning process, candidates are required to ethically use Copilot as an AI tool to generate ideas to support their creative thinking. All AI use must be clearly documented and ethically applied in the form of an AI Use Log. The plan must be supported by at least 2 scholarly or peer-reviewed articles (published within the last 5 years) and a reference to the Bible. The candidate will submit the activity plan in a Microsoft Word document, with the exception of the product. The final product must reflect the candidate’s own critical thinking, planning, and instructional design. (CLO: A, B, E)

Writing Assignment Guide (WAG) Assignments (3)

The candidate will design a unit plan for a PreK-8 classroom. The candidate must use guidance from the Sedita textbook for each of the 3 different Writing Assignment Guide (WAG) Assignments that focus on: the writing routine, using text structure, and using a text source. There is a unit plan template for each assignment. The assignment must include a references page in APA format. (CLO: A, B, C, D)

Writing Framework Video Presentation Assignment

The candidate will use evidence-based practices applicable to the 5 strands of the Writing Rope from the Sedita textbook, current journal articles, and other resources related to the selected strand to design a media presentation using PowerPoint. The video presentation will consist of an introductory slide, 4-5 minutes of relevant content, and 2 scholarly research articles (published within the past 5 years) in current APA format. (CLO: A, C, E)

Evaluating Writing Instruction Assignment

The candidate will reflect on what he/she has learned throughout the course and demonstrate his/her learning of the Sedita textbook. The candidate will demonstrate his/her learning by evaluating effective writing instruction strategies for each of the 5 Writing Rope Strands in a K-8 classroom: critical thinking, syntax, text structure, writing craft, and transcription. Throughout the assignment, other areas of language arts will be embedded. The candidate will integrate the 5 strands into writing tasks, a lesson plan, visual representations, syntactic awareness, and a mini-lesson. The candidate will complete the assignment using the Evaluating Writing Instruction Template and include both types of sources used in the development of the lesson materials and resources and research that supports the instructional design. At least 1 research-based source should be included. (CLO: A, B, C, D)

Quizzes (4)

Each quiz will cover the textbook material for the assigned Modules: Weeks. Each quiz will be open-book, contain 10 multiple-choice and multiple-answer questions, and have a one-hour time limit. The candidate may take each Chapter Quiz up to 3 times. The highest scoring attempt will count. (CLO: A, B, C, D, E)