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Demonstrate knowledge of the theoretical, historical, and evidence-based foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools. | WCU 1, 2, 4\u003Cbr>CF 6\u003Cbr>EG 1, 5 | 1, 4 | R1 .1\u003Cbr>R1.2 | 1 |\n| 2. Use foundational knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners. | WCU 1, 2, 4\u003Cbr>CF 3, 6\u003Cbr>EG 1, 2, 4 | 1, 2, 4 | R1.1\u003Cbr>R1.3 | 2 |\n\n\n| 3. Understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; participate in professional learning experiences; explain assessment results and advocate for appropriate literacy practices to relevant stakeholders. | WCU 1, 2, 4\u003Cbr>CF 3, 5, 6\u003Cbr>EG 4, 5 | 2, 6 | R1.1\u003Cbr>R1.3 | 3 |\n| --- | --- | --- | --- | --- |\n| 4. Demonstrate knowledge of research, relevant theories, pedagogies, essential concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students’ identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community levels. | WCU 1, 2, 4\u003Cbr>CF 3, 6\u003Cbr>EG 1, 2, 6 | 1, 2, 10 | R1 .1\u003Cbr>R1.4 | 4 |\n| 5. Meet the developmental needs of all learners and collaborate with school personnel to use a variety of print and digital materials to engage and motivate all learners; integrate digital technologies in appropriate, safe, and effective ways; foster a positive climate that supports a literacy-rich learning environment. | WCU 1, 2, 4\u003Cbr>CF 4, 6\u003Cbr>EG 1, 3 | 1, 2 | R1.1\u003Cbr>R1.2 | 5 |\n| 6. Apply theory and best practice in multiple supervised practicum/clinical experiences. | WCU 1, 2, 4\u003Cbr>CF 6\u003Cbr>EG 1, 4, 5 | 1, 3, 5, 7 | R1 .1\u003Cbr>R1.3\u003Cbr>R1.4 | 7 |\n| 7. Review the scientific evidence and demonstrating knowledge concerning vocabulary, fluency, and comprehension and how they are learned and why they are important to the reading and writing process for all children. | WCU 1, 2, 4\u003Cbr>CF 6\u003Cbr>EG 1, 4, 5, 6 | 1, 4, 7 | R1 .1\u003Cbr>R1 .2\u003Cbr>R.1.3 | 1, 2 |\n| 8. Develop and collect teaching materials for a variety of instructional strategies for instructing beginning readers/writers in vocabulary, fluency, and comprehension. | WCU 1, 2, 4\u003Cbr>CF 3, 6\u003Cbr>EG 1, 4 | 7, 8 | R1.1\u003Cbr>R1.2\u003Cbr>R.1.3 | 1, 2, 7 |\n\n\n| Requirement(s) | Due Date | Points/ Grading | Specifics |\n| --- | --- | --- | --- |\n| Attendance/\u003Cbr>Participation\u003Cbr>The William | \u003Cbr>August 29, September 12,\u003Cbr>September 26, October 10, &\u003Cbr>October 24 | 75\u003Cbr>points | This is a hybrid virtual course. Attendance at the 4 virtual meetings via WebEx is crucial for successfully completing the required assignments for this course. If you must be absent for a medical issue or family emergency, you will need to plan with the instructor or another student\u003Cbr>f |\n| Carey Catalog\u003Cbr>states that no\u003Cbr>undergraduate student may receive credit\u003Cbr>for a course in\u003Cbr>which 25% of classes are missed. | Class for\u003Cbr>weeks 1, 3, 5,\u003Cbr>7 , and 9-\u003Cbr>online\u003Cbr>coursework.\u003Cbr>Class for\u003Cbr>Weeks 2, 4,\u003Cbr>6, 8 , and 10\u003Cbr>will meet\u003Cbr>virtually via\u003Cbr>WebEx in\u003Cbr>Canvas. |  | to ind out what was covered during the virtual meeting.\u003Cbr>As a courtesy to instructor and class participants, everyone will be expected to follow virtual meeting norms.\u003Cbr>• Dress appropriately as you would for an in-person class.\u003Cbr>• Plan to attend virtual meetings in a setting where there will be minimal distractions and background noise.\u003Cbr>• Avoid attending class in a setti","cbCainkJgYi99LzF","https://ap.wps.com/l/cbCainkJgYi99LzF","pdf",693401,10,28,"English","# Learning Outcomes\n## Literacy Foundations and Interrelationships\n## Curriculum Development and Evidence-Based Instruction\n## Assessment and Intervention\n## Diversity, Equity, and Inclusive Classrooms\n## Developmental Needs and Classroom Environment\n## Supervised Practicum/Clinical Experiences\n## Vocabulary, Fluency, and Comprehension\n## Instructional Materials Development\n# Course Requirements and Grading","[{\"question\":\"What learning outcomes does the course target?\",\"answer\":\"The syllabus targets knowledge of literacy foundations, the ability to critique and implement literacy curricula, and competency in assessment tools for screening and measuring literacy achievement. It also emphasizes inclusive practices and developmental, evidence-based instruction for beginning readers and writers.\"},{\"question\":\"How does attendance work in this hybrid virtual course?\",\"answer\":\"Attendance relies on participation in required virtual meetings via WebEx and on documentation methods for weeks when assignments are due. If assignments are not submitted by 11:59 p.m. on the due date, the student is counted absent for that week and points may be deducted.\"},{\"question\":\"What graded assessments are included?\",\"answer\":\"The syllabus includes a Syllabus Quiz and weekly chapter-related activities under “Fundamentals of Literacy Instruction \\u0026 Assessment,” such as reading chapters, reviewing Canvas materials, completing online quizzes, and submitting chapter assignments. Quizzes close one week after the due date and are not reopened.\"}]","EDR 3110.28H Early Literacy Instruction II - Course Syllabus - Fall 2022 | PDF"]