Literacy Education - 课程

本课程通过介绍塑造当前识字教学的理论家，概述了主要的语言和识字习得理论.  Topics will include oral language development, the definition of reading, the reading process, changing perspectives on literacy, legislation regarding literacy, and the investigation of different reading programs.  另外, 将重点放在理论与实践的结合，并检查理论在阅读课堂中的实施情况. 学生将被要求阅读重要文学权威的原创作品，并调查与阅读相关的研究.

本课程为学生提供了探究和体验写作过程以及跨学科写作教学的机会.  这门课程的指导原则是，作为作家的教师要有信心和理解，才能成为更好的写作和写作教师, 因此, to coach teachers of 写作.  学生将被要求参加写作工作坊，讨论和发现自己的写作过程.  学生还将研究当前的写作教学研究和理论，以指导教学决策.  学生们将参加一个25小时的实习，与5-12年级的孩子们一起工作，帮助培养信心和技能，成为更好的作家.

本课程探讨可用来评估学生阅读和写作发展的工具.  它将着眼于纽约州语言艺术标准，并帮助学生选择或开发符合标准的评估.  Topics will include observation as an assessment tool, 运行记录, reading and 写作 continuums, analysis of written work, assessment of spelling, 看字读音, and phonemic awareness.  Students will be expected to prepare case studies and report their findings.

本课程将以学生的评估知识为基础，培养学生的能力，为K-12年级有读写困难的学生提供评估驱动的识字教学.  It will focus on re搜索-based, code-emphasis intervention.  除了, course topics will include utilizing informal and formal assessments, analysis of assessment data, choosing texts with and for students that align with the students’ reading levels, 利益, 需要, and cultural and linguistic backgrounds.  Students will prepare lesson plans that connect explicit, code-emphasis, instruction and reading and 写作 for authentic purposes.  学生需要完成大约20个小时的识字实习要求. (pre-req. GEDU 5902)

本课程旨在增进学生对识字理论的理解, as well as the application of theory into practice. The focus will be on the examination of literacy in terms of concepts, 方法, and materials used to support readers, birth through grade 12.  Course topics will include phonemic awareness, 看字读音, 词汇表, 流利, and an emphasis will be placed on comprehension.  It will include a review of various instructional approaches such as reading aloud, 分享阅读, 指导阅读, 细读.  学生将继续探索如何满足个别学生的需求，并区分小组教学和整体教学.  学生将发展一系列策略，用于支持识字发展. (前提: GEDU 5900年和 GEDU 5902)

本课程的重点是通过不同阶段、不同残疾和非残疾条件下与语言发展相关的认知发展. 参与者将回顾当前关于儿童语言发展和习得的理论，以建立语言及其发展如何受到影响以及如何影响学术和社会发展的背景. Topics will include processing, 存储, and retrieval of symbolic information, 以及在最广泛的学习者中诊断和纠正元语言困难的评估措施, including those with mild, 温和的, severe or multiple disabilities.

在本课程中，学生将探索广泛的儿童书籍和青少年小说以及多模式文本.  Students will critique texts, evaluate nonfiction texts, participate in book clubs, and selecting texts for and with K-12 students.  Students will make connections to in-and-out of school literacy practices, 他们将从社会文化的角度，包括批判文学和新文学，汲取理论.  学生将被要求广泛阅读和检查小学和中学学生的阅读材料.

This course presents skills and strategies that can be applied to reading, 写作, listening and speaking across disciplines in grades K-12.  Topics will include evaluating a text for complexity, preparing students to read rigorous texts, 理解学术语言和支持词汇发展的重要性, creating strategic and purposeful lessons through modeling and thinking aloud, 跨学科的研究性和项目性学习的实施以及对学生学习的评估.  学生将发展一套特定学科的教学策略，以支持学生通过阅读来学习, as well as supporting mastery of New York State Next Generation Learning Standards.

本课程为未来的扫盲专家在他们的学校建筑中成为扫盲领导者做好准备. 除了 to working with students, 扫盲专家越来越多地担任教学教练或教师领导, working with other teachers to improve their practice. 在本课程中, students will learn how to engage in instructional coaching, including working through a coaching cycle with colleagues; modeling re搜索-based instructional strategies; engaging in data-driven dialogue to collaboratively analyze student data and create instructional/intervention plans; and planning a variety of professional development opportunities for colleagues.

As a culminating experience for the Master of Education in Literacy Program, students will engage in a 50-hour supervised practicum as a literacy specialist. 这门课程要求学生运用他们对当前研究的理解.  研究生 students will teach small groups of students in grades 2-8. They will maintain field logs, design lessons or intervention plans, and reflect on their practicum experience in formal written responses.