Literacy Education

Student Learning Outcomes for All Concentrations

Reading teachers and English Language Arts teachers:

  1. Understand the field as an evolving and changing discipline based on knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction including the cognitive processes employed in skillful reading and writing; knowledge of language development and reading acquisition and variations related to cultural and linguistic diversity; as well as diverse and historical perspectives and human issues that have influenced the field of literacy development in reading, writing, speaking, viewing, and listening.
  2. Possess a repertoire of evidence-based instructional strategies including technology-based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds; moreover they analyze the critical elements of a comprehensive literacy curriculum that adhere to research-based principles of instruction and use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development.
  3. Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. Using assessment information, they place students along a developmental continuum and plan, evaluate and revise effective instruction to meet the needs of all students including those at varying stages of development and those from different cultural and linguistic backgrounds; and communicate the results of assessments to other educators, administrators, parents, policy makers.
  4. Create learning environments using and reflecting students’ interests, reading abilities, and backgrounds as well as a large supply of books, technology-based information, print and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds to model reading and writing and to motivate learners to be lifelong readers and writers.
  5. Develop and display positive dispositions related to reading, writing, and the teaching of reading and writing by working with colleagues to observe, evaluate, and provide feedback on each other’s practice and instruction. They model, advise, and become involved in professional organizations to strengthen the professional attitudes needed by reading teachers, reading specialists and English language arts teachers.

Descriptions of Key Assessments of Student Learning

LCRT 5020/5710-Reading, Development, Instruction and Assessment

Course participants (teachers) design a reading comprehension lesson with attention to language such as: needs of English learners, phonemic awareness/ phonics, affixes, root words, word origins, etc. Using assessment data on their own students, the participants create a reading lesson, which addresses students’ needs in comprehending text and their needs in mastering some aspect of English. The participants teach the lesson and using evidence from the lesson they report on what went well, what needs improvement and where they need to go next with these students. (Outcomes 1, 2, and 3)

LCRT 5810-Oral and Written Language Development & Acquisition

Course participants (teachers) collect and analyze language and literacy data sets, examining language and literacy development as these apply to literacy instruction relevant to their teaching context. Teachers will transcribe a language sample and examine the language transcription with attention to the learner’s stage of language development, patterns of language use with attention to (a) phonology (pronunciation); (b) grammar (syntax), word choice, and tense structure, (c) semantics; (d) pragmatics; and, (e) language functions. Teachers will analyze either a reading sample for fluency, strengths, errors, strategies, and comprehension; or, a writing sample for patterns of strengths and errors, spelling development, use of vocabulary, structures. (Outcomes 1 and 3)

LCRT 5055- Linking Assessment & Instruction in Language & Literacy

University graduate students (teachers) focus on an individual or small group of students in need of literacy support. Teachers gather a range of data, including a literacy interview focused on the child's literacy history and general interests and understandings of reading and writing processes. Teachers administer an informal reading inventory to the student(s) and obtain spelling and writing samples. Teachers also administer a variety of informal literacy assessments. Based on the information they gather, teachers design and teach a targeted literacy lesson designed to meet the student’s identified learning needs. They make recommendations to the student’s teachers, parents, the student him/herself, and other stakeholders. (Outcomes 1, 2, 3, and 5)

LCRT 5730/5200-Theory and Methods of Teaching Secondary English

Licensure students design a comprehensive unit that can be taught to students in the English language arts classroom that incorporates school and classroom context, rationale, assessment plan(s), differentiated instruction, and scope and specific lessons covering reading, writing, non-fiction, literature, poetry, drama, and technology in the classroom. Literacy MA students (LCRT 5200) may write either a comprehensive unit or a final paper analyzing prescriptive curriculum, formulaic teacher evaluation methods, or culturally responsive teaching in the current era and present to the entire class on one aspect of differentiation in the secondary English language arts classroom. (Outcomes 1, 2, 3, 4, and 5)

LCRT 6915-Seminar and Practicum in Literacy Professional Development - Philosophy Paper

Participants complete an academic paper of 20-25 pages, plus references, in which they situate themselves in terms of their own literacy histories, explain approximately six theory and researched-based literacy and language principles that, as they near the end of their Master of Arts Degree, are now part of their belief system as an educator, and finally discuss how they actually implement these principles in practice with children. (Outcomes 1, and 5)

LCRT 6910-Seminar and Practicum in Literacy and Language

Course participants (teachers) design and implement a literacy instruction plan based on the outcomes of assessment data. After implementing the lesson, the participant provides a detailed description of the lesson, analyzes the instruction in order to determine the extent to which the instructional goals were met. Participants reflect on and analyze decisions made relevant to the literacy instruction implemented; and articulate student behavior as well as evidence of student learning relevant to the instructional goals. (Outcomes 2, 3, and 4)

Student Learning Outcomes for Certificate in Early Literacy

Graduates of the Early Literacy certificate program will be able to:

  1. Understand classroom discourse and its implications through analysis of the discourse patterns of teacher and students during instructional contexts.
  2. Understand the concepts of reliability, validity and authentic purpose of reading assessments through analysis of reading assessment tools.
  3. Follow a line of inquiry regarding literacy assessment and gain experience in presenting information to colleagues.
  4. Learn to create an inquiry project: a) Follow a line of inquiry regarding teaching and learning in their own classroom; b) Compile a modified literature review related to this inquiry; c) Investigate impact on teaching and learning; d) Gain experience presenting and discussing findings to colleagues

Descriptions of Key Assessments of Student Learning For Certificate in Early Literacy

LCRT 5210- Classroom Language Analysis

Record oral language in classroom, analyze discourse patterns during instruction. (Outcome 1)

LCRT 5220- Assessment Analysis

Analyze early literacy assessment tools. (Outcome 2)

LCRT 5220- Assessment Inquiry

(Outcome 3)

LCRT 5220- Teaching/learning Inquiry

Investigate a teaching/learning questions; apply methods, strategies to teaching; analyze the impact, and present findings (Outcome 3)

Student Learning Outcomes for Certificate in Literacy and Language Development for Diverse Learners

Graduates of the “Literacy and Language Development for Diverse Learners” Certificate will be able to:

  1. Demonstrate knowledge of literacy and language developmental stages and basic literacy concepts as well as the relationship of literacy, language, and cognition development by analyzing literacy and language samples using language structures and discourse patterns.
  2. Analyze and develop instruction to support oral language development, academic reading acquisition, and academic writing acquisition for both native speakers and English language learners. 
  3. Collect and analyze assessment data as a guide for making effective instructional decisions to support literacy instruction and language of native speakers of English and speakers of English as an additional language.
  4. Examine how one’s cultural identity affects their instruction; collect and analyze district and school data that account for differences with regard to literacy, language, and culture then develop a plan for productive change.

Descriptions of Key Assessments of Student Learning For Certificate in Literacy and Language Development for Diverse Learners

LCRT 5810- The Oral Language Analysis

This PBA includes: language & literacy data collection & analysis of a learner; analysis of language variations & dialect; and implications for instruction for learner based on data analysis (Outcomes 1, 2, 4)

LCRT 5770- The Sheltered instruction & Synthesis

Design a sheltered instruction lesson to meet the needs of your diverse learners. Use the components of a sheltered lesson to plan and implement your instruction. (Outcome 2)

LCRT 5055 - Learner Profile

 This PBA includes implications for instruction for learner-based assessment data. (Outcomes 1, 3)

LCRT 5150- District-School Data: Findings & Reflections

This assignment includes: Collecting district data and analyzing data for equity and marginalization. (Outcomes 3, 4)

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