RDG601 Advanced Literacy (3 cr.)

Prerequisite(s): RDG600  
In this course, learners take an in-depth exploration into the literacy needs of kindergarten through 6th grade students in Tier I, Tier II and Tier III settings, and from different cultural, socioeconomic and linguistic backgrounds (including ELL students).  Teacher candidates learn how their own cultural background influences the way they teach and master the dispositions and skills needed to facilitate language and literacy development in children with diverse and multiple literacy needs.  

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:

(2) indicate knowledge of reading theories and how these translate into effective practice

(3) apply reading research studies and articulate how these studies impact reading instruction at the elementary, middle, and high school levels

(6) describe developmental progress in oral language and its relationship to reading

(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:

(1) use students’ interests, reading abilities, and backgrounds as foundations for the reading program and provide authentic reasons to read and write

(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.