This course is an internship in which students will intern in a K-12 reading program, working with a certified reading specialist. Students will gain experience in a broad range of activities required of a literacy leader/reading specialist, to include staff development, supervision, coaching, and communication. Elementary and secondary reading experiences are required. Prerequisites: 582.

This course focuses on the development of effective reading strategies and skills in content areas for K-12 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.

Students will intern in a field experience at birth through 36 months integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a birth through 36 months environment. Restricted to students admitted to the early childhood endorsement/licensure program.

Students will intern in a field experience with kindergarten children integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered in a kindergarten environment. Field experience reflections addressing the National Association for the Education of Young Children (NAEYC) standards will be compiled into a field experience portfolio. Restricted to students admitted to the early childhood endorsement/licensure program. May be repeated for credit.

Students will intern in a field experience in grade one, two, or three integrating prior early childhood coursework through the preparation of interdisciplinary units designed and delivered within an environment of children in grade 1-3. Field experience reflections addressing the National Association for the Education of Young Children (NAEYC) standards will be compiled into a field experience portfolio. Restricted to students admitted to the early childhood endorsement/licensure program. May be repeated for credit.

Students will read, discuss, compare, and evaluate a variety of children's and adolescent's literature from the cannons to the current. Through a sociocultural perspective, students will use a critical lens to evaluate books, materials, and other teaching resources. Specific funds of knowledge that students bring to the classroom and how to effectively design and deliver classroom literacy experiences based on these funds of knowledge will be explored.

Teaching at pre-kindergarten or kindergarten level integrating prior early childhood coursework through the preparation and delivery of developmentally appropriate instruction in a child-centered environment. Capstone experience. Prerequisite: passing Praxix II score. May be repeated for credit.

Demonstration of leadership in effective PK-12 literacy instruction, mentoring, coaching, and staff development is the primary focus of this course. Students will use research and theory to explore literacy models, social and political aspects of literacy, language variation, and the cultural and community influences on language acquisition and learning. Leadership in developing, promoting, and assessing teacher professional development, family and community literacy programs, and effective professional learning communities will be promoted throughout the course.

This course provides independent reading and/or research, at the post-baccalaureate or master degree level, under the direction of a faculty member. Refer to the academic policy section for independent study policy. May be repeated for credit.

This course examines the effective strategies of supervision and staff development that relate to reading programs in schools. It is required for the 317 Reading License.