Elementary

EL 716. ASSESSMENT TRAINING FOR READING RECOVERY 1 HRS. (Prerequisite, acceptance into the Reading Rcovery Program.) Participants in this course will learn to administer, interpret and apply procedures for assessment and instruction as specified in the Reading Recovery Program.

EL 717. READING RECOVERY TEACHER TRAINING I 3 HRS. (Prerequisite, acceptance into the Reading Recovery Program.) Participants in this course will learn to administer, interpret, and apply procedures for assessment and instruction as specified in the Reading Recovery Program.

EL 718. READING RECOVERY TEACHER TRAINING II 3 HRS. (Prerequisite, acceptance into the Reading Recovery Program and successful completion of EL 717.) Participants in this course will extend and enhance procedures for assessment and instruction as specified in the Reading Recovery program.

EL 721. READING THEORY AND LITERACY PRACTICES: ELEMENTARY 3 HRS. Emphasis is placed on the teaching of reading and its relationship to the language arts (reading, writing, speaking, listening, and viewing). The content includes an overview of theories and learning models that have influenced the teaching of reading. Discussions will focus on the importance of a literacy-rich environment both in the classroom and home. Prominent research in reading education will be reviewed and applied to the student’s own learning.

EL 723. READING THEORY AND LITERACY PRACTICES: SECONDARY 3 HRS. This course is designed to help middle/secondary school teachers view reading as an integrated part of the school curriculum. Issues to be explored include elements of reading/learning styles, techniques for teaching vocabulary, comprehension, study skills, special approaches for adapting instruction to all types of learners, motivation for lifelong reading and learning, and technology/reading. Emphasis is on reading (and writing) as an interactive and developmental process.

EL 725. TEACHING READING TO DIVERSE LEARNERS 1 HR. This course is designed to help elementary, middle or secondary school teachers critically explore diversity issues to better prepare them to address the literacy needs of all learners. This course is also designed to help promote equality, equity, and excellence among all learners.

EL 745. GRADUATE ASSISTANT TRAINING 1 HR. This course is mandatory for any newly appointed GTA/GA in the department. The student will work directly with the instructor to become fully informed about the scope of the position held. In addition, special emphasis will be placed on instructional strategies as appropriate for the position. Students will be expected to meet with the instructor and prepare assignments for a minimum of 15 hours during the first 8 weeks of the semester.

EL 751. APPLICATION OF DEVELOPMENTAL THEORIES 3 HRS. (Prerequisite, ECSE majors must have CD 782 as a prerequisite.) This couse is for students who are practitioners in any educational setting from pre-K through secondary school. Course covers the main theories currently used as the foundation for quality education, pre-K through late adolescence and young adults. Effective practitioners can articulate the theoretical bases for teaching goals and strategies.

EL 801. IMPROVEMENT OF INSTRUCTION IN LANGUAGE ARTS 3 HRS. The skills, understandings, and values developed through the teaching of oral and written communication in the elementary school. Tools for communication and self-expression included in spelling, manuscript, and cursive writing, grammar, listening, speaking vocabulary, and creative expression will be reviewed.

EL 802. IMPROVEMENT OF INSTRUCTION IN ELEMENTARY SCHOOL MATHEMATICS 3 HRS. Methods and content. How children learn is related to methods of teaching mathematics. The content includes that of modern mathematics in the elementary curricula and in research programs.

EL 803. IMPROVEMENT OF INSTRUCTION IN SCIENCE EDUCATION 3-6 HRS. (Prerequisite, consent of instructor or graduate standing.) A self-paced sequence of laboratory activities which will increase the teacher's competence in (l) a sequence of problem-solving laboratory skills in science, (2) designing, teaching, and revising entire units of science instruction for children. Options include planning children's science activities for entire year using one's own curriculum materials or materials from any or all of newer elementary science curriculum programs.

EL 804. IMPROVEMENT OF INSTRUCTION IN ELEMENTARY SOCIAL STUDIES 3 HRS. Designed to assist prospective and in-service teachers in understanding procedures for teaching social studies, content and materials appropriate for social studies at the various levels, and present influences and trends affecting the teaching of elementary social studies. Concepts and material developed in the class will be related to actual classroom situations.

EL 807.  INTEGRATING READING IN THE CONTENT AREAS 2 HRS.  This course will be an elective for students in the master teacher programs.  The course will promote how reading cueing systems directly impact content area comprehension (mathematics, science, and social studies) and provide a systematic approach for using reading cueing systems to teach these content areas effectively to elementary students.  Students in the master teacher programs will complete the course which will enable them to promote content area comprehension in their own classrooms and schools.

EL 810.  STRATEGIES FOR EFFECTIVE WEB READING 3 HRS.  This course focuses on the process of becoming Web literate or finding, understanding, and using information from the Web.  A foundation will be built from what we know about reading, learning, and effective teaching practices with print text in order to understand the benefits and challenges of reading on the Web.  Course projects will encourage participants to actively use models of inquiry with the Web to pursue answers to their own questions and learn ways to guide students through the online inquiry process.

EL 812. READING FOR INDIVIDUALS WITH SPECIAL NEEDS 3 HRS. This course is designed to provide the special educator with a background in reading theories, assessment and diagnostic teaching procedures for primary through secondary students. The course will address the student, the context and the text.

EL 821. READING CURRICULUM DEVELOPMENT AND STRATEGY INSTRUCTION 3 HRS. Teachers of reading must be familiar with current theory, research and exemplary practices in the field of reading. This course explores current issues related to reading curriculum planning with an emphasis on strategies and techniques for instruction. Students will plan instructional strategies and reflect on their own reading curriculum.

EL 823. ANALYSIS OF READING ASSESSMENT AND INSTRUCTION I 3 HRS. (Prerequisites, EL 721 or ED 723 and EL 821.) This course is designed to provide the reading specialist or classroom teacher with the knowledge, skills and processes necessary to assess, analyze and instruct the reading performance of beginning readers (pre-reader through 3rd grade level).

EL 825. ANALYSIS OF READING ASSESSMENT AND INSTRUCTION II 3 HRS. (Prerequisites, EL 721 or ED 723, EL 821.) The course is designed to provide the reading specialist or classroom teacher with the knowledge, skills and processes necessary to assess, analyze and instruct the reading performance of intermediate and advanced level readers (4th-12th grade level).

EL 827. PRACTICUM IN READING: ELEMENTARY 2 HRS. (Prerequisites, EL 823 and EL 825.) Students are required to apply the knowledge and skills in assessment and instruction gained from the prerequisite courses to work with a disabled reader in grades 4-12. The student will be expected to complete a comprehensive case study including assessment, instruction, and reflection.

EL: 828. PRACTICUM IN READING: SECONDARY 2 HRS. (Prerequisites, EL 823, EL 825.) Students are required to apply the knowledge and skills in assessment and instruction gained from the prerequisite courses to work with a disabled reader in grades pre-K-3. The student will be expected to complete a comprehensive case study including assessment, instruction, and reflection.

EL 829. READING SPECIALIST AS A PROFESSIONAL 2 HR. (Prerequisite, EL 827.) Emphasis is placed on the various professional roles a reading specialist will fulfill in the school, district, and state. Discussions will focus on how the reading specialist becomes an effective leader within the school culture.

EL 830. READING SPECIALIST INTERNSHIP I 2 or 2 HRS. (Prerequisites: M.S. degree in Education with Reading Specialist emphasis and conditional license as a reading specialist.) Emphasis is placed on the student applying the reading specialist training in a leadership role within the school context, the district, and in the state. The course will focus on the reading specialist as a leader. The student will participate in continued study of prominent issues in reading.

EL 831. READING SPECIALIST INTERNSHIP II 1 or 2 HRS. (Prerequisite, M.S. degree in Education with Reading Specialist emphasis; conditional license as a reading specialist; EL 830.) Emphasis is placed on the student applying the reading specialist training in a leadership role within the school context, the district, and in the state. The course will focus on the reading specialist as a leader. The student will participate in continued study of prominent issues in reading.

EL 836. TOPICS AND ISSUES IN EDUCATION 1-3 HRS. The study of contemporary topics and issues of relevance to today’s educators. The instructor, guest presenters, and students will address and investigate current best practice, examine issues, and review recommendations for the improvement of education.

EL 853.  RESEARCH PROBLEMS IN EDUCATION 1-6 HRS.  (Prerequisite, permission to enroll must be approved by the chair of the department.)  Under individual direction, the student will select and pursue the investigation of special problems.

EL 854.  MASTER TEACHER PRACTICUM: ACTIONA RESEARCH IN THE CLASSROOM 2 CR. HRS.  (Prerequisite, consent of advisor.)  This course is designed to develop the educators' knowledge and skills in appropriate action research techniques with the participants developing an action research project that will be implemented in their school/classroom.  Students will produce a research proposal and then complete a final paper that reports the outcome of the proposed research activity.

EL 855.  THESIS. M.S. 1-6 HRS.  (Prerequisite, permission to enroll must be approved by the chair of the department.)  The thesis is designed for graduate students working toward the degree, Master of Science, and specializing in professional education.

EL 861. ADVANCED OBSERVATION & PARTICIPATION (ELEMENTARY) 2-4 HRS. (Prerequisite, permission to enroll must be approved by the chair of the division.) Graduate students, under individual arrangements, will observe, teach, and do research work in a laboratory situation.

EL 871. ORGANIZING INDEPENDENT LEARNING: PRIMARY LEVEL 2 HRS. This course is a mastery learning course designed to help teachers acquire teaching skills that can be used to prepare students for successful independent learning. Elementary.

EL 873. EFFECTIVE QUESTIONING IN CLASSROOM DISCUSSION: ELEMENTARY LEVEL 2 HRS. This course is a mastery learning course designed to help elementary teachers acquire some of the specific questioning behaviors that will promote discussion on comprehension, analysis and evaluation levels. Techniques of prompting and clarification are also developed. Elementary.

EL 915. ADVANCED ASSESSMENT TRAINING 1 HR. (Prerequisite, acceptance into the Reading Recovery Teacher Leader Program.) This course is designed for Reading Recovery Teacher Leaders and is the Initial Reading Recovery course. This course will prepare the teacher leaders-in-training in the administration, scoring, and interpretation of An Observation Survey of Early Literacy Achievement.

EL 916. OBSERVING AND RESPONDING TO YOUNG READERS 4 HRS. (Prerequisite, acceptance into the Reading Recovery Teacher Leader Program.) Participants in this course will develop expertise in teaching Reading Recovery children, training Reading Recovery teachers, and will also develop an understanding of the theoretical base of Reading Recovery.

EL 917. OBSERVING AND RESPONDING TO YOUNG READERS, ADVANCED 3 HRS. (Prerequisite, successful completion of EL 916.) Participants in this class will extend and enhance professional skills in teaching children in the Reading Recovery program.

EL 918. RESEARCH AND THEORETICAL FOUNDATIONS OF LITERACY 3 HRS. (Prerequisite, acceptance into the Reading Recovery Teacher Leader Program.) This course is intended for Reading Recovery teacher leaders-in-training. There are two major strands throughout this course, Literacy Acquisition for All Children and Issues Related to Children with Reading Difficulties.

EL 919. RESEARCH AND THEORETICAL FOUNDATIONS, ADVANCED 3 HRS. (Prerequisite, successful completion of EL 918.) This course is intended for Reading Recovery teacher leaders-in-training. The two major strands for this course are Reading and Writing Process and Reading Difficulties. These two strands run concurrently and continually relate the theories and research to practice.

EL 920. LEADERSHIP AND IMPLEMENTATION 3 HRS. (Prerequisite, acceptance into the Reading Recovery Teacher Leader Program.) Participants in this course will become aware of relevant Reading Recovery issues in program implementation and how to successfully create positive skills while teaching adults and working with administrators, parents, classroom teachers, and other school personnel.

EL 921. ADVANCED LEADERSHIP AND IMPLEMENTATION 4 HRS. (Prerequisite, successful completion of EL 920.) Participants in this course will construct an understanding of the complex role of teacher leaders as they teach children and participate in the training of Reading Recovery teachers in the field.

EL 925. READING RESEARCH STUDIES 3 HRS. (Prerequisite, EL 827 or its equivalent.) An exploration of major sources reporting reading research. Major research studies in the field are discussed and interpreted. Time is also spent on developing the skills necessary for conducting reading research.

EL 927. ADVANCED PRACTICUM IN READING 4 HRS. (Prerequisite, EL 827 or its equivalent.) This course is designed to give graduate students training to be reading specialists an opportunity to apply their knowledge of diagnostic and remedial techniques in a group setting. Students will test, tutor, develop case studies and lesson plans for a group of at least three children. A total of thirty clock hours will be spent working with the children.

Last Updated May 7, 2009