40000

Learn to design, implement, and evaluate materials and instructional techniques for early through late adolescent learner. Topics include the pillars of the science of reading, assessing readability of materials across content areas. Learn to evaluate student reading skills, teaching vocabulary, comprehension and study skills, working with at risk students, and incorporating writing into curriculum.

Identify and apply the theoretical and foundational knowledge for reading, writing, listening, and speaking as set forth in the five pillars of literacy instruction supported by the science of reading research. Realize and apply current evidence-based best practices aligned to the science of reading and utilizes the principles and individual elements of structured literacy (i.e. phonology, alphabetic principle, syllable types and division, morphology, syntax, and semantics) when planning and implementing engaging literacy instruction for Pre-K and elementary students. Develop an understanding of the interrelated components of general literacy and disciplinary specific literacy processes that serve as a foundation for all learning (preK to 8th grade).

Realize appropriate and various literacy assessment strategies (phonological awareness, phonics, fluency, vocabulary, reading comprehension, listening comprehension, writing, and emergent literacy) to engage learners (preK to 12th grade) in their own growth. Develop an understanding of the impact of external factors (eg. language, culture, and socioeconomic differences) on student learning. Acquire skills to determine how to select, implement and analyze screening, diagnostic and progress monitoring data of learners’ language acquisition and literacy development for instruction. Learn to use appropriate data for accountability purposes, to identify students at risk for specific difficulties and disabilities (such as but not limited to dyslexia and dysgraphia), and to create individualized interventions.

Explores challenges of teachers in evaluating the needs of individual students in the diverse and inclusive classroom. Learn to innovative possibilities for differentiating instruction to enhance learning for all students. Realize the benefits of personalized instruction.

Course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze and apply disaggregated data to differentiate instruction as well as integrate diagnostic, formative, and summative assessments for ELLs. In addition, the course will describe the legal, historical and educational reasons for SEI. The course will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement. It will also identify the socio-cultural influences on ELLs such as Language shift, identity issues, and the role of culture in learning.

The course will examine the format and alignment of ELL Proficiency Standards to the Arizona Language Arts Academic Standards. It will also analyze the content and use of the Stanford English Language Proficiency (SELP) Assessment in guiding ELL instruction, as well as describing the legal, historical and educational reasons for SEI. The course will build upon the systemic foundation and skill development set forth in EDU 44033 and will further identify and use multiple strategies to improve student achievement by integrating: 1. comprehensible input; 2. ongoing, specific and immediate feedback; 3. grouping structures and techniques; 4. building background and vocabulary development; and 5. integrating student engagement.

Observe and work under the direction of a school-based setting. On-site mentors and university supervisors will guide this experience. A minimum of 60 hours in the field setting is required. 

Supervised application of course content in a PreK - 12 setting. Emphasis on strategies for English language learner in lesson planning, implementation and evaluation for both small and large group instruction.

Reflective Practice activities associated with preservice student teaching experiences or teacher apprenticeship culmination. Activities include reflective journals, disposition reflections and components of identifying present and future professional development needs. On-site mentors and university supervisors will guide this experience. This is a school classroom-based experience. 

Students will create and submit an electronic portfolio, selecting from a variety of strategies for development, organization, storage, and presentation. The portfolio is a collection of material that demonstrates proficiency in relation to national and state standards.

Clinical Practice activities associated with preservice student teaching experiences or teacher apprenticeship culmination. On-site mentors and university supervisors will guide this experience. Activities include, observations, feedback evaluations, planning and designing, implementing, and assessing lessons and instructional units. This is a school classroom-based experience. 

Capstone activities associated with preservice student teaching experiences or teacher apprenticeship culmination. Activities may include, but not limited to, professional development in trauma informed care, ELL instruction, dyslexia, balanced assessments, life-career balance and parent-community involvement. Final teaching worksample portfolio (action research) will be submitted in this course. Other programming gaps may be covered in this course. This is a classroom-based experience.