10-522-102IA: Techniques for Reading and Language Arts
Course Information
Description
This course will focus on best practices in working with children in their development of reading and language arts. The student will gain an understanding of the reading process and how to work with all children and reinforce instruction individually and in groups through questioning, listening and guiding, and scaffolding techniques. Current instructional approaches will be analyzed and practices to support individualized, small group and large group instruction.
Total Credits
3
Course Competencies
  1. Summarize influences on reading and language arts instruction.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner defines RTI as a model and its influence on reading instruction.
    learner defines Common Core and the influence on reading instruction.
    learner includes current research supporting common core and RTI.
    learner identifies strategies for instruction that fit into the tiers of instruction as outlined in the RTI model.
    learner explains ongoing assessment strategies to assess student growth.
    learner includes pros and cons of implementing Common Core and the RTI model.
    learner discusses the role of the Instructional Assistant in implementing RTI strategies.

  2. Apply emergent literacy skills to reading development
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    product outlines the target emergent literacy skill to address.
    product identifies other skills to reinforce while reading a book (i.e. left-right progression, word-print match, fluency in response to punctuation, etc.).
    learner describes how selected material is clearly designed to reinforce one specific early reading skill.
    learner describes how selected material's graphics, font, and layout match the emergent literacy skill being taught.

  3. Analyze current reading instructional methods and programs.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    product includes an overview of a current method or program.  (Daily 5, Guided Reading etc.)
    product identifies common components of reading programs such as: researched based practices, explicit instruction, focus on skills, student centered and assessment driven interventions.
    product summarizes current research supporting the current method or program.
    product describes pros and cons of the chosen method or program.

  4. Identify strategies used to support the development of encoding and decoding (spelling and phonics)
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner identifies a specific decoding or encoding target skill within the project.
    learner includes a picture of the final activity design.
    learner includes a hands-on component (manipulatives).
    learner includes an objective for the center.
    learner includes directions and materials needed for creating the center.
    learner offers ample practice of target skill.
    learner includes a written reflection or summary.

  5. Assess students' strengths and weaknesses in reading using informal measures.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner critiques reader's fluency.
    learner critiques reader's comprehension.
    learner critiques reader's use of word identification skills.
    learner uses a child's strengths in teaching new concepts.
    learner provides a supportive environment.
    learner completes running records.

  6. Assist a child in selecting ability and interest-appropriate reading material.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner helps a child find a book at his/her ability level.
    learner helps a child find a book he/she is interested in reading.
    learner helps child find a book by author.

  7. Use basic reading prompts to help students with word analysis skills.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner calls attention to miscues only in the case of a meaning-change.
    learner chooses appropriate spot in text to intervene with a reading prompt.
    learner uses appropriate prompt for situation.
    learner offers support to the child in a non-threatening manner.
    learner uses scaffolding to support the student in word identification.

  8. Identify strategies to support vocabulary development.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner uses strategies to promote oral language development.
    learner identifies vocabulary words in chosen text.
    learner uses strategies to extend a reader’s understanding of unfamiliar words.

  9. Identify strategies to support reading fluency.
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner accurately calculates a student’s reading rate.
    learner models fluent reading before student reads.
    learner interjects prompts to encourage student self-monitoring.
    learner uses strategies to promote reading accuracy.
    learner uses strategies to promote reading rate.
    learner uses strategies to promote prosody (rhythm, stress, and intonation).
    learner identifies contingent reinforcement for student attainment of reading fluency criterion.

  10. Identify strategies for promoting reading comprehension
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner uses 'pre-reading' techniques.
    learner uses 'during' reading techniques.
    learner uses 'after' reading techniques.
    learner uses comprehension checking techniques.
    learner uses a graphic organizer.

  11. Apply strategies to support English Language Learners (ELL)
    Assessment Strategies
    Oral, Written or Graphic Product
    Criteria
    learner discusses the role of phonological processing in reading development as it relates to ELL students.
    learner identifies vocabulary to pre-teach ELL.
    learner describes visual supports used to teach book vocabulary or concepts.
    learner creates an activity to build student schema/background knowledge.
    learner describes activities used to develop reading comprehension related to selected book.