Catalog Course Search Details

 Department:    ECED

 Course #:    480

 Credits:    4

 Variable:     No

 IUs:    4.5

 CIP:    13.1210

 EPC:    ECEECBAS

 REV:    2024

 Course Description  

A comprehensive literacy course designed to equip participants with the knowledge and skills needed to effectively teach reading to a diverse range of learners. Whether working with monolingual or multilingual students, it will empower educators to create inclusive and culturally responsive reading lessons that align with both Common Core English Language Arts Standards and dual language instruction standards. Focuses on the Science of Reading Methods instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension.

 Prerequisite  

Prerequisite: ECED 402 with a grade of C or higher.

Contact Hours (based on 11 week quarter)

Lecture: 33

Lab: 22

Other: 0

Systems: 0

Clinical: 0

Intent: Distribution Requirement(s) Status:  

Vocational Preparatory N/A  

Equivalencies At Other Institutions

Learning Outcomes

After completing this course, the student will be able to:

1. Describe the typical reading skills progressions for both monolingual and multilingual learners.
2. Identify readiness for learning key skills in reading development, such as phonemic awareness, decoding, and fluency.
3. Incorporate language development tools into planning and instruction, making content accessible to English language learners and supporting their English proficiency.
4. Use multiple representations and explanations to guide learners through content progressions.
5. Design assessments aligned with learning objectives, minimizing sources of bias and ensuring fair evaluation.
6. Provide descriptive feedback designed to engage students in analyzing their own mastery of reading.
7. Adapt reading instruction to meet the needs of individuals and groups, continually monitoring and adjusting in response to student learning.
8. Describe the importance of learning content knowledge and vocabulary to the process of becoming a fluent reader.
9. Create reading lessons with culturally relevant content to build on learners' background knowledge and support dual language instruction.
10. Design reading lessons that align with both Common Core English Language Arts Standards and dual language instruction standards.

General Education Learning Values & Outcomes

Revised August 2008 and affects outlines for 2008 year 1 and later.

Course Contents

1. Typical reading skills progressions for both monolingual and multilingual learners.
2. Readiness for learning key skills in reading development, such as phonemic awareness, decoding, and fluency.
3. Language development tools into planning and instruction, making content accessible to English language learners and supporting their English proficiency.
4. Multiple representations and explanations to guide learners through content progressions.
5. Assessments aligned with learning objectives, minimizing sources of bias and ensuring fair evaluation.
6. Descriptive feedback designed to engage students in analyzing their own mastery of reading.
7. Reading instruction to meet the needs of individuals and groups, continually monitoring and adjusting in response to student learning.
8. Importance of learning content knowledge and vocabulary to the process of becoming a fluent reader.
9. Reading lessons with culturally relevant content to build on learners' background knowledge and support dual language instruction.
10. Reading lessons that align with both Common Core English Language Arts Standards and dual language instruction standards.