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IA Reading Teacher 148, K-8 or 149, 5-12

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Required Courses - Course Descriptions

EDUC 542:  Teaching the Art of Writing (K-12) (#148 and #149) (For #149 Candidates may take this course OR EDUC 510 Teaching Secondary Writing)
The course is designed to provide teachers the opportunity to gain deeper understanding of the art of teaching writing. Current research and theory will provide a foundation of knowledge to effectively teach writing as a communication tool. Content will include the following: reading-writing-speaking connections; the stages of spelling development; the writing process; qualities of effective writing; writing conferences; and an exploration of different types of writing. As participants take on the role of a writer, connections will be made regarding how to link theory and practice to effective classroom applications. - 3 credits

EDUC 550:  Children's Literature (K-8) (#148)
This course explores quality K-8 children's literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media based information, and non-print materials. Various children's literature books will be used to provide motivation through the use of texts and multiple levels, broad interests, reflecting varied cultures, linguistic backgrounds, and perspectives. This course also includes helping children acquire an appreciation of literature and develop lifelong reading habits. - 3 credits

EDUC 568:  Improving Oral Communication  (#148 and #149)
This course focuses on the knowledge of oral language development and the knowledge of the unique needs and backgrounds of students with language differences and delays. Effective research-based strategies and instructional technology for facilitating the learning of Standard English by all learners, including English Language Learners, will be covered. - 2 credits

EDUC 605:  Inclusion of Students With Special Needs (#148 and #149)
Emphasis will be placed on the diverse literacy needs of children within the regular education classroom. State and federal legislation concerning children with disabilities and the concept of least restrictive environment will be studied. An exploration of personal and societal biases will allow teachers increased self-awareness in teaching a divergent population. Appropriate best practices for enhancing literacy in all children will be presented. - 3 credits

EDUC 640:  Balanced Literacy (#148 and #149)
This course focuses on the theory and techniques for developing and implementing a K-8 balanced literacy program. Research and best practices using constructivism, phonology, and brain function are studied. Design and implementation of reading and writing connections and assessment strategies are explored in detail. Effective instruction in language acquisition, reading and writing skills, and linguistic diversity are studied. - 3 credits

EDUC 650:  Content Reading (#148 and #149) 
The course focuses on the development of effective reading strategies and skills in content areas for K12 students. Text structure and the dimensions of content area vocabulary and comprehension, including literal, interpretive, critical, and evaluative are studied. A variety of research-based strategies and practices for effective instruction in reading and writing are reviewed and studied. Specific focus will be designing and delivering effective instruction across the curriculum and for selecting materials appropriate for learners at various stages of reading and writing development including varied cultural and linguistic backgrounds. - 3 credits

EDUC 681:  Emergent Literacy Pre-K-3  (#148)
The focus of this course is the literacy development of the pre-K-3 child. The course covers the developmental process of literacy acquisition and the use of appropriate methods, models, and strategies for encouraging literacy growth. Early literacy concepts of phonemic awareness, word identification, phonics, vocabulary, fluency, comprehension cultural and linguistic diversity, and language differences and delays are examined. The role of parents, community, and assessment tools will be explored. - 3 credits

EDUC 551: Adolescent Literature (#149)                                                                               This course explores quality children’s literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Various children’s literature books will be used. – 3 credits

EDUC 519/520:  Assessment and Treatment of Reading Difficulties (K-8)(5-12) (#148 - EDUC 519 and #149 EDUC 520)
Principles of corrective reading instruction, diagnostic instruments and procedures, effective strategies, and materials for correcting reading difficulties in grades K-8 from individual to group and from formal to informal to alternative are covered. Proficiency in prescribing and communicating corrective instructional reading and writing plans and activities to support children's reading and writing development will be studied. - 3 credits

EDUC 683:  Practicum (#148 and #149)
Students will have experiences in working with disabled readers. Students will conduct appropriate assessments, prescribe and carry out remedial education programs in reading. Practicum completion is required within 12 weeks after the completion of EDUC 529. Practicum reflections addressing the state teaching standards and International Reading Association standards will be compiled into a portfolio due within six months of completing program coursework. Must be taken concurrently with EDUC 519, 520. Restricted to students admitted to reading teacher endorsement/licensure program. May be repeated for credit. - 1 credit

Request Information or  contact:

Kathleen Wynn, Iowa Graduate Student Advisor at kmwynn@viterbo.edu or 515-224-5944