Language-Literacy: Foundations

Course Description

Research-based theories, methods, and strategies aligned to K-12 CA’s Common Core Standards and ELA/ELD frameworks. Principles needed to teach foundational reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, standard English learners, students with exceptionalities, and students with other learning needs.

Learning Outcomes

  • Integrate into instruction the knowledge of typical and atypical oral language development for all learners with varying levels of language differences, delays, disabilities, disorders and language proficiency.
  • Integrate into instruction the knowledge of the major components of evidence-based early and foundational literacy and language development instruction (reading, writing, speaking, listening, viewing, and observing) for all learners.
  • Analyze the foundational language and literacy development needs of all learners using information obtained through individual and/or consultation/collaboration with other educators.
  • Design instruction based on multiple forms of assessment, Learning Map Design, principles of Universal Design for Learning (UDL), and a multiple tiered system of support (MTSS) needed to address the early and foundational literacy and language developmental needs of all learners.
  • Utilize text and digitally-based resources to support the early and foundational literacy and language development of all learners, including students with expectionalities and other learning needs as well as those who have experienced poverty, interrupted schooling, long-term ELLs, chronic migration, trauma, homelessness, foster care, incarceration and/or are medically/emotionally fragile.
  • Utilize multiple teaching strategies appropriate to the abilities, needs, and interests of all learners needed to develop their abilities to read and comprehend multiple forms of narrative, informational, and digital texts and to respond with multiple forms of verbal, nonverbal and written expressions.

Requirements

  1. Students are expected to attend all class sessions, participate in all class activities, and complete assessment measures/assignments as scheduled.
  2. Students are expected to complete an assignment requiring four-hours in a PK12 school/classroom and/or with one or more educators representing a variety of roles and responsibilities.
  3. Students are expected to integrate textbooks, internet resources, educational research and literature, and lecture concepts into all appropriate assignment requirements.

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Sanford College of Education

“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”
Sanford College of Education
Osvaldo A.
Class of 2019