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Reading/Lang. Arts Methods

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.

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.

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