READ - Reading

This course includes an in-depth study of children’s and adolescent literature, as well as techniques for using literature to build knowledge and skills in EC-8 classrooms. Extensive reading and examination of books and genres are required. Other areas addressed include integrating technology, applying critical thinking skills, and viewing and representing through media literacy.

This field-based course is designed to provide foundation knowledge and strategies for understanding and promoting literacy development in young children. Reading, writing, and oral language skills are taught as developmental processes according to the Science of Teaching Reading standards. Emphasis is upon beginning reading instruction and concentrates on developmentally appropriate teaching strategies and assessments designed to directly teach and assess phonological and phonemic awareness, the alphabetic principle, and decoding, as well as principles for creating a literacy-rich classroom environment.. This course will also address the needs of students served in special education. Field experience is required. 

A course designed to familiarize students with the 4-8 Reading/Language Arts Teacher Standards, as well as the TEKS appropriate to specific content areas. Focus is upon direct, explicit teaching of strategies to improve reading comprehension of a wide range of materials, increase reading vocabulary, and develop written communication skills to support reading in all curriculum areas. Other areas addressed include the teaching of study and inquiry skills, the promotion of oral language and listening skills, and the integration of instructional technology for the advancement of student achievement. Students are also introduced to the physical, social, emotional, and intellectual characteristics of the middle school learner and ways to enhance parent communication at this level. A minimum fifteen-hour field experience in a middle school setting is required.

This field-based course is designed to prepare the pre-service teacher to apply direct, explicit teaching of reading and language arts within a comprehensive language arts program. The course is organized around the five components of an effective reading program, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The pre-service teacher explores comprehension strategies as well as the use of literature as an instructional tool. Further focus is on the writing process with emphasis on writing conventions, oral language, grammar, usage, spelling and punctuation to support the literacy process. 45-60 hours of field-based experience are required. Prerequisite: READ 3320

This course is designed to equip the pre-service teacher with tools to teach across the disciplines in grades four through twelve, along with the early literacy skills associated with the Science of Teaching Reading examination. Pre-service teachers obtain knowledge and apply strategies that include structure of expository texts, development of vocabulary, word identification, morphology, reading fluency, and comprehension of text. Attention is given to writing as a learning tool in various content areas. A connection between language arts and other content areas is emphasized.  Prerequisite:  successful completion of EDUC 3315. 

This course focuses on the formal and informal diagnostic assessment of reading skill and the use of that data to plan, implement, and monitor instruction that is focused on individual children’s needs. Instruction targets standards related to the understanding of phonological and phonemic awareness, the alphabetic principle, literacy development and practice, word analysis and decoding, reading fluency, ready comprehension, study skills, and assessment. Intervention strategies include the use of games, manipulatives, and individualized plans designed to address reading deficits identified through assessment. Students also learn and apply parent-communication and conferencing skills.