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Promoting a Culture of Literacy (3 units)
EDUC X300.71
Develop an in-depth knowledge about how to define, promote, and assess an effective culture of literacy at the classroom, school, district, and community levels. In this course, participants review the foundational beginnings of our national culture of literacy. Students read and analyze current research to discuss its application in promoting a rich culture of literacy across all domains of language (reading, writing, listening, and speaking), in a variety of contexts, and with a variety of texts (expository, informational, and narrative). Course content also considers ways in which the language and literacy experiences of all students can contribute to a culture of literacy which honors students' abilities, skills, and diverse backgrounds.
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Online
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to be scheduled
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Foundations in Fluency (3 units)
EDUC X300.72
Increase your understanding of emergent literacy, the structure of the English language, and the development of fluent reading within a school-wide culture of literacy. In this course, students review current research pertaining to fluency, oral language development, word analysis, and written language development. Participants then integrate this research with practical application. Course content also considers the normal progression in complexity for each component of literacy, as explicated in the state standards. Finally, students learn about instructional sequences and routines that develop and accelerate students' language and literacy learning, including Response to Intervention (RtI).
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Online
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to be scheduled
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Assessment, Instruction, and Intervention (3 units)
EDUC X300.73
Learn how to assess, instruct, and provide intervention, if needed, for each component of research-based literacy instruction, including: oral language development, word analysis, fluency, vocabulary development, listening and reading comprehension, and written language development. Participants learn to interpret the results of various classroom assessments, including formative, on-going, and summative measures. Students align assessments with instructional programs and discuss effective assessment-based intervention programs. Participants also consider the appropriate assessment of diverse students with unique learning needs. Course content shows how to use grade-level or school-wide assessment data to implement and revise instructional programs, and to plan, implement, and evaluate school-wide professional development.
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Online
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to be scheduled
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Balanced Literacy and Strategy Instruction (3 units)
EDUC X300.74
Develop the knowledge and skills needed to teach reading comprehension within a balanced literacy program. Learn instructional sequences that develop and accelerate language and literacy learning. Topics include the role of academic language and of background knowledge, as well as strategic vocabulary development and concept formation. Students learn how to plan strategy instruction (inference, summarization, predicting, questioning, clarifying), and to simultaneously support listening and reading comprehension skills. Course content presents methods to motivate reluctant readers, and scaffolding strategies to support diverse learners through engaging literature.
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Online
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to be scheduled
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21st Century Literacy (3 units)
EDUC X300.75
Learn how to characterize 21st Century Literacy Skills. Use methods to incorporate information literacy skills in classroom activities in which students learn to access, evaluate, use, and integrate information and ideas found in print, media, and digital resources. This process enables them to function in a knowledge-based and technology-oriented society. Course content considers multimedia literacy, techniques to help students synthesize expository text (online and offline), and research on technology use in the classroom. Students review the critical aspects of multiple digital literacies for 21st century skills necessary for success in today's global economy.
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Online
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to be scheduled
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Reading Practicum (3 units)
EDUC X300.76
The Reading Practicum is the culminating course in the Reading Certificate Program and candidates must complete all other courses in the program prior to enrolling in this course. Candidates will participate in at least 45 hours of documented work in a selected educational environment that provides candidates with the opportunity to deliver balanced, comprehensive and reflective reading and language arts instruction. With guidance from a field-based mentor, candidates will undertake directed work with diverse learners, including English language learners, beginning readers, and students with specific deficiencies. Candidates will assess struggling readers at both early and intermediate levels; tutor or teach small groups of struggling readers at two or more reading levels including the nonreader level and one or more higher levels.
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Online
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Online
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to be scheduled
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