Jul 07, 2022  
2020-2021 SGPP Catalog and Handbook 
    
2020-2021 SGPP Catalog and Handbook [ARCHIVED CATALOG]

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EDRD601 Elementary Reading Instruction: K-6 (2 cr.)

Prerequisite(s): EDRD600  
Drawing on the conceptual framework for understanding literacy processes, stages, and major instructional approaches developed in EDRD600 , this course features instructional techniques, materials, and programs that have been validated as effective for developing competent and joyful readers and writers in grades K-6. The focus is on creating a balanced literacy program that incorporates the strengths of a whole language approach and the findings of the National Reading Panel.

Upon completion of this course, students are expected to be able to do the following:


A. A teacher of reading must have knowledge of the foundations of reading processes and instruction:
(7) teach and foster emergent reading skills such as phonemic awareness, alphabet recognition, and understanding that printed words convey meaning;
(8) teach and foster word recognition skills including phonics, structural analysis, and contextual analysis;
(9) foster the development of an initial sight vocabulary and an increasingly larger and more complex vocabulary, mastering word-learning strategies such as the use of context and structural analysis, and developing word consciousness;
(10) teach and foster fluency and automaticity in both oral and silent reading;
(11) teach and foster comprehension and appreciation of a wide range of children’s and adolescent literature;
(14) teach writing to advance reading development and learning from text.

B. A teacher of reading must be able to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction:
(1) organize and manage effective reading instruction appropriate across developmental levels, proficiency, and linguistic backgrounds;
(2) implement a variety of appropriate grouping strategies including individual, small group, and whole group reading instruction.

D. A teacher of reading must be able to create a literate environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use assessments including:
(3) develop and implement classroom and school-wide organizational structures that include explicit instruction, guided practice, independent reading, interactive talk, opportunities for response, and reading and writing across the curriculum.
(5) create and maintain a motivating classroom and school environment that promotes ongoing student engagement and literacy for all students.
 



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