This program is designed to lead to professional certification in Literacy Education at the Childhood or Adolescence Level. The program is for teachers who already hold provisional certification at the childhood or adolescence level and desire certification to become a Literacy Specialist. The emphasis of the program is infusing theory with application through carefully designed courses and supervised, professional practica. The program stresses both the teaching of effective reading and writing skills and infusing these skills into a warm, rich environment where students develop their literacy proficiency. Learners in this program strengthen their pedagogical base through classroom discussion, crafted field work, and carefully selected, supervised, matched practicum hours. Students will culminate their experience with a rich literacy portfolio that chronologies their coursework and experience. Additionally, students refine one piece of writing throughout their program to be published in a Roberts Literacy Anthology. This program may be completed through full-time study, however, most students will complete their work in five semesters of part-time study.
30 credit hours, fieldwork and supervised practicum required; minimum of 75 hours
ADMISSIONS REQUIREMENTS
Current Provisional or Initial Certification at the same level to qualify (Birth-Grade 6 or Grades 5-12)
2.75 overall GPA or higher
U.S. citizenship or permanent residency
APPLICATION REQUIREMENTS
Send the completed application form with a $35 application fee (non-refundable) to the Graduate Teacher Education Office. (Checks should be payable to Roberts Wesleyan College)
Send one writing sample with your completed application form.This writing sample should be an essay, 300-500 words in length, explaining why you are seeking admission to this program. Include how this program will help achieve your personal and/or professional goals.
Have two official transcripts from all colleges or universities you attended sent to the Graduate Teacher Education Office.
Have three recommendation forms and letters of reference completed and sent to the Graduate Teacher Education Office. These should include two professional and one character reference.
Send a brief resume no longer than one page in length and academic in nature.
Send a photocopy of your current certification.
Upon acceptance, a $350 non refundable deposit is required to hold your place in the program.
New Literacy Certification students will be admitted in SPRING, SUMMER and FALL semesters. All application materials for the spring program must be received by November 1st. All application materials for the summer program must be received by March 1st. All application materials for the fall program must be received by June 1st.
COURSE DESCRIPTIONS
(All courses are 3 credit hours)
EDUC 5900 Nature and Acquisition of Literacy
This course presents an overview of the major language and literacy acquisition theories through a historical survey and introduction to the theorists who have shaped current literacy instruction. Topics will include oral language development, the definition of reading, the reading process, changing perspectives on literacy, legislation regarding literacy, sources of information regarding best practices, and the investigation of different reading programs. Additionally, there will be a focus on turning theory into practice and examining the implementation of the theories in the reading classroom. Students will be expected to read the original works of important literacy authorities and to investigate the research related to how research is conducted in the field of literacy. (10-15 hours of fieldwork required)
EDUC 5901 Reading in the Content Areas
This course presents skills and strategies that can be applied to reading in science, social studies, and math. The focus will be on reading to learn. Topics will include preparing students to read content area texts and trade books, comprehension of narrative and expository text, determining what is important while reading, organizing collected information, integrating reading with other subjects, and assessing student learning. Students will be expected to develop a repertoire of teaching strategies that will support students as they read to learn, as well as interventions when language-based learning difficulties arise.
EDUC 5902 Assessing Literacy
This course investigates the tools available to assess a student’s reading and writing development. It will look at the New York State Language Arts Standards and help students to choose or develop assessments that match the standards. Topics will include observation as an assessment tool, running records, reading and writing continuums, analysis of written work, assessment of spelling, phonics, and phonemic awareness. Students will be expected to prepare case studies and report their findings. (10 hours of field work required)
This course will build on the students’ knowledge of assessment and investigate how the information collected can be used to make informed instructional decisions. The focus will be on using what the teacher knows about their students’ skills to choose reading materials and mini-lessons in reading. Topics will include utilizing various informal and formal assessments, the analysis of assessment data, review of the New York State Language Arts Standards, examination reading materials, leveling texts, matching books with students, and developing lesson plans that address student needs. Students will be expected to write lesson plans that reflect their analysis of student skills and strategies. (Supervised practicum, minimum 25 hours required)
EDUC 5904 Research in Literacy (prerequisite EDUC 5900)
Examines research methodologies used in educational research related to literacy. Emphasis is on understanding the merits of qualitative, experimental, non-experimental, and action research for furthering literacy in the schools. Students are expected to develop and defend earlier established research questions. Further, students will implement quality action research techniques in a focused academic intervention setting. Participants read and critically analyze current research on a particular aspect of literacy and synthesize their readings in an APA-formatted literature review.
SPED 5665 Language Learning Disabilities
Traces the cognitive development of language through multiple stages and across various disabilities and non-disabling conditions. Gives participants background in how language and its development are related to the academic and social development of children. Examines the broadest range of learners, including learners with mild, moderate, and severe disabilities as well as children with multiple disabilities.
For the certificate in Literacy (birth-grade 6)
EDUC 6910 Literacy Theory-Childhood (prerequisite EDUC 5900 and 5904)
This course is designed to increase students’ understanding of the theories of literacy, as well as the application of theory into practice. The focus will be on the examination of literacy in terns of thought processes, skills, methodologies, materials, and assistive technology that support literacy for all learners. Topics will include balanced literacy, shared reading, guided reading, supporting comprehension, grouping, meeting individual needs, and differentiated instruction. Students will explore and develop additional teaching strategies that can be used to support literacy development in the elementary grades. “Students will co-register with EDUC 6919 for their final semester.
EDUC 6911 Literature, Media, and Children
This course will explore a wide range of children’s books, magazines, media, computer programs, websites, and other print. Topics will include critiquing picture books, evaluating non-fiction, working with novels, literature circles, web based instruction, presentation skills, media/video literacy skills, and matching appropriate reading materials with the child. Students will be expected to read widely and examine reading materials appropriate for elementary school reading programs.
This course is designed to increase students’ understanding of the theories of literacy, as well as the application of theory into practice. The focus will be on the examination of literacy in terms of thought processes, skills, methodologies, materials, and assistive technology that support literacy for all learners. Provides foundational content on literacy theory, reading instruction, and reading in the content areas. Includes attention to issues of second language acquisition, bilingualism, literacy enrichment, and remediation.
*Students will co-register with EDUC 6919 for their final semester.
EDUC 6913 Literature, Media, and Adolescence
This course will explore a wide range of books, magazines, media, computer programs, websites, and other print materials for young adults. Topics will include media literacy, critiquing books, evaluating non fiction, critical thinking with novels, literature circles, web based instruction, presentation skills, media/video literacy skills, and matching appropriate reading materials with the young adult. Students will be expected to read widely and examine reading materials appropriate for middle/high school readers.
Electives (all levels; select one)
EDUC 6917 Reading Programs and Partnerships
From “National Book Week” to “Rochester Reads” to “Accelerated Reader,” there are many approaches to promoting reading at the school-building, school-district, town, or even national level. This course considers the hallmarks of a successful program and how the reading specialist can play a critical role in selecting and recommending reading series, reading programs, remedial programs, computer-based systems, alternative intervention services, after-school programs, and so on. Additionally, the class explores the role of the reading specialist as a collaborator in the school, working with the school psychologist, classroom teacher, library/media specialist, principal, special educator, parents, and others to foster literacy in the school and to insure literacy instruction that meets the needs of every student.
EDUC 6918 Technology for Literacy
Course considers current research and best practice regarding effective use of technology for reading, writing, student research, and communication. Topics and techniques include software for literacy and language development; the reading/writing connection; technology for reading and study skills; webbing, word processing, and desktop publishing in the writing process; interactive study guides, webquests, and cyberliteracy;electronic storybooks; and the use of video for literacy learning and teaching. This course also includes hands-on use of technology to give students experience with web-based teaching and learning.
Culminating Experience (all levels)
EDUC 6919 Research and Theory into Practice
This course is required for majors in the Master of Education in Literacy program. It is designed to develop teacher candidates’ understanding of literacy teaching and learning. Through the course content and activities, teacher candidates will become more effective in their ability to increase student performance in the content areas by utilizing successful teaching strategies and developing student self-learning strategies.
Rationale: This class will examine the multidimensional nature of literacy. Specifically, students will examine how learners use language to understand their world. As the focus of this class is geared toward preparing the student teacher toward the classroom, we will explore language and literacy issues with elementary children. We will look at theory that helps inform our best practices and how we can best engage students to learn.
A major focus in this course will be the development of a Literacy Portfolio that meets the standards for licensure. Many of the lessons you design will target concepts that can demonstrate your competence in dealing with (1) subject matter, (2) student learning, (3) diversity of learners, (4) planning for instruction, (5) instructional strategies, (6) learning environment, (7) communication, (8) assessment, (9) professional development, and (10) student support.
