Idaho Comprehensive Literacy Course #2
GENERAL EDUCATION: This course does not fulfill a General Education requirement.

CATALOG DESCRIPTION: Prepares future teachers in the areas of language acquisition, structure, and development; basic skills of literacy fluency; and strategies for improving reading in all content areas.
DESCRIPTION: This course is designed to prepare future teachers in the areas of language structure and literacy instruction, reading comprehension and best teaching practices, and assessment and intervention. This will include strategies for direct phonics instruction as well as methods for teaching reading across the curriculum in all content areas. Together with a "team teaching" approach, the course will provide practical field experience in pre-kindergarten through twelfth grade classrooms-- thus giving the future educator an early exposure to "real-life" experiences and a broader view of the language arts curiculum.
OBJECTIVES: 1. To understand the components of language and how language, speech and communication are an integrated system.
2. To conceptualize the basic theories of Language Acquisition, acknowledge their limitations and use the basic framework of these theories to understand the foundational principles of intervention.
3. To map out significant language mile-stones for young children in order to assess language ability/level and understand how they relate to motor, cognitive, and social development.
4. To thoughtfully consider the causes, categories and characteristics of language delays, disorders, and differences (culture and linguistic perspectives) to more effectively refer and/or serve (intervention) children with special needs.
5. Learn and demonstrate competence in language intervention/training theories and techniques to increase language ability with children 0-5 years of age.
6. Understand the relationships of language with emergent reading and writing.
7. To understand how literacy strategies and teaching tools fit with content area teaching and learning.
8. To increase meta-cognitive awareness of literacy strategies.
9. To recognize the diversity of students.
10. To evaluate appropriateness of the texts in your content area.
11. To model and explain literacy strategies in the generating, interacting and refining phases.
12. To select teaching tools including modeling/explaining, student-centered and activitiy-centered tools, direct teaching tools, and appropriate integration of technology to support each of these three phases above.
13. To consider assessment tools that inform future instruction.
14. To incorporate writing to support content learning.
PREREQUISITES: Must have completed ElEd 375 - Literacy #1
EFFECTIVE DATE: January 2003