EDUC 302 Instructional Practices for Reading Teachers

The skills of reading and writing display God’s image in humanity. Because reading is central to learning and communication, it is imperative that a teacher develops his/her ability to teach students to read well.

Textbook readings and lecture presentations/notes

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Course Requirements Checklist

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

Discussions (2)

Discussions are collaborative learning experiences, and the purpose of Discussions is to generate interaction among the candidates in regards to relevant, current course topics. For each prompt, the candidate is required to create one thread of at least 250 words. Each thread must include at least two citations. The candidate will then submit replies of at least 100 words each to the threads of at least two classmates. This assignment must be in current APA format. (CLO: A, B, C, D, E, F) 

Vocabulary Lesson Assignment

The candidate will choose a book on a self-determined grade level and pick out 7 tier II vocabulary words from that book. He/she will create a PowerPoint presentation. In order to teach the meaning of each word, the candidate will include student-friendly definitions, pictures, sentences, synonyms/antonyms, examples/not examples, and facts/characteristics about each selected word. (CLO: B, D, F) 

PAST Assignment

The candidate will complete a PAST assessment to determine the student’s phonological awareness level.  Knowing a student’s phonological awareness level helps predict future reading ability and can enhance instruction at an earlier age. (CLO: A, B, C, F) 

DIBELS Assignment

The candidate will watch recordings of a student reading a passage and answering questions. The candidate will complete a provided template and mark all oral reading fluency errors and Maze responses. (CLO: B, E) 

Activities to Teach Phonics and Fluency Assignment

This assignment allows the teacher to dive deep into the understanding of different activities to help teach phonics and fluency. The teacher candidate will be given a multitude of activities to determine the best phonics and fluency approaches to use to help his/her students. The candidate will submit a 250-word document alongside the files of the two activities selected. (CLO: B, C, D, E, F)  

Directed Reading-Thinking Activity Assignment

This assignment teaches a strategy that enables the candidate to provide students with instructional support before, during, and after reading. It will help the candidate to take an active role in preparing children to read the text by pre-teaching important vocabulary, eliciting prior knowledge, explaining how to use a specific reading skill, and providing a purpose for reading. After completing an activity with children, the candidate will be required to complete a checklist and write at least a 250-word summary of the session and at least a 250-word reflection. (CLO: B, C, F)

Comprehension Assignment

The candidate will respond to questions posed in regards to a case study prompt in at least a 250-word document in current APA format with at least two in-text citations. (CLO: B, C, D, E, F) 

Final Paper Assignment

The Final Paper will require the candidate to respond to two essay questions based on the information learned in the textbook. Each response must include the question and be at least 350 words. The candidate must use the textbook and notes for assistance. (CLO: A, B, C, E) 

Quizzes (8)

Each quiz will cover the textbook material for the assigned module. Each quiz will be open-book/open-notes and contain multiple-choice questions. There is no time limit. (CLO: A, B, C, D, E, F)