Course List

RED 3309   EARLY AND EMERGENT LITERACY K-2

Prerequisite: Admission to Educational Studies BS, or Elementary Education with Infused ESOL and Reading BS, or Exceptional Student Education with Infused ESOL and Reading BS, or Initial Certification. This course is designed to increase understanding of early literacy development and the conditions which promote total literacy for children birth to second grade. Language theory and current research are used to shape informed practices regarding literacy development. Connections are made among all aspects of literacy learning, including reading, writing, listening and speaking. The course explores research-based best practices in teaching literacy to young children. It includes a minimum of 15 school based hours of participation/observation of reading in educational setting(s).  47 contact hours.

RED 4009   EMERGENT LANGUAGE AND LITERACY

Prerequisite: Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. The purpose of this course is to promote the understanding of the developmental trajectory of emergent literacy through oral language/vocabulary, phonemic/phonological awareness, concepts of print, listening comprehension and writing for preschool children ages 0-5. Oral language theories, current emergent reading research and developmentally appropriate assessments align language development to best practice for emergent literacy learning. The role of emergent language and literacy learning: reading, writing, listening, speaking and thinking are explored while addressing the social, emotional, physical and creative development for young children. The course explores and develops many related activities to foster a balanced, differentiated, positive and constructive approach towards literacy learning for all young children. It includes a minimum of 15 school-based hours of observation/teaching/assessing reading in educational setting(s). This course is writing intensive. 47 contact hours.

RED 4014   READING AND LANGUAGE ARTS SKILLS IN ELEMENTARY SCHOOL, K-6

Prerequisite: Admission to EPI-CT or ICERT-NO or RCERT-NO. This course presents the sequence of skills, appropriate methods, and materials used in the development of a balanced language arts program. The major emphasis of this course is to combine current reading and language arts theory with current best practices found in contemporary school environments. This will include content and process overviews of the essentials of early literacy, beginning literacy strategies, intermediate literacy strategies, and assessments currently used by school systems. Exploration and discussion of current topics, simulated teaching, and fieldwork are all components. 47 contact hours.

RED 4043   READING WITHIN THE DISCIPLINES 5-12

Prerequisite: Admission to EPI-CT or ICERT-NO or RCERT-NO. This course examines the fundamentals of teaching reading including comprehension, fluency, and vocabulary within various disciplines in the secondary grades. The major emphasis of the course is teaching reading as a process to enhance metacognition and support understanding of more complex text, including informational and narrative forms. In addition, a major focus area is using informal and formal reading assessment to guide instruction. This course is blended. 47 contact hours.

RED 4304   EARLY LITERACY LEARNING AND ASSESSMENT PRE-K - GRADE 3

Prerequisite: Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. The purpose of this course is to promote the understanding of the developmental trajectory of emergent literacy through oral language/vocabulary, phonemic/phonological awareness, concepts of print, listening comprehension and writing for preschool children ages 0-5. Oral language theories, current emergent reading research and developmentally appropriate assessments align language development to best practice for emergent literacy learning. The role of emergent language and literacy learning: reading, writing, listening, speaking and thinking are explored while addressing the social, emotional, physical and creative development for young children. The course explores and develops many related activities to foster a balanced, differentiated, positive and constructive approach towards literacy learning for all young children. It includes a minimum of 15 school-based hours of observation/teaching/assessing reading in educational setting(s). This course is writing intensive. 47 contact hours.

RED 4324   READING IN THE MIDDLE SCHOOL

RED 4335   READING IN THE CONTENT AREA

Prerequisite:

Admission to Secondary Science Education BS, OR
Middle Grades Math Education BS, OR
Middle Grades Science Education BS, OR
Secondary Math Education BS, OR
Initial Certification.

This course is designed to promote the effective teaching of literacy skills across the curriculum. The major emphasis of this course is placed on current theories, methods, and materials used in content area literacy instruction. Lecture, discussion, simulated teaching, and field work constitute different course activities. 47 contact hours

RED 4335 / Topic #2: READING ACROSS THE CURRICULUM: EPI

Prerequisite: Must be in the EPI programs. This is a two-credit course designed to promotes effective teaching of literacy skills. Through lecture, discussion, and simulated teaching, students learn to apply appropriate strategies and assessments for diverse learners, employ exemplary practices and create learning environments that promote and build literacy across the curriculum. 32 contact hours.

RED 4511   INTERMEDIATE LITERACY 3-6: READING, WRITING AND THINKING

Prerequisite: Admission to Elementary Education with Infused ESOL and Reading, AND RED 3309 and EDG 3620 OR Admission to Exceptional Student Education with Infused ESOL and Reading, AND RED 3309 and EEX 3241. This course is an intermediate reading and writing course that combines the study of theory and practice in the teaching of developmental reading, writing and critical thinking in grades 3-6. The major emphasis of the course is on current theories, methods, and materials used in reading/literacy and writing instruction. Lecture, discussion, simulated teaching and fieldwork constitute different course activities. 47 contact hours.

RED 4519   DIAGNOSIS AND INTERVENTION IN READING

Prerequisites: RED 3309 and RED 4511 and admission to Elementary Education with infused ESOL and Reading BS, or Exceptional Student Education with infused ESOL and Reading BS, or Elementary Education EPI, or Exceptional Student Education EPI. This course is designed to focus on formal and informal reading assessments (e.g., formal-norm-referenced/criterion-referenced assessments, and informal-reading inventories). Students will complete diagnostic case studies to demonstrate their ability to interpret pre-existing data reports, select and administer appropriate assessments and analyze data to inform reading instruction. Topics include quantitative and qualitative assessments that address elements of reading (e.g., comprehension, word recognition, phonemic awareness, phonics, fluency, vocabulary, oral language and writing.) The major emphasis of the course is on diagnosis of reading problems, administration of the assessments, evaluation of results, and planning instruction/interventions for remediation. Lecture, discussion, simulated assessment practice, and an actual diagnostic case study, constitute different course activities. 20 school- based hours. 47 contact hours.

RED 4940   FINAL READING INTERNSHIP

Prerequisite: Admission to Elementary Education with Reading BS, or Exceptional Student Education with Reading BS, or Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading BS. Corequisite: EDE 4940 or EEX 4940 or EEC 4946. This course is designed as a supervised reading portion of the final internship to give practical experience in reading for the pre-service teacher. This course aligns directly to the Florida Reading Competencies, which include language development, cognition, research-proven best practices, and differentiated instruction. Students will work directly with K-12 teachers and students in the public schools in large group, small group, and individual settings to connect all aspects of theoretical, campus-based literacy instruction to classroom practice. This course is designed to demonstrate specific skills and strategies in reading relative to program planning, instruction, daily scheduling, record keeping, evaluation, classroom management, communication, ethics, and professional development. Contact hours: Students will spend a minimum of 5 hours per week for 15 weeks.