1000

This course explores the pedagogical theories, teaching practices, and curricular trends confronting English teachers in order to provide an understanding of the complex interactions between reading, writing, listening, and speaking. The acquisition of methodological knowledge and the development of self-awareness are primary goals. How teaching methods affect what really happens in the classroom.

The purpose of this course is to introduce you to a variety of approaches, routines, materials, and issues that concern English teachers in secondary school settings, and to help you develop a set of lessons, assessments, and materials to use during your first few weeks of teaching. The course will provide time for you to practice and experiment with methods introduced in class readings and discussions. This course will also provide a controlled and supportive environment for trying out strategies and techniques that may be somewhat different from your previous experiences in English classrooms. At the same time, you will be asked to share what you observe in your morning in-school sessions of the everyday realities of teaching and learning in authentic classroom settings. These observations will further inform your emerging conception of effective approaches and practices in the field of English education.

This course is intended to provide prospective teachers of Spanish and/or other foreign languages with the background and strategies needed to teach Spanish at the secondary level. It is designed specifically for candidates without initial certification. Major topics include: second language acquisition and language development in adolescents; comprehension-based teaching strategies; standards-based planning and instruction; content-based instruction; and teaching and assessing listening, speaking, reading, and writing skills as well as cultural competency.

This course provides prospective teachers of world languages with the strategies needed to teach at the secondary level. Major topics include: second language acquisition and language development in adolescents; comprehension-based teaching strategies; standards-based planning and instruction; content-based instruction; and teaching and assessing cultural competency and interpretive, interpersonal, and presentational skills. Includes 30 hours of fieldwork.

Explore how reading and writing can be modes of learning across the curriculum. Current research and theory will be discussed and methods of using reading and writing to learn will be developed. Not open to students who have completed EDSE 41200.

This course will support candidates to learn how to: identify strengths of literacy learners in content classrooms; individualize instruction based on these assessments; and assess textual difficulty and guide students to develop reading and writing strategies and study skills.

This course is designed to prepare graduate secondary English Language Arts candidates with theoretical and practical guidance for teaching reading and literature. There will be an overview of reading processes (including those of English language learners), the fundamentals of reading instruction, factors that influence the ability to read text effectively, strategies and materials for identifying and reducing reading problems, school resources, and different programs for proficient and struggling readers, including Ramp Up and SSR. During the semester ELA candidates will describe, compare, and contrast theories, models, approaches, and methods of teaching reading. The emphasis of our inquiry will be on the teaching of critical reading skills in various genres of literature, including contemporary adolescent literature. Candidates will discuss and investigate the different types of readings, assessments, reading skills, reading instruction, learning strategies, and possible motivations for reading. Throughout the course candidates will read, share, discuss, adopt multiple perspectives, and critique a wide range of literature taught in the secondary English classroom, as well as investigate the needs of diverse student populations, including ELLs and students with special needs.

Mid Schl Literacy Tf

The course is designed to explore methods for the teaching of reading and writing in Spanish to non-native speakers of the language and how these skills relate to listening and speaking across the curriculum. Prospective or current teachers will be provided knowledge of theory and best practices related to literacy in Spanish. They will also develop instructional materials and their own "voices" as writers.

This course is designed to introduce you to the fundamental principles of English Language Arts assessment and testing. It is both theoretical and practical in nature. The course will cover types of assessments, planning instruction and assessment, diversity and gender, formal and informal assessment, construction, administration, and grading.

Current theories and methods of teaching Spanish to heritage language learners. Emphasis is placed on the teaching of multi-modal literacies and oral communication patterns, and sociolinguistic competency.

Students taking this course will write as a way to engage in the best practices of writing instruction while reflecting on this practice by examining the theoretical lens that informs its use.