Reading/Language Arts Methods-Elementary

Course Description

Includes content, methods and materials for teaching reading in an integrated elementary classroom. Teacher candidates will learn strategies for managing classroom instructional activities to enhance student achievement. Teacher candidates are required to complete five hours of observing and assisting in a public school classroom as directed by the instructor.

Learning Outcomes

  • Demonstrate the background and skills necessary to assist with reading instruction and develop instructional materials to create a learning environment that promotes reading in the cross-cultural, linguistically diverse elementary classroom. a) phonics instruction, and concepts about print and letter recognition. b) comprehension strategies (e.g., note taking, outlining, cause and effect, compare and contrast, etc.) to develop lifelong independent readers. c) instruction and guided independent practice using a variety of literary genres.
  • Demonstrate understanding of the domains of literacy & phonemic awareness, phonics, vocabulary, fluency, comprehension, and writing.
  • Acquire techniques to effectively use technology to access the core curriculum.
  • Properly identify students’ prior knowledge, select appropriate instructional objectives, and measure student growth.
  • Compare and contrast formal and informal methods to assess students’ needs and achievements, as well as an awareness of cultural and linguistic limitations of assessment practices and instruments.
  • Acquire skills to foster the ability of students to evaluate information found in a variety of texts, to think analytically, and to reach sound conclusions.
  • Recognize the importance of fostering a positive self-esteem in all students by providing suitable reinforcement and feedback.
  • Demonstrate familiarity with the current practices in assessment.
  • Demonstrate classroom management strategies such as organizing and arranging a classroom, managing student work, and maintaining accountability as it relates to the teaching of reading.
  • Select and use appropriate discipline models to manage student behavior.
  • Establish positive parent/teacher communication.
  • Identify a list of web sites that could be used to enhance reading instruction.

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