Language/Literacy: Strategies

Course Description

Complex strategies for teaching reading, writing, listening, speaking, and language development. Research-based practices aligned to CA’s Common Core Standards and ELA/ELD frameworks. Language and literacy strategies for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, and students with other learning needs) in the K-8 classroom.

Learning Outcomes

  • Integrate into instruction the knowledge of comprehensive language instruction of all learners with an emphasis on language proficiency, building academic language proficiency, cross-language transfer and effective expression.
  • Integrate into instruction the knowledge of the major components of evidence-based language and literacy instruction with an emphasis on fluency, vocabulary, comprehension, writing and content learning.
  • Utilize multiple forms of assessments in analyzing literacy needs and levels of all K-8 learners obtained individually and through consultation/collaboration with other educators.
  • Design instruction using assessments, the Learning Map design, principles of Universal Design for Learning (UDL) and a multiple tiered system of support (MTSS) to incorporate modifications, accommodations, and interventions needed to address the language and literacy needs of all K-8 learners.
  • Utilize text and digitally-based resources representing increasingly more challenging narrative and informational texts needed to provide equitable access to curriculum and promote language and literacy proficiency.
  • Synthesize multiple teaching models and strategies to develop all learners’ abilities to read, comprehend and enjoy culturally-inclusive and to provide increasingly more challenging narrative and informational texts as well as to write with complex text structures for a variety of purposes, tasks, audiences, and disciplines.

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 K-8 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.

Prerequisites

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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