The candidate will focus on supporting a range of learners (English language learners, and students who speak language varieties other than mainstream English) with instructional approaches teaching strategies in literacy, differentiated instruction, and literacy assessment.

Textbook readings and lecture presentations

No details available.

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, there will be two Discussions throughout the course. The purpose of the discussions is to generate interaction among each candidate regarding relevant and current course topics. The topic of the discussions: 1) What Teachers Should Know About Reading Instruction and 2) Differentiation in the Reading Classroom. For each Discussion, the candidate is required to submit one thread of 450–500 words. The candidate must submit two replies of 150-200 words each. Sources cited in Discussions must be formatted in the current APA format. (CLO: A, B)

Patterns of Practice Assignments (4)

In planning literacy activities for PreK– classrooms, the candidate will design a unit plan for an elementary or middle-grade classroom. The candidate must follow the steps in the Tompkins textbook for each of the four different Patterns of Practice (literature focus unit, thematic unit, literature circles, and reading or writing workshop). For each of the four patterns of practice, a different grade level will be selected. There is a unit plan template for this assignment. The assignment must include a references page in APA format. (CLO: A, B, C, D)

Journal Article Critique Assignment

The candidate will select two peer-reviewed journal articles that focus on one of the following topics: the importance of reading, reading comprehension strategies for fiction or nonfiction text, importance of teaching writing or literacy issues in elementary or middle schools. The review must be 4–5-pages, double-spaced, and include a current-APA formatted title page. The candidate’s selected articles must be current (no more than five years old) and must relate specifically to the selected language arts topic and include a summary, main ideas, conclusion, personal reaction, and application to a biblical worldview. The critique must include two references in addition to the course textbooks and the Bible. (CLO: A, C, D, E)

Pre-edTPA Practice Task 2 Assignment

Each candidate will complete the Pre-edTPA Practice Task 2 Assignment. As part of the licensure process, the candidate will be required to log into LiveText and complete Practice Task 2 for the candidate’s particular licensure area. The candidate will review a video submission based on the candidate’s level and content area and then complete and upload the required template. (CLO: A, C, E)

Language Arts Video Presentation Assignment

The candidate will use evidence-based practices applicable to the language arts topic (selected from the course textbook), journal articles, and other resources related to the selected topic to design a media presentation using Adobe Spark. The video presentation will consist of introductory slide, 5–6 minutes of relevant content, and references at the end (current APA). (CLO: A, C, E)

Language Arts Strand Project Assignment

For this project, the candidate will select a specific grade level (K–8) and design a Language Arts project to include the six language arts (listening, talking, reading, writing, viewing, and visually representing). The candidate will integrate the six language arts into a text set, lesson plan, student activities, tiered reading group activities, and assessments, focusing on the language arts. Activities from the Patterns of Practice can be utilized in the Language Arts Strand Project. (CLO: A, B, C, D, E)

Quizzes (10)

Each quiz will cover the Learn material for the assigned Module: Week. Each quiz will be open-book, contain 10 multiple-choice questions, and have a one-hour time limit. The candidate may take each Chapter Quiz up to three times during this time limit and at one seating. The highest scoring attempt will count. (CLO: A, B, C, D, E)