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Introduction
Not published to students CurrentProvides a framework for the teaching of reading instruction grounded in the Science of Reading building on concepts addressed in ED 313. A methods course that focuses on scientifically based instruction in phonological awareness, phonics instruction, fluency, writing, vocabulary, and comprehension. Introduction, implementation and analysis of literacy assessments appropriate for content and learners in grades 1-3 will be addressed. Alignment of these concepts to the Alabama Course of Study for the English Language Arts and writing structured literacy plans for students in grades 1-3 is given considerable attention. The course includes working with special needs learners. Laboratory required in 1-3 classrooms in local schools. Background clearance required. A service-learning integrated course. Prerequisite: admission to Teacher Education Program and ED 313.
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SP 24Syllabus ED 315 Language and Literacy II Revised (10)Available but not shown on course page
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Field Experience Handbook (1)Available but not shown on course page
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Candidate Placements Block 1 Spring 2024Available but not shown on course page
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Confidentiality WaiverAvailable but not shown on course page
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Liability WaiverAvailable but not shown on course page
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Kahoot! LinkAvailable but not shown on course page
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Kahoot ReviewAvailable but not shown on course page
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SP 24 ED 315 Calendar Final Version (1)Available but not shown on course page
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Looking Back-A Review
Not published to students CurrentIn ED 315, Language and Literacy II, you will continue to build on the information you have learned in ED 313 and your practical application of this information through your hours of field experience. You will begin this term with a review of course content from the previous Language and Literacy class before you delve more deeply into the content of ED 315.
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Scarborough's Reading Rope and 4 Part Processing LessonAvailable but not shown on course page
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Science of Reading Defining Guide eBookAvailable but not shown on course page
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Decoding and Word Recognition
Not published to students CurrentLearning to read words is fundamental to understanding text. Although proficient readers use multiple strategies for figuring out unfamiliar words, the most reliable strategy is decoding, the ability to convert a word from print to speech. To ensure the development of proficiency in reading, students must be taught to decode regular words, to identify irregular words, and to use word parts to read multisyllabic words. During this topic, you will more specifically about phonics, irregular word reading, and multisyllabic word reading. This will be grounded in the research of Marilyn Adams (Adams Model of Skilled Reading) and Linnea Ehri (Ehri's Phases of Word Recognition Development).
TEXT-Ch 6, 7, and 8
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SB3 Sec3 SlidesAvailable but not shown on course page
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SB3 QuickQuiz7Available but not shown on course page
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SB3 QuickQuiz8Available but not shown on course page
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SB3 QuickQuiz9Available but not shown on course page
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Decoding instruction in kindergartenAvailable but not shown on course page
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Reading Rockets reading words with short vowelsAvailable but not shown on course page
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Explicit Phonics Lesson SequenceAvailable but not shown on course page
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Using the scope and sequence from the UFLI Explicit and Systematic Phonics ProgramAvailable but not shown on course page
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Decodable Text AnalysisAvailable but not shown on course page
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UFLI BlendingAvailable but not shown on course page
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Scope and Sequence Feb 26 In Class AssignmentAvailable but not shown on course page
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Scarborough's RopeAvailable but not shown on course page
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Rotation Stations (in Class)Available but not shown on course page
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Reading Fluency
Not published to students CurrentEffective reading instruction must include instruction in reading fluency. Reading fluency is complex and multifaceted and is made up of at least three key elements: accuracy, automaticity, and prosody. Fluency instruction should be focused on ensuring that word reading becomes automatic so that readers have sufficient cognitive resources to understand what they read. Therefore, fluency instruction will vary across the grades and developmental needs of the learner. Teachers can think of fluency as a bridge between decoding and comprehension.
Vocabulary and Word Work
Not published to students CurrentVocabulary is the knowledge of words and word meaning. Vocabulary knowledge is not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. In ED 315, Language and Literacy I, we will focus on incidental vocabulary learning focused on rich oral language experiences through wide reading. You will ground the information from this topic in the Alabama Course of Standards for English Language Arts as is appropriate for early learners. You will learn more about intentional vocabulary teaching in ED 316, Language and Literacy III.
TEXT -section V-Vocabulary, Alabama Course of Study for English Language Arts
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Section-V-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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SB3 Sec5 SlidesAvailable but not shown on course page
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Comprehension
Not published to students CurrentComprehension is often viewed as the "essence of reading". It involves three interrelated elements-the text that is to be comprehended, the reader who is doing the comprehension, and the activity and related tasks in which comprehension is a part-all set within a larger social context that shapes and is shaped by the reader. In ED 315, Language and Literacy I, you will build learn appropriate strategies to build comprehension with literary and nonfiction texts for learners in early grades as related to the Alabama Course of Study for English Language Arts. Comprehension as a component of literacy instruction will be further addressed in ED 316, Language and Literacy III.
Text- Comprehension Introduction, ALSDE CoS for ELA, Selected readings and media
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Section-VI-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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SB3 Sec6 SlidesAvailable but not shown on course page
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Rethinking How to Promote Reading ComprehensionAvailable but not shown on course page
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The Importance of KnowledgeAvailable but not shown on course page
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The Reading-Writing Connection
Not published to students CurrentThe effort of writing nurtures better command of language. However, every aspect of writing is demanding. It is the latest developing and most complex language skill. It takes longer to learn than reading. Writing requires the integration of a number of component skills that can be roughly classified as lower-level or mechanical skills, and higher-level or conceptual skills. In Ed 315, Language and Learning II, and ED 316, Language and Learning III, you will continue to learn about the foundational skills related to the conceptual skills.
Text-Information from LETRS Training Manual Vol 2 Unit 8, OTHER SUPPLEMENTAL MATERIALS TO BE ADDED
Lesson Planning Resources
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Alabama Course of Study for the English Language ArtsAvailable but not shown on course page
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Tips for Writing ObjectivesAvailable but not shown on course page
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University of Florida Literacy InstituteAvailable but not shown on course page
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Revised Early Literacy Lesson Planning TemplateAvailable but not shown on course page
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UFLI Printable ResourcesAvailable but not shown on course page
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The Big Picture
Not published to students CurrentThis topic will include information about the reading deficit, the brain and reading, the scientific approach to reading instruction, essential components of reading instruction, types of reading assessments and their uses, the downward spiral of reading failure, academic language, and differentiated instruction. The information in this section will be an overview and these topics will be discussed more in-depth, and in context, in other topics during the course.
Text-The Big Picture
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The-Big-Picture-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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SB3 BigPic SlidesAvailable but not shown on course page
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SB3 QuickQuiz1Available but not shown on course page
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Teaching Reading Sourcebook The Big PictureAvailable but not shown on course page
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The Science of Learning to Read
Not published to students CurrentThe term scientifically based reading instruction was first defined in 1998 as the "application of rigorous, systematic, and objective procedures to obtain valid knowledge relevant to reading development, reading instruction and reading difficulties." In this topic, you will learn about how to recognize effective research, Scarborough's Rope, and the Simple View of Reading.
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Teaching Reading IS Rocket ScienceAvailable but not shown on course page
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SimpleViewofReadingAvailable but not shown on course page
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Models of Reading Reading RocketsAvailable but not shown on course page
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The Reading Rope (5)Available but not shown on course page
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What Makes Reading Hard and How do Teachers Help?
Not published to students CurrentThe students you will teach come to school with a wide variety of skills, abilities, and interests as well as varying proficiency in English and other languages. Some students struggle, while others are right on level or even above it. Diverse learners demand instruction that meets the needs of students with reading difficulties, with disabilities, advanced learners, and English-language learners. In this topic, you will learn about the diversity of learners and how you will use your knowledge of the structure of English and the structure of Spanish (and the recognition that different languages have different structures) to address the individual needs of students. This topic will also provide information and instruction about the role of multitiered systems of support (MTSS) and response to intervention (RTI) as methods that can be used to help all learners reach appropriate levels of reading proficiency.
Text-MTSS for Reading Success, Word Structure (CH 1 and 2)
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Handout 4 Alabama Literacy ACT FAQ August2023 (1)Available but not shown on course page
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Teaching Reading IS Rocket ScienceAvailable but not shown on course page
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Section-I-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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SB3 Sec1 Slides-1Available but not shown on course page
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SB3 QuickQuiz2 (1)Available but not shown on course page
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SB3 QuickQuiz2 AnswersAvailable but not shown on course page
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SB3 QuickQuiz3 (1)Available but not shown on course page
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MTSS-for-Reading-Success-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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SB3 MTSS SlidesAvailable but not shown on course page
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SB3 QuickQuiz17Available but not shown on course page
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Teaching Decoding MoatsAvailable but not shown on course page
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Onsets and RimesAvailable but not shown on course page
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PhonemesAvailable but not shown on course page
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A Fresh Look Readiness and Scope and Sequence (4)Available but not shown on course page
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Sourcebook Word Structure I (6)Available but not shown on course page
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PhonemesAvailable but not shown on course page
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SyllablesAvailable but not shown on course page
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Blendable soundsAvailable but not shown on course page
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Classroom StrategiesAvailable but not shown on course page
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Multitiered Systems of Support from BBBAvailable but not shown on course page
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Dyslexia DefinedAvailable but not shown on course page
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Dyslexia: What Every Teacher Needs to KnowAvailable but not shown on course page
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The Reading BrainAvailable but not shown on course page
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Reading Rockets-Reading and the BrainAvailable but not shown on course page
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Dyslexia quizAvailable but not shown on course page
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Grading Link Only Midterm ExamAvailable but not shown on course page
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ELL Tools for TeachingAvailable but not shown on course page
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Oral Language Development
Not published to students CurrentIn this topic you will learn about the relationship and role of oral language development in literacy development. You will learn the seven systems of language, compare and contrast informal vs. academic language, and strategies for assessing oral language proficiency and strategies for helping students develop greater oral language proficiency.
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LETRS Oral Language Development Reflection WorksheetAvailable but not shown on course page
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LETRS School-Age Language ChecklistsAvailable but not shown on course page
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LETRS The 30-Second Conversation Step by Step (1)Available but not shown on course page
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Early Literacy
Not published to students CurrentLiteracy knowledge developed in the early years can be an excellent predictor of students' later reading success. Print awareness, letter knowledge, and phonological awareness form a foundation on which literacy learning rests and will be the focus of this topic of instruction. Although these skills are often thought of as discrete and very different from one another, they are interrelated and work together to form what is considered early literacy development.
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SB3 Sec2 Slides (1)Available but not shown on course page
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SB3 QuickQuiz4 (1)Available but not shown on course page
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SB3 QuickQuiz5 AnswersAvailable but not shown on course page
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SB3 QuickQuiz6 AnswersAvailable but not shown on course page
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Literacy Assessments Spelling Screener PAST Phonics and Word Reading Survey (1)Available but not shown on course page
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Print AwarenessAvailable but not shown on course page
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Letter KnowledgeAvailable but not shown on course page
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What is Structured Literacy?Available but not shown on course page
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Concepts of PrintAvailable but not shown on course page
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Elkonin BoxesAvailable but not shown on course page
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Alabama Course of Study English Language ArtsAvailable but not shown on course page
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Phonological Awareness Quiz-GRADING Link ONLYAvailable but not shown on course page
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Literacy Assessment Resources
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LETRS Oral Language Development Reflection WorksheetAvailable but not shown on course page
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LETRS School-Age Language ChecklistsAvailable but not shown on course page
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Early Literacy ChecklistAvailable but not shown on course page
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DyslexiaAvailable but not shown on course page
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FA 23 ED 313 Language and Literacy I Field Experience AssignmentsAvailable but not shown on course page
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Turnitin Assignment 2
Assessment Portfolio and Analysis of Teaching VideoAvailable but not shown on course page
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Assessment Portfolio and Video Analysis ED 313 Grading RubricAvailable but not shown on course page
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Midterm (Grading Link Only)Available but not shown on course page
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Articles and Web Resources
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Comprehension at the Core (ED 313, 315, 316)Available but not shown on course page
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Dyslexia Defined- An Update...Available but not shown on course page
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RTI and MTSS (Reading Rockets)Available but not shown on course page
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Dyslexia in the Classroom- What Every Teacher Needs to KnowAvailable but not shown on course page
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What is Structured LiteracyAvailable but not shown on course page
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The critical role of instructional response for identifying dyslexia and other learning disabilitiesAvailable but not shown on course page
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Teaching Reading to African AmAvailable but not shown on course page
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Developing Early Literacy- Report of the National Early Literacy PanelAvailable but not shown on course page
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Why Explicit Instruction/YouTubeAvailable but not shown on course page
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The Brain Prize Presents: Dr. Stanislas DehaeneAvailable but not shown on course page
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What Does Research Tell Us About Teaching Reading to English Language Learners? (Reading Rockets article)Available but not shown on course page
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Dyslexia and Developmental Trajectories (Amplify Podcast)Available but not shown on course page
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Children of the CodeAvailable but not shown on course page
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Development of Phonological Awareness SkillsAvailable but not shown on course page
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Cortex in the Classroom: Advancing Science of Reading in the Early Years-K-5 Literacy Program and CurriculumAvailable but not shown on course page
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Reading and the BrainAvailable but not shown on course page
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How the Brain Learns to Read (Dr. Stanilaus Dehaene)Available but not shown on course page
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Scarborough's Reading RopeAvailable but not shown on course page
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Simple View of ReadingAvailable but not shown on course page
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IDS KPS for Teachers of ReadingAvailable but not shown on course page
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Using Assessment Data to make a difference in vocabulary outcomesAvailable but not shown on course page
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the-words-children-hear-picture-books-and-the-statistics-for-language-learningAvailable but not shown on course page
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The Importance of KnowledgeAvailable but not shown on course page
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The Arc of Vocabulary: Oral Language Links to Comprehension for...Available but not shown on course page
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ARI resource padletAvailable but not shown on course page
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Dr. Barnes Stuff
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The-Big-Picture-Learning-Objectives-and-Key-VocabularyAvailable but not shown on course page
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IES Practice Guide Foundational Skills that Support Reading for Understanding in Kindergarten through 3rd GradeAvailable but not shown on course page
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UFLI ToolboxAvailable but not shown on course page
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Field Experiences
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Scope and Sequence AssignmentField Week 1Available but not shown on course page
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ED 315 Field Experience Reflection Assignment and Rubric (4)Available but not shown on course page
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Scope and Sequence of Phonics Program (Field Experience Week #1)Available but not shown on course page
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Field Experience Reflection Week #1Available but not shown on course page
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Field Experience Reflection Week #2Available but not shown on course page
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Personal Reflection of Phonics Lesson Taught March 7Available but not shown on course page
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Draft of Small Group Phonics Lesson Plan for March 13/14Available but not shown on course page
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Small Group Lesson Plan Grantswood Community School March 14Available but not shown on course page
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Reflection Week #3 Small Group VideoAvailable but not shown on course page
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Small Group Video Reflection Field Experience Week #3Available but not shown on course page
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Lesson Plan Field Experience Week 6 Submission Grading Link OnlyAvailable but not shown on course page
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