Course Number and Title:
EDC 310 Methods of Literacy Instruction
Campus Location
- Dover
- Georgetown
- Wilmington
Prerequisites
EDC 300 or concurrent
Course Credits and Hours
4 credit(s)
3 lecture hours/week
0 lab hours/week
Course Description
This course provides teacher candidates the opportunity for intentional practice and mastery of scientific-based strategies and principles of engagement to effectively support literacy development in elementary learners, including students with special needs and from culturally and linguistically diverse backgrounds. Teacher candidates learn to design and implement lessons to engage students in applicable standards and integrate literacy across content areas. It includes a corresponding field placement where teacher candidates implement learned skills in an authentic classroom environment.
Additional Materials
none
Disclaimer
This course requires 45 hours of field experience at a school designated by the department. Students must provide their own transportation to and from placement sites.
Core Course Performance Objectives (CCPOs)
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Implement the designated literacy standards. (CCC 1, 2; PGC 1,2, 4)
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Develop culturally responsive instruction using research/evidence-based strategies. (CCC 1, 2, 5; PGC 1, 2, 5, 7)
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Develop effective literacy instruction using principles of engagement to equitably support all learners. (CCC 1, 2; PGC 1,2)
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Cultivate a culturally responsive classroom which embraces diversity and develops a life-long love for literacy. (CCC 1, 2, 3; PGC 1, 2, 4, 5,7)
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Incorporate multiple instructional formats, materials, and structures for equitably teaching literacy to diverse learners. (CCC 1, 2; PGC 1, 2)
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Engage in the four stages of the teaching and learning cycle: initial and diagnostic assessment, lesson planning, teaching and learning, and assessment and review, for literacy lessons. (CCC 1, 2, 3, 6; PGC 1, 2, 4, 5)
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Incorporate various methods of assessing literacy. (CCC 1, 2, 4, 6; PGC 1, 2, 4, 5, 6)
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Model the behavior and characteristics of a professional literacy teacher. (CCC 3, 4; PGC 6, 7)
See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.
Measurable Performance Objectives (MPOs)
Upon completion of this course, the student will:
- Implement the designated literacy standards.
- Explain the key concepts associated with the literacy standards.
- Identify where to access the designated literacy standards on the Department of Education (DOE) website and other locations as applicable.
- Demonstrate how to navigate the designated standards and identify portions that directly apply to specific grade levels, certain students, etc.
- Develop clear, appropriate, and chunked steps for instruction and learning by unpacking the standards to scaffold and differentiate for diverse learners.
- Develop culturally responsive lessons and learning activities using the designated standards as the basis.
- Implement lessons and learning activities based on the designated literacy standards.
- Reflect upon and evaluate student achievement towards the designated standards within activities, lessons, and units.
- Develop culturally responsive instruction using research/evidence-based strategies.
- Summarize current research recommendations for each area of literacy.
- Identify appropriate research and evidence-based strategies that reflect current research for each area of literacy, including explicit research and evidence-based instructional strategies for teaching phonemic awareness, phonics and word recognition, fluent and automatic reading of text, vocabulary, text comprehension, conventions of language, and written and spoken expression.
- Implement research and evidence-based strategies effectively and with efficacy in each area of literacy.
- Reflect upon and evaluate the use of research/evidence-based strategies with specific groups of students, including students who are marginalized.
- Develop effective literacy instruction using principles of engagement to equitably support all learners.
- Summarize key principles of engagement.
- Explain the importance of engaging literacy instruction.
- Select engaging strategies that are scientifically based.
- Select engaging strategies that target a designated concept or skill, and that correlate with the intended outcome.
- Implement engaging strategies effectively.
- Reflect upon and evaluate the effectiveness of engagement strategies and their implementation.
- Cultivate a culturally responsive classroom which embraces diversity and develops a life-long love for literacy.
- Evaluate materials, texts, children’s literature, and other items for authentic cultural appropriateness, and utilize materials in a responsible and ethical manner.
- Demonstrate appropriate dispositions (such as a positive attitude towards literacy, a growth mindset, and an asset-based philosophy) to foster motivation and maximize achievement in all students.
- Design and implement differentiated instruction based on student data, characteristics, and needs, utilizing evidence-based strategies such as small group instruction, stations, individualized instruction, choice boards, etc.
- Differentiate instruction by tailoring content, process, product, and environment.
- Scaffold instruction for student learning in the various aspects of literacy.
- Incorporate multiple instructional formats, materials, and structures for equitably teaching literacy to diverse learners.
- Evaluate appropriate texts and materials for instruction, considering appropriate level, cultural sensitivity and content for students; text type, structure, and genre; instructional purpose; and intended outcome.
- Plan effective instruction using a variety of formats including whole group, small group, individualized, shared reading/writing, guided reading/writing, interactive, etc.
- Compare and contrast various programs utilized for literacy instruction.
- Design literacy activities that align with the structure that exists in the assigned field placement.
- Incorporate appropriate technology effectively in lesson design and classroom instruction, and to create hybrid and remote learning experiences.
- Plan and implement cross-curricular literacy in various content/subject areas.
- Engage in the four stages of the teaching and learning cycle: initial and diagnostic assessment, lesson planning, teaching and learning, and assessment and review, for literacy lessons.
- Develop well-written lesson plans using the designated format for major areas of literacy and content area literacy.
- Design cohesive and appropriate lessons for students by synthesizing assessment information, standards, research and evidence-based strategies, principles of engagement, principles of culturally responsive teaching, and other key elements.
- Reflect upon taught lessons to consider student learning, key elements, processes, etc.
- Evaluate the effectiveness of a lesson and its components.
- Compare and contrast alternative methods for assessing student work in literacy.
- Provide a rationale for selecting and applying a particular assessment type.
- Apply a variety of assessment types to evaluate student learning.
- Incorporate various methods of assessing literacy.
- Create equitable and varied assessments to evaluate student learning.
- Implement appropriate formative and summative assessment measures to evaluate student performance.
- Analyze student data to make informed and justified decisions about instructional needs to plan and adjust instruction.
- Analyze student characteristics to make informed and justified decisions about instructional needs to plan and adjust instruction.
- Provide meaningful feedback to students to guide their learning, positively impact their mindset, and enhance their progress.
- Share assessment data and information with students, families, and colleagues to report learner progress and foster collaboration.
- Model the behavior and characteristics of a professional literacy teacher.
- Uphold professional, legal, and ethical standards in the design, delivery, and evaluation of lessons.
- Demonstrate professional and responsible behavior in the classroom and school setting.
- Uphold professional, legal, and ethical standards in interactions, communication, and collaboration with students, families, colleagues, and the community.
- Collaborate and communicate effectively with stakeholders in the educational process, including parents, special educators, paraprofessionals, and other community members to ensure learner growth, equitable practices, and advancement of the profession.
- Reflect upon, question, and suggest changes to literacy practices that are unethical, inequitable, or biased.
Evaluation Criteria/Policies
The grade will be determined using the Delaware Tech grading system:
| 90-100 |
= |
A |
| 80-89 |
= |
B |
| 70-79 |
= |
C |
| 0-69 |
= |
F |
Students should refer to the
Catalog/Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.
Final Course Grade
Calculated using the following weighted average
TBD
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major)
1. Build an inclusive classroom community to nurture the developmental needs of diverse learners.
2. Apply instructional design, content knowledge, and culturally responsive pedagogy to equitably support all learners in achieving high standards.
3. Connect concepts using varied perspectives to engage learners in critical thinking and collaborative problem solving related to local and global issues.
4. Integrate meaningful assessment to measure, monitor, and support learner growth.
5. Use student data and evidence-based strategies to inform instructional practices.
6. Collaborate, as a professional, with colleagues, families, and communities as partners.
7. Be empowered to reflect on, question, and change practices that marginalize groups and do not support ethical practices in education.
Core Curriculum Competencies (CCCs are the competencies every graduate will develop)
- Apply clear and effective communication skills.
- Use critical thinking to solve problems.
- Collaborate to achieve a common goal.
- Demonstrate professional and ethical conduct.
- Use information literacy for effective vocational and/or academic research.
- Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Students in Need of Accommodations Due to a Disability
We value all individuals and provide an inclusive environment that fosters equity and student success. The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. The College's policy on accommodations for persons with disabilities can be found in the College's Guide to Requesting Academic Accommodations and/or Auxiliary Aids Students may also access the Guide and contact information for Disabilities Support Counselors through the Student Resources web page under Disabilities Support Services, or visit the campus Advising Center.