Reading (GC)

Catalog Year

2024-2025

Degree

Certificate

Major Credits

18

Total Credits

18

Locations

Online

Career Cluster

Education and Training

This program satisfies licensure-to-practice standards for Minnesota and may satisfy standards for other states or US territories.

Licensure/Certification Disclosure

Apply

Program Requirements

Common Core

This course focuses on the development of emergent and beginning readers. Students will become familiar with the evidence-based components of literacy instruction for children at this level, including oral language, phonemic awareness, phonics, and word recognition skills.

Prerequisites: none

This course focuses on the administration and analysis of literacy assessments appropriate for emergent and beginning readers. Students will complete a 10-hour in-person or virtual field experience providing instruction at the K-2 level. They will conduct assessments appropriate for the reader and use the results from these assessments to design interventions that are consistent with evidence-based instruction for emergent and beginning readers.

Prerequisites: none

This course provides a comprehensive practicum experience for students in literacy planning, instruction, and assessment. Students will complete an in-person and/or virtual 80-hour practicum experience working outside of their current teaching licensure area. Students will plan, provide, and reflect on evidence-based and data-informed literacy instruction to differentiate literacy instruction based on student¿s cognitive, cultural, linguistic assets and needs.

Prerequisites: none

This course provides a study of the characteristics and causes of literacy difficulties of older students. Students will administer and analyze appropriate assessments to design evidence-based individual and group intervention strategies. Students will complete a case study over the course of 10 hours in which they analyze and identify gaps in literacy data at the individual, group, classroom, and school level at the middle level, and create a plan for how teachers can create data-informed literacy instruction.

Prerequisites: none

This graduate course presents a variety of research-based pedagogical content strategies for literacy and advanced pedagogical strategies for literature-based instruction.

Prerequisites: none

This course provides an overview of current reading policy initiatives, at both the federal and state levels on systemic literacy support systems. Students will also develop professional knowledge related to research and theories in literacy instruction viewed through the critical lens of equity, social justice, and inclusion.

Prerequisites: none

Degree Plan

The Degree Plan is a model for completing your degree in a timely manner. Your individual degree plan may change based on a number of variables including transfer courses and the semester/year you start your major. Carefully work with your academic advisors to devise your own unique plan.
* Please meet with your advisor on appropriate course selection to meet your educational and degree goals.

First Year

Fall - 6 Credits

This course focuses on the development of emergent and beginning readers. Students will become familiar with the evidence-based components of literacy instruction for children at this level, including oral language, phonemic awareness, phonics, and word recognition skills.

Prerequisites: none

This course focuses on the administration and analysis of literacy assessments appropriate for emergent and beginning readers. Students will complete a 10-hour in-person or virtual field experience providing instruction at the K-2 level. They will conduct assessments appropriate for the reader and use the results from these assessments to design interventions that are consistent with evidence-based instruction for emergent and beginning readers.

Prerequisites: none

Spring - 6 Credits

This course provides a study of the characteristics and causes of literacy difficulties of older students. Students will administer and analyze appropriate assessments to design evidence-based individual and group intervention strategies. Students will complete a case study over the course of 10 hours in which they analyze and identify gaps in literacy data at the individual, group, classroom, and school level at the middle level, and create a plan for how teachers can create data-informed literacy instruction.

Prerequisites: none

This graduate course presents a variety of research-based pedagogical content strategies for literacy and advanced pedagogical strategies for literature-based instruction.

Prerequisites: none

Summer - 6 Credits

This course provides a comprehensive practicum experience for students in literacy planning, instruction, and assessment. Students will complete an in-person and/or virtual 80-hour practicum experience working outside of their current teaching licensure area. Students will plan, provide, and reflect on evidence-based and data-informed literacy instruction to differentiate literacy instruction based on student¿s cognitive, cultural, linguistic assets and needs.

Prerequisites: none

This course provides an overview of current reading policy initiatives, at both the federal and state levels on systemic literacy support systems. Students will also develop professional knowledge related to research and theories in literacy instruction viewed through the critical lens of equity, social justice, and inclusion.

Prerequisites: none