This course provides foundations for understanding the complexities of teachers' relationships with curriculum for Birth to Grade 6. Candidates will expand their knowledge of the multiple dimensions of curriculum including assessment, literacy content, educational structures, notions of the hidden curriculum, and children's perspectives. Candidates will examine the New York State English Language Arts and Content Area Standards to inform their understandings of what is possible and necessary in developing literacy curriculum and activities. Candidates will investigate multiple resources to enrich their curricula revisions, address these dimensions, and incorporate into their teaching the diversity of their class and the world. Candidates will explore aspects of social justice, critical literacies, and multiculturalism while producing standard-driven activities. Candidates will increase their knowledge of multicultural literature, technology, music, websites, and museums. This class includes 20 hours of fieldwork required to implement curriculum planning and activities.
Includes 20 hours of fieldwork. 3 hr./wk.
This course provides foundations for understanding the complexities of teachers' relationships with curriculum for 5th to 12th Grade. Candidates will expand their knowledge of the multiple dimensions of curriculum including assessment, literacy content, educational structures, notions of the hidden curriculum and children's perspectives. Candidates will examine the New York State English Language Arts and Content Area Standards to inform their understandings of what is possible and necessary in developing literacy curriculum and activities. Candidates will investigate multiple resources to enrich their curricula revisions, address these dimensions, and incorporate into their teaching the diversity of their class and the world. Candidates will explore aspects of social justice, critical literacies, and multiculturalism while producing standard-driven activities. Candidates will increase their knowledge of multicultural literature, technology, music, websites, and museums. This class includes 20 hours of fieldwork required to implement curriculum planning and activities.
Includes 20 hours of fieldwork. 3 hr./wk.
This course is designed to support teachers in focusing on their own writing and its relationship to their development as learners, teachers, researchers, and human beings. Candidates will construct positive identities as writers, discover multiple authentic purposes for writing, and develop their craft as writers within several basic genres (stories, poetry, descriptive and persuasive writing). During this course they will explore the writing process and learn about key dimensions of writing including textuality, intertexuality, figurative language and writing as rewriting culture. Candidates will build on their strengths, address their challenges, and identify implications for their role as writing instructors and the role of writing in their classes.
2 hr./wk.
This course is designed to support candidates in constructing a wider definition of assessment and in understanding the complex relationship between assessment and instruction in Birth-6th Grade. Candidates will investigate theoretical underpinnings for multiple literacy assessments including miscue analysis, backward designs, journals, conferencing, writing sample analysis, portfolios, observation, and note taking. Candidates will investigate a range of informal and formal literacy assessments and theorize the potential of these assessments for supporting literacy learning. Candidates will determine instructional implications, resources, structures, and strategies as aspects of their assessments. Candidates will take an active part in their own assessment practices with an inquiry-based assessment investigation.
3 hr./wk.
This course is designed to support candidates in constructing a wider definition of assessment and understanding the complex relationship between assessment and instruction in 5th-12th Grade. Candidates will investigate theoretical underpinnings for multiple literacy assessments including miscue analysis, backward designs, journals, conferencing, writing sample analysis, portfolios, observation, and note-taking. Candidates will investigate a range of informal and formal literacy assessments and theorize the potential of these assessments for supporting literacy learning. Candidates will determine instructional implications, resources, structures, and strategies as aspects of their assessments. Candidates will take an active part in their own assessment practices with an inquiry-based assessment investigation.
3 hr./wk.
This course supports candidates in learning the premises of inquiry-based learning and transformative practices within the field of literacy for Birth to 6th Grade. While working in a one-on-one relationship with a child, candidates will learn how to investigate curriculum, literacy development, planning, resources, and issues of social justice. Candidates are expected to organize effective learning contexts, explore content area literacies, understand the child's individual development in the context of social interactions, and diversify the range of genres and materials available for their child. This class focuses on building candidates' strengths in utilizing multiple sign systems, exploring a range of literacies practices, connecting the word and the world, and building family/community relationships. Candidates are required to use a variety of assessment tools learned in other courses such as miscue analysis, writing sample analysis, observation, and note taking to record a child's literacy abilities, inform an instructional plan, analyze, and support child's literacy practices.
Includes 18 hours practicum. 3 hr./wk.
This course supports candidates in learning the premises of inquiry-based learning and transformative practices within the field of literacy for Birth to 6th grade. While working with a small group of children, candidates will learn how to investigate curriculum, literacy development, planning, resources, and issues of social justice. Candidates are expected to think about peer relationships, work on collaborative teaching and learning processes, and foster children's abilities to help and support each other's literacy learning. Candidates are responsible for organizing effective learning contexts, differentiating instruction, exploring content area literacies, understanding the children's individual development in the context of social interactions, and diversifying the range of genres and materials available for each child. This class focuses on building candidates' strengths in utilizing multiple sign systems, exploring a range of literacies practices, connecting the word and the world, and building family/community relationships. Candidates are required to use a variety of assessment tools learned in other courses such as miscue analysis, writing sample analysis, observation, and note taking to record children's literacy abilities, inform an instructional plan, analyze, and support children's literacy practices.
Includes 18 hours practicum. 3 hr./wk.
This course supports candidates in learning the premises of inquiry-based learning and transformative practices within the field of literacy for 5th to 12th Grade. While working in a one-on-one relationship with a child, candidates will learn how to investigate curriculum, literacy development, planning, resources, and issues of social justice. Candidates are expected to organize effective learning contexts, explore content area literacies, understand the child's individual development in the context of social interactions, and diversify the range of genres and materials available for their child. This class focuses on building candidates' strengths in utilizing multiple sign systems, exploring a range of literacies practices, connecting the word and the world, and building family/community relationships. Candidates are required to use a variety of assessment tools learned in other courses such as miscue analysis, writing sample analysis, observation, and note taking to record a child's literacy abilities, inform an instructional plan, analyze, and support child's literacy practices.
Includes 18 hours practicum. 3 hr./wk.
This course is designed to support candidates in learning the premises of inquiry-based learning and transformative practices within the field of literacy for 5th-12th Grade. While working with a small group of children, candidates will learn how to investigate curriculum, literacy development, planning, resources, and issues of social justice. Candidates are expected to think about peer relationships, work on collaborative teaching and learning processes, and foster children's abilities to help and support each other's literacy learning. Candidates are responsible for organizing effective learning contexts, differentiating instruction, exploring content area literacies, understanding the children's individual development in the context of social interactions, and diversifying the range of genres and materials available for their child. This class focuses on building candidates' strengths in utilizing multiple sign systems, exploring a range of literacies practices, connecting the word and the world, and building family/community relationships. Candidates are required to use a variety of assessment tools learned in other courses such as miscue analysis, writing sample analysis, observation, and note taking to record children's literacy abilities, inform an instructional plan, analyze, and support children's literacy practices.
Includes 18 hours practicum. 3 hr./wk.
In this course, candidates develop competencies and skills in the critical and appropriate use of information technologies for the teaching of literacy at the Pre-K to 6th grade level. Candidates examine new, relevant, and appropriate information technology resources on literacy, apply research findings to the appropriate application of information technologies to literacy instruction, learn how new information technologies impact language and culture, expand competencies in using information technologies to develop literacy skills (reading, writing, listening, and speaking), and examine strategies to use information technologies to address literacy curricula for New York State English Language Arts and Content Area Standards. In addition, candidates engage in fieldwork where they utilize strategies for using new information technologies in classroom settings.
Includes 8 hours of fieldwork. 2 hr./wk.
This course is designed to support candidates in fostering strong relationships between home and school communities, and helping children negotiate the differing contexts of their learning. Candidates learn how to operate from non-deficit models of evaluation in investigating the child's cultural and family background. Candidates learn how to build constructive relationships between all the partners that help educate the child and how to build on local funds of knowledge in developing curriculum. Candidates explore the shifting intersections between community-based and school-based literacies in supporting the child's learning and literacy growth.
Includes 8 hours of fieldwork. 3 hr/wk.
In this course, candidates develop competencies and skills in the critical and appropriate use of information technologies for the teaching of literacy at the 5th to 12th grade level. Candidates examine new, relevant, and appropriate information technology resources on literacy, apply research findings to the appropriate application of information technologies to literacy instruction, learn how new information technologies impact language and culture, expand competencies in using information technologies to develop literacy skills (reading, writing, listening, and speaking), and examine strategies to use information technologies to address literacy curricula for New York State English Language Arts and Content Area Standards. In addition, candidates engage in fieldwork where they utilize strategies for using new information technologies in classroom settings.
Includes 8 hours of fieldwork. 2 hr./wk.
A study of the contexts for learning that affect teachers, children, and their families. Topics explored include: multicultural communities and differing family structures, conferencing with parents, children with special needs, indications of child abuse, educators' legal and ethical responsibilities. Required for initial certification.
Includes 10-15 hours of fieldwork. 3 hr./wk.
This course focuses on language and literacy development from birth to age 6 and on how to develop a well-balanced literacy program for young children. Special emphasis is placed on an exploration of research in the field, a study and critical analysis of children's literature, the art of storytelling, and effective strategies for learning to read.
3 hr./wk.