Program Standard 7:  Preparation to Teach Reading-Language Arts

Standard 7-A: Multiple Subject Reading, Writing, and Related Language Instruction in English

The professional preparation program provides substantive, research-based instruction that effectively prepares each candidate for a Multiple Subject (MS) Teaching Credential to deliver a comprehensive program of systematic instruction in reading, writing and related language arts aligned with the state adopted English Language Arts Academic Content Standards for Students and the Reading/Language Arts Framework.  The program provides candidates with systematic and explicit instruction in teaching basic reading skills, including comprehension strategies, for all students, including students with varied reading levels and language backgrounds.  The Multiple Subject preparation program includes a significant practical experience component in reading, writing, and language arts that is connected to the content of coursework and that takes place throughout the program during each candidate's field experience(s), internship(s), and/or student teaching assignment(s).  The preparation program provides each candidate for a Multiple Subject Teaching Credential with experience in a classroom where beginning reading is taught.  The program places all candidates in field experience sites and student teaching assignments with teachers whose instructional approaches and methods in reading are consistent with a comprehensive, systematic program, and who collaborate with institutional supervisors and instructors.

The faculty at CSUF has long believed in preparing candidates to deliver balanced, comprehensive instruction in reading, writing, and related language arts.  We prepare candidates to teach comprehension strategies, guide pupils’ independent reading, appreciate and make use of a strong literature component in their reading instructional programs, and teach writing.  We also ensure that our candidates understand the importance of explicit, systematic instruction in basic skills such as phonemic awareness, phonics and other decoding strategies, and spelling.  Intern candidates enrolled in the MSCP take the same course of study as other candidates and are held to the same standards and expectations in course work and fieldwork.

Candidates study reading and related language arts in two courses in the program, EDEL 433 and EDEL 429. Additionally, EDEL 434 includes an exanimation of (a) first and second language acquisition and the implications of these as the basis for early literacy development, and (b) strategies and approaches to help English Learners process text.  The language arts are also woven throughout the other subject area methods courses (EDEL 435, 436, and 437)

Candidates have field placements that provide them with opportunities to apply what they are learning at the university and that allow them to gain experience teaching a comprehensive, systematic program of reading and language arts instruction.".

Program Elements for Standard 7-A

7A(a)   Each candidate participates in intensive instruction in reading and language arts methods that is grounded in methodologically sound research and includes exposure to instructional programs adopted by the State Board of Education for use in California public schools.  This instruction enables her/him to provide a comprehensive, systematic program of instruction to students.  The reading and language arts instruction for students includes systematic, explicit and meaningfully-applied instruction in reading, writing, and related language skills, as well as strategies for English language learners and speakers of English, all of which is aligned with the state-adopted academic content standards for students in English Language Arts and the Reading/Language Arts Framework. 

Multiple Subject Credential Program candidates have opportunities through course work and fieldwork experiences to build the necessary knowledge, skills, and abilities for implementing a balanced, comprehensive reading curriculum.

Because the program is structured so that candidates complete fieldwork during their reading methods courses and before assuming full–time student teaching responsibilities, instructors are able to ensure that foundational information is presented and, in many cases, applied before the onset of full-time student teaching.  The block structure also allows faculty to carefully monitor candidates’ progress and to design learning experiences that build over the entire length of candidates’ program. This ensures that candidates demonstrate increasing levels of skill in planning, instruction, and assessment in reading, writing, and related language arts.

Supportive evidence for element 7A(a) of the Standard is arranged according to the headings of:

·        Sequence of Experiences

·        Expected Levels of Mastery

·        Course Components (including assigned readings, lectures and discussions, modeling, and assignments)

·        Meeting the Needs of English Language Learners

·        Ongoing Program Development

Unless differences in block organization, sequence of experiences and content are specified, the response for all blocks is the same. 

Sequence of Experiences

All candidates take two reading methods courses:

·        EDEL 429  Integrated Curriculum and Instruction in the Elementary School (3 units)
Additional study of elementary curriculum with emphasis on language arts, integrated instruction across the curriculum, and assessment of learning outcomes.  Includes substantial attention to the instruction of English Learners and students with special needs.

·        EDEL 433 Language Arts and Reading Instruction in the Public Schools (3 units)
An overview of principles of reading instruction, elements of the language arts program including literature-based reading, content area reading, the role of phonics, emergent literacy, and diagnosis of reading problems. The content of this course places emphasis on beginning reading, comprehension, assessment and the special needs of English learners and other students with special needs.

These courses emphasize the development of the necessary knowledge, skills, and abilities that are based upon current knowledge and research on exemplary practice. The courses contain content-specific knowledge and strategies that ensure that all students have equal access to the core curriculum.

All candidates take an additional course focused on English Learners:

·        EDEL 434 Methods and Inquiry for Teaching English Learners (2 units)
Legal issues and school programs related to the education of second language learners.  Assessment, materials, methods and strategies for English language development and learning across the curriculum for elementary school English learners.

All candidates take the following additional courses: 

·        EDEL 430  Foundations in Elementary School Teaching  (3 units)

·        EDEL 435  Mathematics Curriculum and Instruction in Elementary School Teaching  (2 units)

·        EDEL 436  Science Curriculum and Instruction in Elementary School Teaching  (2 units)

·        EDEL 437  Social Studies Curriculum and Instruction in Elementary School Teaching  (2 units)

·        EDEL 450 Visual and Performing Arts Methods: Art, Dance, Drama and Music (1 unit)

·        EDEL 451 Community, School and Classroom Issues (1 unit)

·        EDEL 452 P.E., Health and Mainstreaming Education (1 unit)

·        EDEL 453 Portfolio Development and Assessment (1 unit)

All candidates have the following field experiences:

·        EDEL 438   Supervised Fieldwork in Elementary Teacher Education  (2 units)

·        EDEL 439   Student Teaching in the Elementary School (14 units)

Whether blocks are organized in two or three semesters, the course and fieldwork sequence allows for the initial study of reading methods supported by classroom experiences through fieldwork.

Expected Levels of Mastery

Upon entry to the Multiple Subject Program, candidates are informed of the program competency requirements in reading and related language arts.  They remain informed as instructors, supervisors and master teachers use multiple assessments to measure their progress.  During the reading methods courses, for example, candidates must pass a structural analysis/phonics test for teachers with a score of 80% or better.  They also complete reading logs, course assignments, tests, and other assessments that provide information about their growing competence.

Many evaluations provide information from both course and field settings.  The Student Teaching Evaluation form, for example, assesses candidates’ knowledge of and ability to work with diverse student groups.  The Reading/Language Arts Performance Objectives form guides our evaluation of Multiple Subject candidate performance both in course work and in the field.

Candidates also receive information about their competence in reading and related language arts through extensive feedback given on course assignments, midterm evaluations, and individual conferences held by some blocks mid-semester.  In addition, candidates are asked to self-evaluate their performance using reflective writings, portfolios and check sheets.  Finally, supervisors and master teachers write an evaluation of each candidate’s performance during student teaching.

Course Components

To ensure that all sections of program reading courses meet current statutory and regulatory requirements in reading instruction, the reading faculty at CSUF have agreed to structure course content to include the following elements:

(A)    Phonemic awareness instruction

(B)    Systematic, explicit phonics instruction

(C)    Decoding instruction and the diagnosis of a pupil’s ability to decode

(D)    Word attack skills instruction

(E)    Spelling and vocabulary instruction

(F)    Effective classroom and school wide intervention for low-performing readers

(G)    Research on how reading skills are acquired

(H)    Effective reading instruction for English learners

(I)     Structure of the English language

(J)     Effective integration of listening, speaking, reading and writing

(K)       Planning and delivery of appropriate reading instruction based on assessment and evaluation

(L)    Explicit instruction of comprehension and higher order reading skills

(M)   Ways to promote extensive, independent self-selected reading of a variety of genres for a variety of purposes, including both fiction and non-fiction

(N)    Text handling and strategic reading strategies for text use across the curriculum for a variety of purposes

These elements are a combination of those found in AB 1086 Grades K-3 and AB 1086 Grades 4-8.  These elements are listed on the syllabus for each section of EDEL 433 and EDEL 429.  The course objectives, topics and assignments will reflect the importance of these elements in a comprehensive, balanced reading program.

As noted, the two primary courses for addressing reading instruction are EDEL 433 and EDEL 429.  EDEL 433 Language Arts and Reading Instruction in the Public Schools is generally the first reading course taken in the program sequence.  It provides an overview of principles of reading instruction and the elements of the language arts program.  It places special emphasis on those elements that address beginning reading, comprehension, assessment and the special needs of English learners and students with special needs.

The second course in the sequence is EDEL 429 Integrated Curriculum and Instruction in the Elementary School.  It provides additional study of elementary curriculum with emphasis on language arts, integrated instruction across the curriculum, and assessment of learning outcomes.  It places special emphasis on those elements that address writing, spelling instruction, the integrated curriculum, and content area reading for all students.

Both of the reading/language arts methods courses address these elements.   These courses aid candidates in developing the competencies needed to provide reading instruction based on research and current knowledge of strong instruction for all students. The following is a partial list of researchers and other experts in reading whose work has been used in developing the content of these courses.

LEARNING: These scholars provide various theories on literacy processes that include phonological and lexical processes, vocabulary processes, learning from text, language and literacy learning, and responses to literature.

Adams, M.J. (1991). Beginning to read. Cambridge, MA: MIT Press.

Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading.  In P.D. Pearson, R. Barr, M.L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp.225-291). New York: Longman.

Ehri, L.C. (1997). Learning to read and learning to spell are one and the same, almost.  In C.A. Perfitti, L. Rieben, & M. Foyal (Eds.), Learning to spell: Research, theory, and practice across languages (pp. 237-269).

Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading.  In M. L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 403-424). Mahwah, NJ: Lawrence Erlbaum.

Nagy, W. (2005). Why vocabulary instruction needs to be long-term and comprehensive.  In E.H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary:  Bringing research to practice (pp. 27-44). Mahwah, NJ: Lawrence Erlbaum.

Rosenblatt, L. (1978).  The reader, the text, and the poem:  The transactional theory of the literacy work.  Carbondale, IL:  Southern Illinois University Press.

Snow, C. (1991). The theoretical basis for relationships between language and literacy development. Journal of Research in Childhood Education, 6, 5-10.

Stahl, S.A., & Murray, B.A. (1994). Defining phonological awareness and its relationship to early reading. Journal of Educational Psychology, 86, 221-234.

Stanovich, K.E., (1986).  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy.  Reading Research Quarterly, 16, 32-71.

Stanovich, K.E., (1992). Speculations on the causes and consequences of individual differences in early reading acquisition.  In P.B. Gough, L.C. Ehri, & R. Treiman (Eds.), Reading Acquisition (pp.307-342).  Hillsdale, NJ: Lawrence Erlbaum Associates.

INSTRUCTION: These scholars provide research on reading and language arts pedagogy.

Bear, D.R., & Templeton, S. (1998). Explorations in developmental spelling:  Foundations for teaching phonics, spelling and vocabulary. The Reading Teacher, 52, 222-242.

Gambrell, L.B. (1996). What research reveals about discussion.  In L.B. Gambrell & J.F. Almasi (Eds.), Lively discussions!: Fostering engaged reading (pp. 25-38). Newark, DE: International Reading Association.

Juel, C. (1988). Learning to read and write:  A longitudinal study of 54 children from first through fourth grades.  Journal of Educational Psychology, 80, 437-447.

Morrow, L.M., Rand, M., & Smith, J. (1995). Reading aloud to children: Relationships between teacher and student behaviors.  Reading Research and Instruction, 35, 85-101.

Nagy, W. (1997). On the role of context in first-and second-language vocabulary learning.  In N. Schmitt & M. McCarthy (Eds.), Vocabulary:  Description, acquisition and pedagogy (pp. 64-83). Cambridge:  Cambridge University Press.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:  Teaching children to read: An evidence-based assessment of the scientific research in reading and its implications for reading instruction: Reports of the subgroups.  Washington, DC: Author.

Pearson, P.D., & Dole, J.A. (1987). Explicit comprehension instruction:  A review of research and a new conceptualization of instruction.  Elementary School Journal, 88, 151-165.

Pressely, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research, volume III (pp. 545-561). Mahwah, NJ: Lawrence Erlbaum.

RAND Reading Study   Group (2002). Reading for understanding:  Toward an r&d program in reading comprehension.  Santa Monica, CA: RAND.  Available online at www.rand.org/publications.

Snow, C.E., Burns, M.S., & Grifin, P. (1998). Preventing reading difficulties in young children.  Washington, DC: National Academic Press.

Lipson, M.Y., Valencia, S.W., Wixson, K.K., & Peters, C.W. (1993). Integration and thematic teaching: Integration to improve teaching and learning.  Language Arts, 70, 252-263.

Indriasano, R., & Squire, J.R. (Eds.) (2000).  Perspectives on writing” Research. theory, and  practice.  Newark, DE: International Reading Association.

Sulzby, E. (1991). The development of the young child and the emergence of literacy.  In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the language arts (pp.273-285). New York: Macmillan.

Stahl, S.A. Four problems with teaching word meanings (and what to do to make vocabulary an integral part of instruction). In E.H. Hiebert & M. L. Kamil (Eds.), Teaching and learning vocabulary:  Bringing research to practice (pp. 95-114). Mahwah, NJ: Lawrence Erlbaum.

Torgesen, J.K., Morgan, S.T., Davis, C, (1992).  Effects of two types of phonological awareness training on word learning in kindergarten children. Journal of Educational Psychology, 84, 364-370.                

In both courses, candidates develop knowledge, skills and abilities in reading instruction that are based on current knowledge and research on the best instructional practices.  Particular emphasis is given to strategies that provide equal learning opportunities for all students.  Assigned readings, lectures, classroom discussions, modeling, observations and assignments all play a role in developing candidates’ competence.

 Assigned Readings

 Specific information on assigned readings can be found in the sample syllabi, but in general, candidates read material from multiple sources, including textbooks, journal articles, book chapters, curriculum guides, and state publications.  These readings cover a wide range of topics in reading and literacy education and cover elements A-N.

All instructors use a comprehensive text to provide candidates with a broad understanding of current literacy approaches, methods and materials.  This text is supplemented with texts that deal with specific topics in reading instruction such as phonics and word recognition, literature-based reading, diagnosis of reading problems, English language learners, and special needs students.  In addition, candidates make extensive use of state frameworks and other publications in reading and reading related areas.  These resources are coordinated with school district curriculum guides and reading programs. 

It is also common for instructors to assign readings from journals such as The Reading Teacher and Language Arts.  These articles serve two purposes: They provide candidates with research-based knowledge about current understandings, methods, and approaches in reading and literacy, and they introduce students to professional organizations and resources that they can use to continue their professional development after they leave the program. 

Finally, the Department funds a Professional Activity Center which houses school district curriculum guides, commercial reading programs, videos and other materials for candidates’ use.  One particularly popular resource is a computer program that systematically reviews elements of phonics.  The Professional Activity Center is located in the University library, where its holdings are enhanced by those of the University’s Curriculum Center.

Lectures and Discussions

An examination of the course syllabi for EDEL 433 and EDEL 429 will show the major topics addressed in the classes.  Each syllabus illustrates comprehensive skill development for each candidate.  This skill development is facilitated, in part, by the use of lectures and discussions. Faculty often present key information through lectures and readings and then use small group discussions and cooperative learning groups to reinforce and refine important points.  Other uses of cooperative learning strategies allow candidates to provide each other crucial information from course readings and classroom applications.  Out-of-class assignments typically provide an additional opportunity for candidates to apply and extend newly mastered information.

 Modeling

The faculty at CSUF consider modeling an essential element of the instructional program, and they use it in a variety of ways. The faculty view themselves as instructional models for candidates.  Therefore, they demonstrate techniques and model lessons for candidates.  These models include lessons in how to present explicit instruction in basic reading skills and comprehension and how to modify instruction to meet the needs of individual students, including English learners. One instructor, for example, brings a young student into her reading methods course and as candidates observe, assesses the student’s reading skills.  Later the class discusses what they observed in order to build their own ability to diagnose. 

Candidates also serve as models.  They demonstrate strong reading practices to their peers in many method courses.  For, example, many candidates are required to develop units that build comprehension skills, and they present a portion of those units to their peers during the class.  The faculty provides feedback on the quality of candidates’ modeling. 

Many candidates also witness demonstration lessons by master/veteran teachers in the field taught in classrooms other than their fieldwork placement.  CSUF faculty arrange for the students to attend demonstration lessons conducted by strong teachers at participating sites, thus allowing candidates to observe students in a variety of grade level placements participating in a wide range of reading activities such as phonics, comprehension, literature-based reading, writing and integrated language arts activities. Candidates must demonstrate their understanding of the model lessons they have observed by developing and presenting lesson in those areas.
 

Assignments

Although the faculty has the latitude to develop assignments appropriate for their particular candidates, there are a number of program assignments in reading that are required of all candidates.

All candidates:

1. develop a case study of a student wherein they diagnosis a student’s strengths and weaknesses in reading and develop an appropriate instructional plan.

2. demonstrate knowledge of phonics and other word recognition topics by achieving at least 80% mastery on a Structural Analysis/Phonics Test for Teachers.

3. demonstrate the ability to write both short-term and long-term lesson plans in reading.  Two assignments that require long-term planning that all candidates complete are a literature unit that includes pre-, during-, and post-reading lessons and an integrated language arts unit that integrates reading, writing and related language arts into content areas.

4.  demonstrate the ability to design instruction and organize a language arts program according to the Reading/Language Arts Framework and Content Standards.

Examples of these assignments can be found in the course syllabi.

Meeting the Needs of English Language Learners  

Key to effective instruction for English learners is that language must be comprehensible, meaningful and relevant. A three-way approach prepares candidates to promote literacy development for English learners.

First, all candidates are required to take three methods courses focusing on reading and the language arts, and language development for English learners. These courses, described earlier, are as follows:

·        EDEL 433 Language Arts and Reading Instruction in the Public Schools (3 units)

·        EDEL 429  Integrated Curriculum and Instruction in the Elementary School (3 units)

·        EDEL 434  Methods and Inquiry for Teaching English Learners (2 units)

Additionally, candidates complete a related prerequisite course:

·        EDEL 325 Cultural Pluralism in Elementary Schools (3 units)

Culture and cultural pluralism in elementary schools.  Topics:  Examination of one’s own beliefs and values, history/traditions of cultural groups, classroom practices and materials that promote equity, strategies for learning about students, and assessment of multicultural education programs.  Fieldwork required.

These courses help candidates develop a balanced, comprehensive reading/language arts program for English learners.  Instruction for English learners is integrated with all A-N elements.  For example, course material on phonemic awareness includes reading material and discussion of why and how to promote phonemic awareness with English learners. Another example is assigned readings and discussion on how English learners rely on graphophonic, syntactic, and semantic cueing systems in learning to become strategic readers in English. 

Because CSUF is committed to responding to the needs of the service area, and of the children of the State of California, faculty place clear emphasis on the needs of culturally and linguistically diverse children.  Many faculty themselves are bilingual, and faculty have a record of scholarship related to issues of learner diversity.

This emphasis on the needs of diverse learners is reflected throughout the Multiple Subject Credential Program.  All block instructors provide information about appropriate instruction for culturally and linguistically diverse children. Examination of course syllabi illustrate integration of information related to diverse learners into regular instruction.  Instructors require a text that deals specifically with topics of linguistic and cultural diversity.  Faculty also elect to use strategies that are consistent with their particular strengths.  For example, bilingual faculty provide lessons delivered in a minority language in order to model strategies for candidates and to provide them with an experience in which instruction is being given in an unfamiliar language. Upon exit, candidates must demonstrate familiarity with high quality literature with multicultural themes, and they must demonstrate their ability to provide appropriate instruction for children who are from diverse backgrounds.

Second, because our Multiple Subject Credential Program incorporates field experiences with methods courses, candidates observe how master teachers implement literacy instruction with English learners.  Candidates engage in fieldwork during their reading methods course where they serve as observers and assistants to their master teachers, with responsibilities increasing as the fieldwork progresses.  This early experience provides the opportunity for candidates to observe carefully and to discuss during their reading methods courses the practices they have observed in the schools.   

One of candidates’ two student teaching experiences must be a culturally and linguistically diverse placement. This experience gives candidates the opportunity to develop sensitivity, to practice specific strategies for diverse learners, and to extend their competence in providing appropriate instruction for all learners. 

Third, candidates develop and implement lessons with English learners that are anchored in theory, research and best practice as discussed in their methods courses.  These are carried out under the guidance of a field supervisor or master teacher, followed by discussion and feedback from observers such as the master teacher and the university supervisor.  Candidates are evaluated in their ability to address cross-cultural issues through the Reading/Language Arts Performance Objectives and Student Teaching Evaluation form.

In sum, through course work, field work and lesson preparation, candidates are ultimately required to develop a comprehensive literacy program for English learners.

Sample Texts for Working with English Learners

 Brechtel, M. (2002) Bringing it all together:  Language and literacy in the multilingual classroom. Carlsbad, CA:  Dominie Press.

Peregoy, S.F., & Boyle, O.F. (2005). Reading and writing and learning in ESL. Boston: Pearson Education

Ongoing Program Development

CSUF faculty actively pursue professional development and work closely to ensure that the Multiple Subject Credential Program evolves as the community changes and as the knowledge base that underlies classroom practice develops. In 1997, faculty who taught reading methods courses met under the auspices of a Preservice Reading Education Grant (funded by the California Department of Education). They discussed current directions from the State and examined CSUF course offerings in line with the elements of a comprehensive reading program.  Since that time, the Program Reading Committee has continued to meet in order to revise evaluation instruments and to further strengthen reading instruction across all blocks.

Program development is further facilitated by the Course Custodian system.  Each course is directed by a Course Custodian (also an instructor).  This individual’s role is two-fold: 1) facilitate biannual meetings of course instructors and 2) update and disseminate curricular and instructional materials and policy matters on an ongoing basis.

The program is structured so that candidates complete fieldwork during their reading methods courses and before assuming full-time student teaching responsibilities.  This structure allows instructors to present key information as candidates witness reading and language arts instruction in the field.  It also allows candidates opportunities to analyze programs adopted by the State Board of Education and current reading instruction practices before they enter full-time student teaching, where they teach the content standards, utilize adopted instructional programs and further refine their own reading instruction under the guidance of school and university personnel.

Faculty work with local school administrators and teachers to establish shared expectations and commitment to the thorough preparation of Multiple Subject candidates.  Faculty and school personnel arrange placements so that candidates will have an opportunity to observe and provide instruction in classrooms with a balanced, comprehensive program of instruction.

The following Table lists the course number and sample activities where this element is addressed.

7A(b)   For each candidate, the study of reading and language arts methods includes strong preparation for teaching comprehension skills; a strong literature component; strategies that promote and guide pupil independent reading; and instructional approaches that incorporate listening, speaking, reading and writing for speakers of English and English learners.

            In EDEL 433, a variety of methods are used to ensure that candidates receive support for instruction and experience in developing students’ comprehension skills, incorporation of strong literature, strategies that promote and guide students’ independent reading, and instructional approaches to promote the development of reading, writing, listening, and speaking for all learners, including English learners.  Textbooks, assigned readings, modeled lessons, and other materials are chosen that present an interactive model of reading which emphasizes the active nature of the reader in comprehending text and the importance of engaging students with high-quality literature.  Candidates are exposed to principles for guiding comprehension instruction that include the following:

• Use techniques that help guide the interaction between the reader and the text.
• Use comprehension strategies (e.g., questioning, summarizing, questioning, and connecting) to actively engage readers in the comprehension process.
• Use questions that require a full range of cognitive functions.
• Create opportunities for peer discussion and student-teacher dialogue.
• Teach strategies that students can use independently in reading and learning by encouraging metacognitive awareness of skills and strategies.

Candidates’ knowledge of quality literature to broaden students’ knowledge and comprehension strategies is developed by professional readings, in-class modeling of lessons, and assignments (see Table for specific activities).

The knowledge and experiences that candidates acquire in EDEL 433 are used as the basis for learning opportunities in EDEL 429.  A major assignment in this course requires students to develop a unit that integrates reading and the related language arts (listening, speaking, writing) and considers links to other content area.  This assignment provides candidates with the opportunity to develop long-term lesson plans that incorporate novels, biographies, fables, tall tales, and other genres into the curriculum.  One of the objectives of this assignment is for candidates to demonstrate their ability to plan instruction that will help students develop the strategies they need to comprehend multiple sources of information and to synthesize it to create new understandings.  This assignment is described in course syllabi (EDEL 429, EDEL 436, and EDEL 437).  In designing this unit, candidates must include instructional strategies and curricular decisions that ensure that English learners develop their knowledge of the content as well as their abilities to work with all forms of language (reading, writing, listening, and speaking).

See the Reading/Language Arts Performance Objectives form that must be signed by the university instructor, the master teacher and the candidate, and also the Student Teaching Evaluation form for evidence of preparation to instruct English learners and students from diverse cultural backgrounds.

The following Table lists the course number and sample activities where this element is addressed.

7A(c)   Each candidate's instruction and field experience include (but are not limited to) the following components:

(i)                 Instruction and experience with a range of textual, functional and recreational instructional materials, as well as a variety of literary and expository texts, including materials that reflect cultural diversity, in teacher-supported and in independent reading contexts.

In EDEL 433, a variety of methods are used to ensure that candidates acquire knowledge about a wide range of literature, including expository texts and literature with multicultural themes.  Textbooks and state publications contain extensive lists of quality literature, including literature with multicultural themes, from a variety of genres. Texts such as Yopp and Yopp’s Literature-Based Reading Activities are employed to assist candidates in gaining skill at using literature in teacher-supported and independent-reading contexts.  Through EDEL 433, candidates also have opportunities to apply their knowledge of different genres to their classroom reading instruction. 

The knowledge and experiences that candidates acquire in EDEL 433 are used as the basis for learning opportunities in EDEL 429.  A major assignment in this course requires candidates to develop a unit that integrates reading and the related language arts into the content areas.  This assignment, developed in conjunction with EDEL 436 and EDEL 437 (science and social studies), provides candidates with the opportunity to develop long-term lesson plans that incorporate expository text, novels, biographies, fables, tall tales, and other genres into the curriculum.  Multicultural literature is widely used in these units.

In addition to the integrated unit assignment, there are other opportunities in EDEL 433 and 429 for candidates to acquire knowledge about a wide range of texts and to have opportunities to apply it to instruction during fieldwork (EDEL 438) and student teaching (EDEL 439). 

Candidates’ competence at making effective use of a variety of texts is addressed through the Reading/Language Arts Performance Objectives form that must be signed by the university instructor, the master teacher and the candidate.  The Student Teaching Evaluation form provides evidence of candidates’ preparation to instruct English language learners and students from diverse cultural backgrounds.

The following Table lists the course number and sample activities where this element is addressed.