A4. Curriculum: Reading
Undergraduate-ELED
The expectation is for candidates to understand the Louisiana Reading Competencies and apply the concepts learned throughout their lesson planning and field work. Specifically, the Louisiana Reading Competencies are taught and mastered in the courses of ELED 340 and ELED 341. Candidates show mastery of the competencies by planning and implementing lessons specific to the following: literary elements, MUGS (mechanics/usage/grammar/structure), and a DIBELS report (print awareness/phonological awareness). In planning and teaching these lessons, the candidates implement their knowledge of reading skills and strategies concerning foundational concepts supported by the National Reading Panel (NRP), phonemic awareness and letter knowledge, phonics, fluency, text comprehension, and writing. Candidates also plan a 7 day thematic unit in which they plan to teach a chosen text. Through the unit plan, candidates identify extensive, diverse supplemental texts, create literacy activities which differentiate before/during/after reading, establish vocabulary and provide techniques for rich vocabulary instruction, and differentiate the daily lesson based on cognitive, physiological, cultural, environmental, and linguistic differences. Candidates also demonstrate understanding of print concepts through the administration and analyzing of both Running Records and Miscue Analysis.
Undergraduate-Secondary
The expectation in READ 418-A is for candidates to understand the Louisiana Reading Competencies and apply the concepts learned throughout their lesson planning, field work, and unit plan. While in the field, they are expected to implement the state-supported Literacy Strategies that are a part of the Louisiana Comprehensive Curriculum. Also, Candidates plan a 10 day thematic unit in which they plan to teach a chosen text. Through the unit plan, candidates identify extensive, diverse supplemental texts, create literacy activities which differentiate before/during/after reading, establish vocabulary and provide techniques for rich vocabulary instruction, and differentiate the daily lesson based on cognitive, physiological, cultural, environmental, and linguistic differences.
MAT
Candidates demonstrate mastery of the competencies through a portfolio (READ 502) and a Language Arts Unit (ELED 511). Lesson plans in the portfolio focus on foundational concepts, comprehension, and word study and spelling. The candidates design their interventions based on pretests and data evaluation. Lesson implementation is based on the LCET principles of teaching. The LA unit addresses the candidates’ understanding and mastery of foundational concepts supported by the NRP, phonics and word recognition, text genres, and spelling/writing. In READ 418, candidates demonstrate mastery of the competencies when they are required to identify extensive, diverse supplemental texts, create literacy activities which differentiate before/during/after reading, establish vocabulary and provide techniques for rich vocabulary instruction, and differentiate the daily lesson based on cognitive, physiological, cultural, environmental, and linguistic differences.
M.Ed. in Curriculum and Instruction
Candidates demonstrate knowledge of Reading Competencies through READ 507, 525, 418, and 502. They assess and work with students in tutoring or classroom situations. After pretesting and analyzing the data, candidates devise lesson plans which include the student reading, writing, and responding orally. Interventions are planned based on the candidates’ understanding of the connections between phonological skill, phonic decoding, spelling, word recognition, reading fluency, vocabulary, reading comprehension, and writing. Candidates administer Running Records and plan lessons based on data evaluation. Candidates design a Thematic Unit where they identify extensive, diverse supplemental texts, create literacy activities which differentiate before/during/after reading, establish vocabulary and provide techniques for rich vocabulary instruction, and differentiate the daily lesson based on cognitive, physiological, cultural, environmental, and linguistic differences.
(Exhibit 1c1.1 Undergraduate Signature Assessment Description, Rubrics and Data)
(Exhibit 1b1.1 MAT Signature Assessment Description, Rubric & Data)
(Exhibit 1b2.1 M.Ed. Signature Assessment, Description, Rubric & Data)