EDUC 245 - Introduction to Language and Literacy-Science of Reading II

This course requires a minimum of 20 hours of video or in-person observation of literacy instruction and peer teaching practice based on the Science of Reading.

This course may be taught in face-to-face, blended,  virtual, and Learn Anywhere formats. Department Chair approval required. Must be taken at home campus.

 

MAJOR COURSE LEARNING OBJECTIVES: Upon successful completion of this course the student will be expected to:

1. Explain the contribution of environmental factors to literacy outcomes (e.g., language spoken at home, language and literacy experiences, cultural values).

1.1 Describe the role of culture in learning. (KPS 1.5)

1.2 Identify resources for supporting literacy acquisition among students with language variations.

1.3 Describe how to scaffold instruction to support comprehension among students with language variations. 

1.4 Explain the advantages of incorporating multi-language learners using language, culture, and community values.

1.5 Describe strategies for effective communication with families.

1.6 Describe the use of tiered instruction in MTSS to prevent and intervene on reading difficulties.

1.7 Explore cultural influences, including dialect and primary/secondary languages in language and literacy development and discuss resources for obtaining information in languages other than English. (KPS 4B.7)

2. Review the major theoretical models and how they are used to understand literacy development and instructional needs. (SVR, Reading Rope, 4 Part Processing Model, Ehri’s Phases) 

3. Explain the progression of reading fluency, comprehension, and written expression throughout the grade levels.

3.1 Explain phases in the typical developmental progression of reading fluency, reading comprehension, and written expression. (KPS 1.8)

3.2 Explain the changing relationships among the major components of literacy development in accounting for reading achievement. (progression of skills per grade levels) (KPS 1.9)

4. Apply key literacy assessment principles and practices.

4.1 Review well-validated screening tests designed to identify students at risk for reading difficulties. (KPS 3.4)

4.2 Explore informal diagnostic surveys of oral reading fluency, comprehension, spelling, and writing. (KPS 3.6)

4.3 Discuss how assessment data is shared with students, parents, and other teachers. (KPS 3.8)

5. Describe collaborative methods of creating safe, inclusive, culturally responsive learning environments to engage all individuals in meaningful learning activities and social interactions.

5.1      Define Multi-Tiered System of Supports (MTSS) and how it is used to prevent and address learning difficulties, particularly those related to reading.

5.2 Identify the different tiers of support within the MTSS framework.

5.3 Discuss the importance of interventions for struggling readers at the end of 1st grade.

5.4 Examine how reading difficulties can be prevented with intentional experiences in PreK.

5.5 Discuss the impacts of early hearing or vision loss, and the importance of hearing, vision, and literacy screening.

6. Develop and implement instructional techniques to enhance automatic, fluent reading.

6.1 Discuss the Implementation of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. (KPS 4A.1)

6.2 Practice teaching with peers fluent word-level skills in automatic word reading, oral reading fluency, reading comprehension, and motivation to read. (KPS 4D.1)

6.3  Practice teaching with peers varied techniques and methods for building reading fluency. (KPS 4D.2)

6.4 Practice teaching with peers text reading fluency as an achievement of normal reading development that can be advanced through informed instruction and progress-monitoring practices. (KPS 4D.3)

6.5  Explore the use of assistive technology for students with serious limitations in reading fluency. (KPS 4D.4)

6.6 Describe the assessment of oral reading fluency. (KPS 3.6, 4D.3)

6.7      Practice with peers oral reading fluency screener administration.

7. Explain the importance of selecting high-quality texts to support specific instructional objectives. (Decodables, children’s literature, thematic groupings, content areas) 

7.1 Explain the importance of high-quality children’s literature as it reflects the cognitive, social, and emotional development of children. (KPS 4C.8)

7.2 Evaluate children’s literature for quality (genres, content, authors, illustrators, awards). (KPS 4C.8)

7.3 Examine how children’s literature conveys social and cultural values. (KPS 4C.8)

7.4 Identify the characteristics and methods of instruction of different literary genres within quality text. (KPS 4C.8)

7.5 Examine the appropriate use of texts for read-alouds and learning centers to develop content knowledge, vocabulary, syntactic skills, and listening comprehension. (KPS 4C.8, 4F.7)

7.6 Describe dialogic reading and its usefulness in supporting comprehension with quality literature. (KPS 4C.8, 4F.2)

7.7 Describe a plan for before, during and after reading a specific text.

8. Apply strategies for vocabulary instruction using both indirect and direct methods of vocabulary teaching.

8.1 Discuss the role of vocabulary development and vocabulary knowledge in oral and written language comprehension. (KPS 4E4.1)

8.2 Discuss the sources of wide differences in students’ vocabularies. (KPS 4E.2)

8.3 Practice with peers indirect (contextual) methods of vocabulary instruction.  (KPS 4E.3)

8.4 Practice with peers direct, explicit methods of vocabulary instruction. (KPS 4E.4)

9. Implement effective comprehension instruction across various genres.

9.1 Discuss the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction. (KPS 4A.1)

9.2 Examine factors that contribute to deep comprehension. (background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge) (KPS 4F.1)

9.3 Practice with peers instructional routines appropriate for each major genre: informational text, narrative text, and argumentation. (KPS 4F.2)

9.4 Analyze the role of sentence comprehension in listening and reading comprehension. (KPS 4F.3)

9.5 Practice with peers explicit comprehension strategy instruction, as supported by research. (KPS 4F.4)

9.6 Discuss the teacher’s role as an active mediator of text-comprehension processes. (KPS 4F.5)

10.  Evaluate student writing samples to plan differentiated instruction.

10.1 Review the phases of writing development. (Ehri’s Phases) 

10.2 Describe the developmental phases of the writing process. (KPS 4G.4)  (composition: planning, drafting, revision)

10.3 Plan a composition lesson in response to a read-aloud text.

10.4 Describe appropriate uses of assistive technology in written expression. (KPS 4G.5)

11. Select one or more relevant Education Portfolio artifacts to demonstrate competency in one of the ten InTASC (Interstate Teacher Assessment and Support Consortium) Standards/ CEC (Council for Exceptional Children) Standards, as applicable. 

 

COURSE CONTENT: Topical areas of study include -

• Environmental Factors Impacting Literacy Outcomes
• Major Theoretical Models for Reading Instruction
• Literacy Assessments
• Culturally Responsive Learning Environments
• Reading Fluency Instruction
• High-Quality Texts
• Vocabulary Instruction
• Comprehension Instruction
• Writing Instruction
• InTASC, CEC, Indiana Content Standards for Educators (ICSE), and IDA Standards for Teacher Preparation

Ivy Tech Professional Dispositions and Practices for Pre-service Teachers

Teacher dispositions encompass the attitudes, values, and professional ethics that shape educators’ interactions, decision-making, and effectiveness in fostering student growth. At Ivy Tech Community College, our pre-service teachers are encouraged to demonstrate the following dispositions. The pre-service teacher:

• Uses active listening skills and is able to empathize, clarify & support the speaker.
• Demonstrates appropriate nonverbal communication skills.
• Communicates thoughts and ideas clearly.
• Gives constructive positive feedback.
• Gives constructive negative feedback.
• Receives both positive and negative feedback appropriately & with an open mind.
• Manages conflict maturely & with appropriate skill.
• Respects diversity & is culturally aware.
• Is dependable and follows through with commitments.
• Takes initiative.
• Values the privacy and confidentiality of others.
• Demonstrates appropriate coping skills when experiencing stress and anger.
• Manages others’ stress and anger appropriately.
• Is reflective about their own teaching practice.
• Demonstrates an awareness of personal impact on others.
• Consistently seeks self-improvement through feedback and/or research & training.
• Builds productive relationships with others in order to achieve personal & group goals.
• Is respectful of all other learners, instructors, and stakeholders.
• Entertains new ideas and works to align new ideas with existing thoughts.
• Responds appropriately and in a timely manner to email, messages, and other communication from the instructor, colleagues, or other stakeholders.
• Exhibits professional-level dress, when required.
• Is respectful of their role during observational field experiences and is respectful of the classroom teacher and classroom practice. 
• Follows mandatory reporting guidelines.

In addition, teachers of reading demonstrate the following dispositions and practices. The pre-service teacher:

• Strives to do no harm and to act in the best interests of all learners (especially those who struggle with reading and other academic skills). (KPS 5.1)
• Maintains the public trust by providing accurate information about currently accepted and scientifically supported best practices in the field. (KPS 5.2)
• Avoids misrepresentation of the efficacy of educational or other treatments or the proof for or against those treatments. (KPS 5.3)
• Respects objectivity by reporting assessment and treatment results accurately, and truthfully. (KPS 5.4)
• Avoids making unfounded claims of any kind regarding the training, experience, credentials, affiliations, and degrees of those providing services. (KPS 5.5)
• Respects the training requirements of established credentialing and accreditation organizations supported by CERI and IDA. (KPS 5.6)
• Avoids conflicts of interest when possible and acknowledges conflicts of interest when they occur. (KPS 5.7)
• Supports just treatment of individuals with dyslexia and related learning difficulties. (KPS 5.8)
• Respects the confidentiality of students or clients. (KPS 5.9)
• Respects the intellectual property of others. (KPS 5.10)

A TABLE HAS BEEN DEVELOPED BELOW TO SUMMARIZE WHICH STANDARDS HAVE BEEN ADDRESSED IN EITHER A PRIMARY OR SECONDARY FASHION IN THIS InTASC/CEC COURSE.

Website https://www.in.gov/doe/

Course number: EDUC 245



Course Name: Science of Reading II

InTASC Model Core Teaching Standards Interstate Teacher Assessment and Support Consortium CCSSO (Council of Chief State School Officers)

Standard #1: Learner Development The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard #2: Learning Differences The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #3: Learning Environments



The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.

Standard #4: Content Knowledge



The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content



The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #6: Assessment



The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard #7: Planning for Instruction



The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies



The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice



The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration



The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

CEC ​​Initial Special Education Preparation Standards

Initial Preparation Standard 1:  Learner Development and Individual Learning Differences

1.0 Beginning special education professionals understand how exceptionalities may interact with development and learning and use this knowledge to provide meaningful and challenging learning experiences for individuals with exceptionalities.

Key Elements

1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.

1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.

Initial Preparation Standard 2: Learning Environments

2.0 Beginning special education professionals create safe, inclusive, culturally responsive learning environments so that individuals with exceptionalities become active and effective learners and develop emotional well being, positive social interactions, and self-determination.

Key Elements

2.1 Beginning special education professionals, through collaboration with general educators and other colleagues, create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.

2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.

2.3 Beginning special education professionals know how to intervene safely and appropriately with individuals with exceptionalities in crisis.

Initial Preparation Standard 3: Curricular Content Knowledge

3.0 Beginning special education professionals use knowledge of general and specialized curricula to individualize learning for individuals with exceptionalities.

Key Elements

3.1 Beginning special education professionals understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach, and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.

3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.

Initial Preparation Standard 4: Assessment

4.0 Beginning special education professionals use multiple methods of assessment and data sources in making educational decisions.

Key Elements

4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.

4.2 Beginning special education professionals use knowledge of measurement principles and practices to interpret assessment results and guide educational decisions for individuals with exceptionalities.

4.3 Beginning special education professionals, in collaboration with colleagues and families, use multiple types of assessment information in making decisions about individuals with exceptionalities.

4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.

Initial Preparation Standard 5: Instructional Planning and Strategies

5.0 Beginning special education professionals select, adapt, and use a repertoire of evidence-based instructional strategies to advance learning of individuals with exceptionalities.

Key Elements

5.1 Beginning special education professionals consider individual abilities, interests, learning environments, and cultural and linguistic factors in the selection, development, and adaptation of learning experiences for individuals with exceptionalities.

5.2 Beginning special education professionals use technologies to support instructional assessment, planning, and delivery for individuals with exceptionalities.

5.3 Beginning special education professionals are familiar with augmentative and alternative communication systems and a variety of assistive technologies to support the communication and learning of individuals with exceptionalities.

5.4 Beginning special education professionals use strategies to enhance language development and communication skills of individuals with exceptionalities.

5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams. 

5.6 Beginning special education professionals teach to mastery and promote generalization of learning.

5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.

Initial Preparation Standard 6: Professional Learning and Ethical Practice

6.0 Beginning special education professionals use foundational knowledge of the field and their professional ethical principles and practice standards to inform special education practice, to engage in lifelong learning, and to advance the profession.

Key Elements

6.1 Beginning special education professionals use professional ethical principles and professional practice standards to guide their practice.

6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.

6.3 Beginning special education professionals understand that diversity is a part of families, cultures, and schools, and that complex human issues can interact with the delivery of special education services.

6.4 Beginning special education professionals understand the significance of lifelong learning and participate in professional activities and learning communities.

6.5 Beginning special education professionals advance the profession by engaging in activities such as advocacy and mentoring. 

6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.

Initial Preparation Standard 7: Collaboration

7.0 Beginning special education professionals collaborate with families, other educators, related service providers, individuals with exceptionalities, and personnel from community agencies in culturally responsive ways to address the needs of individuals with exceptionalities across a range of learning experiences.

Key Elements

7.1 Beginning special education professionals use the theory and elements of effective collaboration. 

7.2 Beginning special education professionals serve as a collaborative resource to colleagues.

7.3 Beginning special education professionals use collaboration to promote the well being of individuals with exceptionalities across a wide range of settings and collaborators.

Council for Exceptional Children. (2015). What Every Special Educator Must Know: Professional Ethics and Standards. Arlington, VA: CEC

PORTFOLIO STATEMENT:  

All degree seeking students will be expected to present examples of coursework that they deem suitable for a cumulative portfolio that will be reviewed prior to graduation.  The portfolio will contain several artifacts and reflection pieces as evidence of the student’s demonstrated understanding of education principles as outlined by INTASC standards.  The cumulative portfolio should document dispositions and competencies reflected in assignments throughout their coursework.  Students may begin collecting artifacts when they begin their coursework.  Creating a portfolio has value to the graduating student, the Ivy Tech Community College Education Program, the transferring four-year institution, and potential employers.  Students should select from a variety of assignments and are free to confer with their instructor about alternate choices of material.  See additional handouts on this cumulative assignment.

CERTIFICATION STATEMENT

Ivy Tech cannot guarantee that any student will pass a certification or licensing exam.  Our requisite coursework is designed to assist you in understanding the material sufficiently to provide a firm foundation for your studies as you prepare for the exam.  Department of Education web site http://www.doe.in.gov/

TRANSFER STATEMENT

Students planning to apply to a teacher education program at a four-year institution should meet with an advisor to develop a course of study. Before applying to a four-year institution, teacher education program, students must complete prerequisite courses, have the GPA required by the institution, and pass appropriate tests as determined by each four-year institution.
GRADING POLICY
93-100 A
85- 92.99 B
75.00-84.99 C
70.00-74.99 D
0.00-69.99 F