EDUC 205 Materials for Teaching Reading

This course is designed for pre-service and in-service teachers. Participants will use criteria consistent with findings of scientific research to select, evaluate, and compare instructional programs and materials for teaching reading. Successful student will be proficient in enabling students to become strategic, fluent, and independent readers using a variety of texts and other materials. They will be prepared to involve parents and members of the school and surrounding community to promote reading both inside and outside of school. This course meets the Maryland State Department of Education Reading requirement for an initial certificate in Early Childhood Education, Elementary Education, Special Education Generic Infant/Primary, and Special Education Generic Elementary/Middle.

Credits

3

Hours Weekly

3 hours weekly

Course Objectives

1. Select, organize, and evaluate text that supports the development of the five essential
   components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
   including but not limited to: decodable text, controlled vocabulary text, informational text,
   technology documents, functional text, and literary text.
2. Evaluate two core, comprehensive reading programs for their allegiance to research-based
   principles of instruction in phonological awareness, phonics and word study, word recognition
   accuracy and fluency, passage reading fluency, vocabulary, comprehension skills and strategies,
   and language instruction.
3. Select supplementary materials and approaches for strategic and intensive intervention,
   phonological skills, phonics, word recognition, passage reading fluency, vocabulary, language,
   and/or comprehension skills and strategies.
4. Utilize research-based independent sources to review materials, methods, and programs.
5. Evaluate the alignment of the instructional components of a core reading program with Maryland College and Career Ready Standards.
6. Evaluate the quality of children's literature by using appropriate criteria for specific genres.
7. Select classroom materials that integrate a variety of technology and media resources, multiple
   genres, and diverse cultural and linguistic backgrounds to support content area reading.

Course Objectives

1. Select, organize, and evaluate text that supports the development of the five essential
   components of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension)
   including but not limited to: decodable text, controlled vocabulary text, informational text,
   technology documents, functional text, and literary text.

   This objective is a course Goal Only

2. Evaluate two core, comprehensive reading programs for their allegiance to research-based
   principles of instruction in phonological awareness, phonics and word study, word recognition
   accuracy and fluency, passage reading fluency, vocabulary, comprehension skills and strategies,
   and language instruction.

   This objective is a course Goal Only

3. Select supplementary materials and approaches for strategic and intensive intervention,
   phonological skills, phonics, word recognition, passage reading fluency, vocabulary, language,
   and/or comprehension skills and strategies.

   This objective is a course Goal Only

4. Utilize research-based independent sources to review materials, methods, and programs.

   This objective is a course Goal Only

5. Evaluate the alignment of the instructional components of a core reading program with Maryland College and Career Ready Standards.

   This objective is a course Goal Only

6. Evaluate the quality of children's literature by using appropriate criteria for specific genres.

   This objective is a course Goal Only

7. Select classroom materials that integrate a variety of technology and media resources, multiple
   genres, and diverse cultural and linguistic backgrounds to support content area reading.

   This objective is a course Goal Only