Practicum Courses Requiring Approval Lists
MS Course Listing
CPN required = Class restricted; permission number is required.
This class introduces instruction and development in literacy including research-based strategies, materials, and assessment practices consistent with state and national standards. The focus is on intentional, critical literacy teaching with topics including; children's learning and thinking, instructional planning, tools and formats for balanced literacy instruction, text complexity, leveled texts, dialogic instruction, engaging families, running records and reading inventories, vocabulary-, syntax- and knowledge building.
Students read and respond to multiple genres of children's literature, including nonfiction texts, across both print and electronic platforms. Topics include: supporting and appreciating students' complex responses to literature; analyzing the symbiotic relationship of words and pictures in visual texts; using technology to promote literary understanding; and meeting the standards by designing literature instruction informed by critical literacy perspectives.
This course is intended for prospective and practicing consultant teachers and literacy specialists whose job is to support secondary students' subject area knowledge-building in three contexts: the general classroom, academic support classes, and small group or one-to-one tutoring. The course is designed around reading and writing argumentative and explanatory texts. Students will learn knowledge-building literacy practices; assess whole class and individual literacy practices and events; and plan units of study for academic support classes. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Students read and respond to multiple genres of literature for young adults, including nonfiction texts. Topics include: understanding how adolescents build identities and worldviews through engagements with literature; supporting and extending students’ responses to literature through dialogic teaching; designing literature instruction to support close readings of complex texts informed by literary theory and disciplinary knowledge; using technology to promote literary understanding; analyzing the symbiotic relationship between words and pictures in visual, digital, and multigenre texts. The course has a 5 hour practicum requirement. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Examines theoretical and empirical aspects of first language acquisition and its development in speech and writing, including phonology, syntax, vocabulary, and pragmatics. It views acquisition across languages and (sub)cultures from linguistic, psychological, and social perspectives. Prerequisites: none
ERDG 530 Reading and Writing Across the Curriculum (3)
Addresses the theory and practice of literacy learning and instruction within and across the disciplines. Focuses on disciplinary and interdisciplinary uses of and purposes for oral and written texts. Includes developing research-based models for integrating reading and writing into content study and for communicating beyond the school setting. Prerequisites: none
ERDG 580 Response to Intervention: The Interactive Strategies Approach (3)
Most reading difficulties can be prevented through the implementation of appropriately targeted and intensive instructional interventions. In this course, participants will learn about the Interactive Strategies Approach (ISA) - a well-researched, responsive and comprehensive approach to early literacy instruction and intervention. This course is intended for primary grade teachers and others involved in instruction and decision making related to Response to Intervention. The focus of the course is on helping teachers to develop greater expertise in identifying and responding to the needs of early literacy learners with the goal of accelerating the progress of children who struggle at the early stages of literacy acquisition.
Teachers will learn about the Interactive Strategies Approach to early literacy instruction and intervention and how the approach can contribute to RTI processes in the primary grades. The topics include: the development of strategic, self-regulated early literacy learners who view reading and writing as meaning making activities, providing differentiated instruction in an RTI context, promoting motivation to read and write, and the development of phonological skills, a strategic word approach to word learning, oral language skills, and the knowledge base upon which comprehension depends. Prerequisite: Satisfactory completion of ERDG 500.
Most early literacy difficulties can be prevented through early, responsive, comprehensive, and coherent literacy instruction. This course focuses on helping teachers to develop greater expertise in identifying and effectively responding to learners who struggle at the early stages of literacy acquisition. Topics include differentiated instruction in an RTI context, promoting motivation to read and write, the development of phonological skills, a strategic word approach to word learning, and oral language skills and the knowledge base upon which comprehension depends. Graduate students provide one-to-one intervention for a young literacy learner and engage small groups of students in interactive read alouds. Prerequisite: Satisfactory completion of ERDG 655. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Exploration of adolescent literacies across contexts and modes. Students conduct inquiries with adolescents to develop and assess educational contexts for multimodal literacy learning. Topics include: youth creative practices; using new technologies to enhance literacy learning; teachers as researchers. Prerequisites: ERDG 610. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Framed by sociocultural perspectives, this course examines literacy in the social context and the changing nature of literacy in the 21st century. Areas of inquiry include how students' cultural backgrounds and identities can serve as resources for literacy learning; linguistic diversity; media literacies; multimodal literacies; and critical literacies.
This course provides an overview of writing instruction in elementary schools, drawing on research to inform instructional practice. Areas of emphasis include the history of writing instruction, the process of writing, writing development, assessing writing, mentor texts, writing conventions, disciplinary writing, and organizing writing classrooms. Graduate students will learn how to confer with writers, examine language choices, analyze how students develop as writers, and converse with professional communities about writing instruction.
ERDG 616 Teaching Writing, Grades 5-12 (3)
Teachers will critically examine major instructional strategies and theories for teaching writing. Covers these topics: the intertwining roles of talk and reading in writing development, writing within and across disciplines, using portfolios for tracking student learning and for assessing teachers' growth, and uses of technology in writing English/Language Arts classrooms.
This course focuses on history, culture, economics, government, and geography, for teachers to learn the theoretical and practical applications of historical and current concepts. Drawing on national and state standards, the course will emphasize materials, instruction, and assessment to promote conceptual understandings, including a diverse range of perspectives on social studies content.
ERDG 618 Teaching Math and Science, B-6 (3)
This course focuses on New York State Standards and Assessment in teaching mathematics and science. Teachers will learn theoretical and practical applications of historical and literary concepts. Examines productive ways to integrate across the subject areas. Emphasizes material selection, instruction, and assessment to promote conceptual understandings for all students.
This course involves small group writing instruction with students in grades 1 - 6. Graduate students teach a small group of children, document and assess students' writing, and analyze instructional interactions drawing on theories of literacy development. Areas of emphasis include creating contexts for writing, mentor text selection, responsive writing instruction, writing conventions, disciplinary writing, and engaging with families. Graduate students develop communities of professional practice as they engage as responsive writing teachers, analyzing teaching interactions, and offering reflections and possibilities for future instruction. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
Involves an intense small group inquiry with youth through grade 6. Graduate students teach a small group, document and assess students' literacy learning, and analyze instructional interactions drawing on theories of literacy development. Emphasis includes creating contexts for inquiry, text selection, responsive reading and writing instruction, and engaging with families. Graduate students develop communities of professional practice as they engage as responsive literacy coaches, analyzing teaching interactions, and offering reflections and possibilities for future instruction. Prerequisite: ERDG 601. Students in the literacy programs must receive a B or better in the final practicum course(s).
Involves an intense small group inquiry with youth through grade 6. Graduate students teach a small group, document and assess students' literacy learning, and analyze instructional interactions drawing on theories of literacy development. Emphasis includes creating contexts for inquiry, text selection, responsive reading and writing instruction, and engaging with families. Graduate students develop communities of professional practice as they engage as responsive literacy coaches, analyzing teaching interactions, and offering reflections and possibilities for future instruction. Prerequisite: ERDG 600 or 601. Students in the literacy programs must receive a B or better in the final practicum course(s).
Theory and practice of integrated literacy instruction. Topics include: historical perspectives on integrated language arts, different kinds of integration (within language arts, between language arts and subject areas, within and across grade levels, etc.) developing integrated units of instruction, teaching skills within themes, and assessing children's literacy progress
ERDG 638 Media Literacy (3)
This course focuses on how popular culture and visual media have changed how we think about English language arts. One component of the course focuses on major theories of popular culture and visual media. Another component involves exploring how popular culture and visual media can be integrated into classroom practice.
ERDG 648 Discourse and Language in the Classroom (3)
Explores discourse analysis as relevant to understanding teaching and learning in classroom settings. Major themes include the nature of classrooms as a communicative environment; influences of social and linguistic diversity in classrooms on teaching and learning processes; alternatives approaches to analysis of classroom communication and their contribution to understanding major themes. Prerequisites: none
This class examines literacy development in very young children in school, preschool and home. Literacy development is addressed as acquiring situated, changing, social practices. Topics include: conditions and materials for literacy learning, developing responsive literate relationships with and among young children, observing and documenting growth in early literacy, the reciprocal relationships among early writing, reading and speaking, the relational and emotional dimensions of early literacy, intentionality, play, drama, identity, and picture books and their use. The course addresses effective teaching practices for both preschool and kindergarten classrooms. This course has a 5-hour required practicum component. Students in the literacy programs must receive a B or better in practicum courses before being allowed to take the capstone class.
ERDG 656 Language and Learning to Read (3)
Explores topics on the nature of language, especially English, in relation to literacy teaching and learning. Examines the organization of language, its acquisition from birth through adolescence, its use in communicative settings, linguistic awareness, language as tool for learning, differences between spoken and written language, dialect and sociocultural variations and attitudes.
ERDG 657 Literacy for English Language Learners (3) (ETAP 657)
This course provides an overview of issues in teaching and learning to read and write in English as a new language. The course reviews current instructional practices in light of theoretical foundations, educational policy, and cultural forces that shape acquisition and maintenance of languages in society. This course is intended for educators supporting English Language Learners in United States PK-12 instructional contexts.
ERDG 658 MS Research Project (3)
Preparation and presentation of an inquiry project. Students work independently, with guidance from an advisor or other faculty member. Prerequisite: 21 credits in Reading Department Masters degree program
This class is intended to enable teachers to effectively analyze and draw conclusions from classroom-, school- and system-level literacy assessment data and to develop a critical understanding of the use and implications of data in literacy research. Areas of emphasis include assessment functions (screening, monitoring, etc.), basic concepts of measurement, statistical inference, and research designs. The course uses data sets as the basis for discussions about evaluation systems, instructional improvement (Common Core, APPR), data-driven decision making, proactive participation in literacy initiatives, and principles for linking research and practice in literacy instruction. Prerequisite: Satisfactory completion of ERDG 600 or 601.
ERDG 680 Series: Seminars (3)
Individual and group study of problems related to specific areas of literacy. Prerequisites: Consent of Department and 12 hours of graduate credit.
ERDG 687 Institute in Education (1-9 but normally 3 credits)
Selected courses and workshops in literacy. Prerequisite: Consent of instructor.
ERDG 695 Supervised Fieldwork and Practice in Reading (3-6)
Exploring theory and reserach through fieldwork experience. Open to graduate students who have been admitted to the sequence in reading. Prerequisite: Consent of department.
ERDG 697 Independent Study in Reading (1-6 but normally 3 credits)
Projects designed to meet the needs of students in master's level programs. Prerequisite: Consent of department.
The following courses are open to Department of Reading students enrolled in the MS in Literacy and MS in Early Childhood/Childhood Education degrees.
EPSY 521 Development in Childhood (3)
This course focuses on the young child (birth through age 11), especially the development of cognition and social-emotional characteristics. Emphasis will be placed on major developmental theories, methods of studying child development, and the implications of child characteristics for instruction, assessment, and the attainment of the NYS Learning Standards. Prerequisite: None
EPSY 540 Assessment in Education (3)
Theory and practice of assessment for teachers and other professionals. Emphasis on classroom assessment and evaluation practices consistent with the NYS Learning Standards. Methods include performance assessments, instructional rubrics, student portfolios and exhibitions, and objectively-scored tests. Assessments used for improving student performance and teaching practice. Prerequisite: None.
ETAP 612 Mathematics in the Elementary School (3)
This course prepares students to teach elementary school mathematics. Students will explore what it means to learn mathematics with understanding while they deepen their own understandings of fundamental mathematical ideas, consider how different groups of students experience mathematics instruction, and develop pedagogical strategies that emphasize mathematical reasoning, communication, and problem-solving. Prerequisites: none
ETAP 614 Science for Children (3)
This course prepares graduate students to monitor and enhance the development of science literacy in pre-school and elementary school children. Graduate students will deepen their understanding of fundamental scientific principles and develop pedagogical strategies applicable in formal and informal educational settings that provide all children the opportunity to develop understanding of science and the abilities of science inquiry appropriate to their developmental level. Prerequisites: none