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www.stfrancis.edu · College of Education · COE

General Literacy Methods
EEND-689

  • Sample 2021
  • Section SAMPLE
  • 3 Credits
  • 09/15/2021 to 07/29/2100
  • Modified 09/15/2021

Mission Statement


As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership. 

Description

Introduces traditional and contemporary theoretical perspectives on language development, literacy learning and teaching.  Content includes theories, approaches and materials for teaching reading and language arts in today’s diverse classrooms.  Techniques for incorporating state standards and new technologies into literacy development are also studied.

Objectives

College of Education Mission

The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.

Understanding Candidates

Candidates will learn how to make informed decisions about materials and methods appropriate for meeting the individual needs of diverse and challenged learners. They will learn strategies that empower children’s communication skills and thereby positively influence their lifestyles.

Serving the Community

Candidates will explore how to teach literacy in the context of our increasingly global and multicultural society by using a variety of resources: new works of children’s literature that share important cultural perspectives; new teaching strategies that help children understand and value diversity; and the Internet, which enables students to communicate with others around the world and helps them discover alternative perspectives.

Finding Our Professional Selves

As candidates become familiar with the research about literacy instruction and develop their own literacy framework, they will become an active practitioner and begin to develop ways to become part of the community of learners who study, talk, present, and develop information about the emergent reader.

Outcomes

Access to standards referenced in this section can be found HERE

By the conclusion of the course, each participant will be able to do the following:

Incorporate knowledge of the Illinois State Goals; Standards, and Benchmarks for Reading and Language Arts into classroom lessons; (IPTS: 3a, 7b, IRA: 2, 4, 5, 6 NBPTS: 1, 4, 6, 7, 10)

Use research-based best practices in the areas of phonemic awareness, phonics, fluency, vocabulary, and text-comprehension for reading instruction; (IPTS:1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2i, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3g,3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, 9a, IRA:1, 2, 5, 6 NBPTS: 1, 4, 5, 6)

Integrate the new technologies of literacy into classroom lessons and prepare children for their future in a digital, information age. This includes enhancing teaching, learning and communication with linkages to external technological resources; (IPTS: 2l, 3e, 3n, 5n, 9t, IRA: 1, 2, 3, 5, 6 NBPTS: 1, 3, 4, 9)

Develop and use a literacy framework that celebrates the diversity that increasingly defines our world (This includes: using literature that is representative of different cultures, eras and ideas; teaching strategies that help children understand and value diversity, and use of the Internet to communicate with others around the world to help children discover alternative perspectives.); (IPTS: 1a, 1c, 1e, 1l, 2e, 3c, IRA: 2, 4 NBPTS: 1, 2, 3)

The nature of reading, how it develops and how to use a literacy framework to guide emergent literacy/reading readiness; (IPTS: 1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 6)

Use knowledge of word-analysis and vocabulary learning to teach and assess vocabulary, sight word skills, context skills, phonics, structural analysis, dictionary skills, spelling, etc.; (IPTS: 1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6l,6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 6)

Plan and teach lessons that improve reading fluency and how to assess students’ fluency in reading; (IPTS: 1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6m,6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 6)

Plan and teach lessons that support and extend students’ comprehension abilities with a variety of texts and how to assess student reading comprehension; (IPTS: 1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6n,6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 6, 10)

Use the connections between reading and writing to teach and assess writing skills needed to for a variety of purposes; (IPTS:1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6o, 6p, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 6, 7)

Use knowledge of oral language to teach and assess skills that promote listening and speaking effectively in a variety of situations; (IPTS: 1h, 1i, 1j, 2b, 2c, 2d, 2f, 2g, 2h, 2j, 2k, 2m, 2n, 2o, 2p, 2q, 3b, 3d, 3f, 3i, 3j, 3k, 3l, 3o, 3p, 3q, 4a, 4c, 4d, 4e, 4g, 4i, 4j, 4k, 4l, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 5i, 5k, 5m, 5o, 5p, 5q, 5s, 6a, 6b, 6c, 6d, 6e, 6f, 6g, 6h, 6i, 6j, 6k, 6o, 6q, 6s, 7a, 7c, 7d, 7e, 7f, 7g, 7i, 7j, 7l, 8g, IRA: 1, 2, 3, 4, 5 NBPTS: 1, 4, 5, 8)

Develop a personal “literacy framework” , a set of beliefs and insights to inform the decisions each teacher must make in the classroom regarding any instructional approach, any set of materials, or any mandated prescription for instruction. (IPTS: 1d, 1f, 1g, 1h, 7n, 9i, 9k, 9m, 9q, IRA: 1, 2, 3, 4, 5, 6 NBPTS: 1, 2, 3, 4, 5, 10, 11, 12, 13)

Assignments

Guided Reading Lesson Plans

Candidates will create guided reading lesson plan(s): 2 hour course requires one plan | 3 hour course requires three plans. Use the Strategies That Work text to complete this assignment.

See Outcomes: 1, 2, 5, 6, 7, 8, 9, 10

Personal Literacy Framework

Candidates will reflect upon, research, develop, and defend a personal literacy framework. Use the Strategies That Work text to complete this assignment.

See Outcomes: 1 - 11

Academic Language PowerPoint

Candidates will select a chapter from the STW text and create a PowerPoint or other multimedia presentation to teach classmates the chapter content.

See Outcomes: 2, 8

Weekly Discussions, Reflections, and Professionalism

Candidates will respond to weekly discussion and reflection prompts.

See Outcomes: 1 - 11

Teaching Demonstration (required for candidates enrolled in 3 hour course only)

Candidates will create a video to showcase themselves as they teach a comprehension strategy.

See Outcomes: 2, 3, 8, 11

Institutional Policies

Students should use the USF portal as the first resource for guidance and support on items such as student complaints, safety, security and transportation questions, contact information for various USF departments, student support services such as counseling and academic resources. Information on these resources can be found in the For Students section of the USF portal.

A complete listing of university policies and procedures can be found in the University of St. Francis Catalog and Student Handbooks. 

Students are expected to be familiar with and follow the various procedures and guidelines regarding USF’s COVID-19 Response, including the USF Preparedness Plan and other materials incorporated in the Saints United resource hub (https://www.stfrancis.edu/saints-united/).

Academic Integrity

Academic integrity requires that all academic work be wholly the product of an identified individual or individuals. Collaboration is only acceptable when it is explicitly acknowledged. Ethical conduct is the obligation of every member of the University community, and breaches of academic integrity constitute serious offenses. Since a lack of integrity hinders the student’s academic development, it cannot be tolerated under any circumstances. Violations include but are not limited to: cheating, fabrication, facilitating academic dishonesty, plagiarism, and denying others access to information or material. See the University of St. Francis Catalog for further clarification and information on grievance procedures.

Services and Accommodations for Students with Disabilities (ADA)

The University strives to be in compliance with the Americans with Disabilities Act (ADA) and the ADA Amendments Act (ADAAA). A student who requires special accommodations or arrangements due to a disability should contact the Office of Disability Services. This contact preferably should occur no later than the first week of classes. Early contact before the semester starts is encouraged to allow sufficient time to provide accommodations. Extra time is needed for some types of accommodations such as sign language interpreters or special text formatting. Should a need arrive after the start of a semester; the student is encouraged to contact the Office of Disability Services as soon as possible. Note that accommodations are not retroactive. Each case will be reviewed on an individual basis to determine reasonable and appropriate accommodations.

USF is committed to ensuring the full participation of all students in its programs, regardless of the course format. If you have a documented disability and need a reasonable accommodation to participate in a course, complete course requirements, or benefit from the University’s programs or services, please contact the Office of Disability Services at 815-740-3631 or [email protected] . The Office of Disability Services is in the Academic Resource Center (ARC) and is located on the second floor of the LaVerne and Dorothy Brown Library in room L214. Consultations are welcome, please contact the Office of Disability Services for an appointment.

Notice of Copyright

This course may contain copyrighted materials that are intended to support the learning experiences of students currently enrolled in the course. No student may retain or further disseminate any copyrighted materials, in their entirety or any portion thereof, under penalty of law.

Technology Support

If you are experiencing any difficulty using Canvas or need technical assistance, you have several options to receive support:

  1. 24x7 Live Canvas Support. Canvas has a 24 hour support by clicking on ? Help while in Canvas. You can Chat with Canvas Support, Report a Problem, or call the Canvas Support Hotline. If you experience technical difficulties or have a question about Canvas, you can receive support 24 hours a day seven (7) days a week through the Canvas help menu. From the help menu; select Report a Problem to send an email support request, select Chat with Canvas Support (Student) for a “live” text-based click-to-chat session, or to speak to someone directly use the toll-free number listed under the Canvas Support Hotline (Student). NOTE: Responses to Canvas’ email based Report a Problem request system will go to your USF stfrancis.edu email account, NOT your personal email.
  2. Online Self-Service Help Resources. A student user guide and other resources for solving issues related to Canvas can be found at techsupport.stfrancis.edu
  3. You can phone the Technology Support Center for personal help at (815) 768-8324 or (866) 337-1497 (toll-free) between 8:00 AM and 4:30 PM Central Standard Time, Monday through Friday or fill out a Technology Support Center ticket and select Canvas/Online courses as the component.

For any technical support issues that are not related to Canvas, you can also contact the USF Technology Support Center (TSC). You can reach them via:

Academic Support Services

The Academic Resource Center (ARC) located in Room L214 in the Library (815-740-5060) offers various types of academic services.  Online and distance learning students can contact ARC for appropriate resources.  ARC serves students who need tutoring in many areas of study including writing and math.  Library services include a number of online services and full text databases.  Call the Library at 815-740-5041 for additional information.  If you need academic-related resources or assistance, please contact the Academic Resource Center.