EDU180 Reading Part 2 (0)
CSU Discipline Area: Education Studies (EDSTD)
Duration: One session
Abstract:
Reading Part 2 deepens knowledge and understanding of the foundations and underlying vision and philosophy of reading instruction and assessment. Critical to effective reading instruction is the ability of teachers to ensure positive, interactive learning experiences for all students. Teachers learn how to combine their knowledge of student development and learning with their understanding of reading skills to facilitate active student engagement. Teachers will enhance professional practice, and extend and apply knowledge and skills in the design and delivery of reading programs.
+ Subject Availability Modes and Locations
| Term 2 | |
|---|---|
| Internal | Canada |
| Distance | Canada | Session 2 |
| Internal | Canada |
| Distance | Canada | Term 3 |
| Internal | Canada |
| Distance | Canada |
Continuing students should consult the SAL for current offering details: EDU180
Where differences exist between the Handbook and the SAL, the SAL should be taken as containing the correct subject offering details.
Assumed Knowledge:
EDU160 Reading Part 1 Additional Qualification along with at least one year (194 days) of successful teaching experience.
Enrolment restrictions:
Enrolment is restricted to Ontario College of Teachers accredited teachers only who have successfully completed the EDU160 Reading Part 1 Additional Qualification and who possess at least one year (194 days) of successful teaching experience.
Objectives:
Upon successful completion of this subject, students should:
- be able to understand and interpret Ontario Ministry of Education curriculum, policies and guidelines;
- be able to apply theoretical understanding to design, implement and assess programs and/or practices related to reading;
- be able to integrate and implement expectations, strategies and assessment practices in response to the diverse needs of learners and the promotion of student success in all subject areas;
- be able to apply principles of equitable, holistic and inclusive learning environments (intellectual, social, emotional, physical, environmental, linguistic, cultural, spiritual and moral);
- be able to apply strategies for collaboration with school/ board personnel, parents/guardians and the community;
- be able to integrate a variety of appropriate resources, including technological and communication resources, to enhance professional knowledge in support of student learning;
- be able to refine professional practice through ongoing inquiry, dialogue and reflection;
- be able to demonstrate ethical practices and address ethical issues;
- be able to participate as a member of a professional learning community to enhance professional knowledge and support student learning in the area of reading instruction and assessment;
- be able to apply theory and research related to effective reading instruction and assessment in one’s own practices;
- be able to develop awareness of First Nations, Métis and Inuit (Aboriginal) ways of knowing and perspectives;
- be able to explore innovated approaches for integrating environmentally respectful practices; and
- be able to explore innovative strategies to create and sustain safe, equitable and inclusive learning environments that honour and respect diversity.
Syllabus:
The subject will cover the following topics:
- Applying understanding of the stages of development of the reader as related to current theories of child and adolescent development
- Applying relevant theories of exceptionality as they relate to diverse learners
- Applying current theoretical foundations of reading in order to differentiate cross-curricular instruction supportive of the needs of diverse learners
- Implementing Ontario curriculum and government policies relevant to the teaching and learning of reading
- Examining current reading expectations within the context of the English curriculum policy documents
- Integrating and critically examining the influence of technology on written expression
- Applying teaching practices that reflect how the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession serve as the foundation for teacher professionalism
- Engaging in curriculum planning and the development of implementation strategies and frameworks for reading instruction based on assessed student
- Implementing a variety of instructional frameworks for teaching reading that enable students to read for multiple and authentic purposes and audiences
- Identifying, accessing, integrating and assessing community, print, electronic and collegial resources related to reading instruction
- Engaging in purposeful planning for the critical and effective use of technology for reading instruction
- Planning and implementing a reading instruction framework that reflects the Ethical Standards for the Teaching Profession and the Standards of Practice for the Teaching Profession
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Purposefully integrating effective instructional strategies that address:
-various text forms and their characteristic elements
-text features and stylistic devices
-reading strategies which promote meaning-making - Recognizing and responding to opportunities for shared responsibility and partnership as conveyed in the Foundations of Professional Practice and exploring their potential
The information contained in the 2013 CSU Handbook was accurate at the date of publication: 24 April 2013. The University reserves the right to vary the information at any time without notice.