National University




General Course Information for TED621B: Reading/Lang. Arts Methods

Course: TED621B - Reading/Lang. Arts Methods
Textbook: For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com

Course Prerequisite(s):
Course Description:

Multiple Subject Candidates use research-based theories and strategies to design and implement a balanced and comprehensive program of instruction in reading, writing, speaking, and listening based on state adopted Content Standards and Reading/Language Arts Framework for California Public Schools. Prepares candidates for TPAs and RICA. It is strongly recommended students take RICA examination after completion of this course.

Course Learning Outcomes:
  • Demonstrate the ability to select, administer, and interpret a variety of informal and formal oral language, reading and language arts assessment instruments for planning, organizing, managing, and differentiating classroom instruction and to communicate assessment data to students, parents, guardians, school personnel (e.g., school counselor, reading specialist). (Unit 1)
  • Demonstrate the ability to organize, plan, and manage reading instruction by ensuring timely interventions, selecting and using instructional materials to create a learning environment that promotes reading, writing, listening and speaking skills. (Unit 1) (Unit 2) (Unit 3) (Unit 4)
  • Demonstrate the ability to plan implicit, explicit, and systematic instruction for all learners in (a.) phonemic awareness and oral language development addressing listening and speaking skills; (b.) concepts about print and letter recognition addressing listening, speaking, reading and writing skills (Unit 1) (Unit 2) (Unit 3) (Unit 4)
  • Demonstrate the ability to plan explicit and systematic instruction for all learners in phonics and other word identification strategies.
  • Demonstrate the ability to plan explicit and systematic instruction for all learners in vocabulary, and fluency.
  • Demonstrate the ability to provide explicit instruction and guided independent practice in developing lifelong independent readers by engaging students in using comprehension skills and strategies that are determined by the purpose for reading different types of material and texts.
  • Demonstrate the ability to assess students' responses to a variety of literary works representing a wide range of genres and to model and explicitly teach comprehension strategies that can be used to clarify the meaning of texts.
  • Given assessment information about a variety of students, plan and implement appropriate instructional strategies to improve each student's reading, writing, speaking, and listening skills and submit into electronic portfolio as signature assignment.
Specified Program Learning Outcomes:
  • Analyze the application of educational research, evidence-based practices, and academic writing.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including students with mild/moderate disabilities and diverse learners.
  • Apply knowledge of typical and atypical development and characteristics of students with disabilities, including those specific to Moderate/Severe disabilities.
  • Apply skill in the assessment of students with disabilities, including students with Moderate/Severe disabilities.
  • Apply Teacher Performance Expectations and subject specific pedagogical competencies.
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrum disorders and diverse learners.
  • Apply the knowledge and skills in teaching reading, speaking, listening, written language and mathematics to insure access to the general education curriculum across settings, to students with mild/moderate disabilities, including students with autism spectrurm disorders and diverse learners.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills needed to teach English language learners and students from diverse backgrounds and experiences. (EDSP 10 & 3).
  • Apply the knowledge and skills needed to teach English learners and students from diverse backgrounds and experiences.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities.
  • Apply the knowledge and skills to successfully teach reading and language arts to students with disabilities. (EDSP 9).
  • Apply the use of a variety of standardized and non-standardized assessment techniques and communicate results to all stakeholders in order to make appropriate educational decisions for students with mild/moderate disabilities and diverse learners.
  • Communicate effective case management and collaborative practices with parents, professionals, and other stake holders, in order to facilitate access to the core curriculum for students with disabilities.
  • Demonstrate competence in instructional design including adaptations required to assist diverse special education learners achieve the state standards for curriculum.
  • Demonstrate knowledge of student learning styles and the needs of diverse student populations in curriculum planning.
  • Demonstrate knowledge, skills and dispositions needed to assess student learning of academic goals based on learner characteristics.
  • Demonstrate knowledge, skills and dispositions needed to connect instructional planning to learner characteristics.
  • Design and assess subject specific content and pedagogy appropriate to the age and specific needs of elementary students.
  • Develop evidence-based curriculum and instruction including the use of educational and assistive technology to provide access to the core standards for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities.
  • Engage in multiple field experiences in a broad range of service delivery options for students with disabilities. (EDSP 15)
  • Evaluate the application of educational research, evidence-based practices, and academic writing with a focus on elementary education.
  • Identify, evaluate and reflect on a broad range of service delivery options for students with mild/moderate disabilities and diverse learners through participation in multiple field experiences.
  • Integrate concepts and differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Integrate knowledge and abilities in assessing all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in being a legal, ethical, and professional educator for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in designing and using multiple methods of assessment that learners use to monitor their own growth and decision-making as well as guide the teacher is instructional planning.
  • Integrate knowledge and abilities in designing/planning learning experiences for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in engaging/supporting all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in establishing and maintaining inclusive learning environments enabling all learners to meet high standards while recognizing individual and cultural differences.
  • Integrate knowledge and abilities in establishing and maintaining learning environments that support individual and collaborative learning, and encourage positive social interaction, active engagement in learning, and self-motivation.
  • Integrate knowledge and abilities in making subject matter comprehensible for all P12 learners, including those with diverse learning needs.
  • Integrate knowledge and abilities in using a variety of instructional strategies to encourage learners to develop deep understanding of content areas and build skills to apply knowledge in meaningful ways.
  • Integrate knowledge of learners and the community context in planning instruction that supports every student in meeting rigorous learning goals of content areas.
  • Seek appropriate leadership roles and opportunities by collaborating with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and advancement in the profession.

Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.

Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.

The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations

National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:

URL: http://www.nu.edu/library.

Contact the Library:

  • RefDesk@nu.edu
  • (858) 541-7900 (direct line)
  • 1-866-NU ACCESS x7900 (toll free)

Use the Library Training Tools (on the Library Homepage) for additional help

  • Recorded class presentations
  • Tutorials & Guides (APA/MLA, Peer-Review, and more)

Plagiarism:
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Ethics:
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.

Technology:
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.

Diversity:
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.

Civility:
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:

  • Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
  • Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
  • There are to be no offensive comments, language, or gestures