This course is designed to teach the fundamental principles and concepts of the structure of language, with a focus on phonological awareness and phonics. Students learn the sound-symbol correspondences of language and understand the relationship of phonemic awareness and the phonological system of language to the reading process. Students also study the linguistic and cognitive bases of reading.
Meeting Times, Location, & Course Delivery Details
The Education Area Mission is to prepare educators in the liberal arts tradition. Faculty members collaborate to develop professional educators who demonstrate a thorough knowledge of the subjects they will teach and of the teaching and learning process. Teacher education candidates in particular will gain the ability to teach diverse student populations and develop an understanding of the cultures and communities in which they practice. As educators they will be equipped to create positive learning environments that encourage active student engagement and self-motivation. Education Area graduates will become reflective practitioners who are able to collaborate with a variety of stakeholders in establishing learning communities.
Contact Information
Required Texts and Materials:
- Burkholder, A. (2025). Literacy Unlocked: How to Implement the Science of Reading with Young Learners. Jossey-Bass.
- Archer, A. L. & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. Guilford Press.
Supplemental Readings: Articles for additional readings will be posted in the modules on Blackboard.
Adams, M.J., Foorman, B., Lundberg, I., Beeler, T. (2014) Phonemic Awareness in Young
Children, Reading Rockets. Retrieved from
http://www.readingrockets.org/article/phonemic-awareness-young-children
Bowers, P., & Cooke, G. (2012, Fall) Morphology and the common core: Building students’
understanding of the written word. Perspectives on Language and Literacy, 38(4) 31-35
Ehri, L. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling
Memory, and Vocabulary. Scientific Studies of Reading (18 -1)
Florey, K.B. (2008). A diagramed sentence is a bit like art. American Federation of Teachers,
pp. 40-42
Hanford, E., (2018). Hard words: Why aren’t kids being taught to read? American Public Media.
Retrieved from: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read
International Dyslexia Association. (2019) Structured literacy™: An introductory guide
Retrieved from: https://app.box.com/s/mvuvhel6qaj8tghvu1nl75i0ndnlp0yz
Corbo, Murdoch, & Stollar 8/14/19 3
Joshi, M., Treiman, R., Carreker, S., & Moats, L. C. (2008/2009) How words cast their spell:
Spelling is an integral part of learning the language, not a matter of memorization.
American Educator, 32 (4), 6–16, 42–43.
Moats, L. (n.d.) How spelling supports reading. Retrieved from
https://www.aft.org/sites/default/files/periodicals/Moats.pdf
Reading Rockets. (n.d.) Phonics 101: Introduction Retrieved from:
https://www.readingrockets.org/teaching/reading101-course/modules/phonicsintroduction
Scarborough, H. S., & Brady, S. A. (2002). Toward a common terminology for talking about
speech and reading: A glossary of the “phon” words and some related terms. Journal of
Literacy Research, 34, 299–334.
Soifer, L. (2011). Development of oral language and its relationship to literacy. In Birsh,J. (Ed.),
Multisensory Teaching of Basic Language Skills (49-92). Baltimore: Brookes Publishing
Co.
Spear-Swerling, L. (2019). Structured literacy and typical literacy practices: Understanding
differences to create instructional opportunities Teaching Exceptional Children.
Retrieved from https://www.readingrockets.org/content/pdfs/structured-literacy.pdf
Spear-Swerling, L. (2011). Phases in reading words and phonics interventions. In R. O’Connor
& P. Vadasy (Eds.), Handbook of reading interventions (pp. 63–87). New York:
Spear-Swerling, L. (2007) The Research-practice divide in beginning reading,
Theory Into Practice, 46, (4), 301 – 308.
Washburn, E, Joshi, R.M., &E. Cantrell (2011) Are preservice teachers prepared to teach struggling readers? Annals of Dyslexia,
61:21–43
What Works Clearinghouse. (2016) Foundational Skills to Support Reading for Understanding
in Kindergarten Through 3rd Grade. Retrieved from
https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_foundationalreading_040717.pdf
- Describe how scientific research has affected the practice of teaching reading, spelling, and writing.
- Explain the role of language skills within reading, spelling, and writing.
- Understand the range of phonological awareness skills and the causal relationship between these skills and learning to read.
- Articulate differences between code-emphasis and whole language approaches to teaching reading and defend the use of an evidence-based, code emphasis approach.
- Differentiate between phonological awareness and phonics and explain the relationship between these.
- Meaningfully determine and measure phonological awareness skills.
- Explain the Simple View of reading and an understanding that fluent word recognition is a vital aspect of reading competency.
- Demonstrate knowledge of structure of English orthography and morphology.
- Understand that learning to spell and learning to read rely on much of the same underlying linguistic knowledge and that spelling instruction can be designed to further understand key aspects of language, resulting in better reading.
Course Calendar (subject to change)
| Day | Topic | Readings Due | Assignments Due |
Week 1 | |||
Tuesday 8/25/26 | Intro. to the Science of Reading:
|
| Due Sunday:
Listen to the Sold a Story Podcast and write a one-page reflection on your reaction to the first two episodes of the podcast. |
Thursday 8/27/26 | Overview of the Foundational Components of Reading Science 1. How the brain learns to read & the 4 Part Processor Model 2. Essential Components of Reading & the Simple View of Reading 3. Components of Effective Reading Instruction
| Homework: Burkholder Chapters 1(pages 1-12) In Class: -Watch and prepare to discuss: From Babbling to Books: Building Pre-Reading Skills: https://www.readingrockets.org/webcasts/1002 -Children of the Code Video: What’s At Stake (all or parts depending on time) https://childrenofthecode.org/Tour/c1/index.htm | |
Week 2 | |||
Tuesday 09/01/26 | The Simple View of Reading and Stages of Reading Development
| For Homework: Burkholder Chapter 1 (pages 13 – 30) Reading: - Farrell et al (2010) - Spear-Swerling (2019). In-Class: -View and discuss the Reading Rope: https://dyslexiaida.org/scarboroughs-reading-rope-a-groundbreaking-infographic/ -Pipe cleaner reading rope activity—make & explain in small groups. |
|
Thursday 09/03/26 | Explicit and Systematic Instruction
| Homework: Read: Archer (2011) CHAPTER 1 &2 pp. 1-52 In Class: Spear-Swerling, L. (2019) https://www.readingrockets.org/sites/default/files/2023-09/structured-literacy.pdf Watch Media: Explicit instruction Discuss the critical elements of structured literacy – and the comparisons of these elements to those often found within typical classrooms. | |
Week 3 | |||
Tuesday 09/08/26 | Phonological Awareness - Connection to the Simple View of Reading - Phonetics (define) - Phonology (define) - Phonological awareness - define | Homework: Burkholder Chapter 2
|
|
Thursday 09/10/26 | Phonemic Awareness: define and differentiate
| Homework: View and reflect on video: Jan Hasbrouck - Phonemic Awareness on Vimeo
| |
Week 4 | |||
Tuesday 09/15/26 |
|
|
Explain what phonological awareness is, and how it includes a range of skills that help children become aware of the internal sound structure of spoken language. Describe instructional activities that develop this awareness, including blending and segmenting syllables, identifying syllables in words, and categorizing words by alliteration. Then, discuss the role of onset and rime in helping children hear and manipulate chunks of sound, and how these skills serve as a bridge to more advanced phonemic awareness. Move into a discussion of blending, segmenting, and manipulating individual phonemes, and explain how these skills support decoding and spelling. Include an explanation of how teaching students to hear and make individual sounds—such as learning correct mouth placement—can support accurate phoneme production. Be sure to draw on classroom discussions, activities, and readings to support your explanation, and organize your ideas clearly in your own words. |
Thursday 09/17/26 |
|
| |
Week 5 | |||
Tuesday 09/22/26 | Alphabetic Principle
| Phonics 101: Introduction https://www.readingrockets.org/teaching/ reading101-course/modules/phonics-introduction | Due Sunday: Written Summaries: The goal of phonics instruction is to help children to learn and be able to use the Alphabetic Principle. How does phonics instruction help children learn the relationships between the letters of written language and the sounds of spoken language? |
Thursday 09/24/26 | - Impact of Whole Language and the 3-cuing system - Learning to read – not like learning to talk - Research base behind the code emphasis approach (Becoming a Nation of Readers, NRP) - Introduction of phoneme/grapheme relationships |
| |
Week 6 | |||
Tuesday 9/29/26 | Decoding/Encoding -Major phonics content (consonant, vowels, blends, etc.) -Sequencing of content -Choosing content to be taught and instructional time on each (i.e. teaching to mastery, not one week per concept) -Linking to decodable texts |
| |
Thursday 10/1/26 | -Teaching letter-sound correspondences -Sequence for teaching letter-sound correspondence -Blending - Successive Blending for students with short term memory issues -Word building routines | ||
Week 7 | |||
Tuesday 10/6/26 | Decoding/Encoding Activities -Instructional principles for teaching sounds -Blending consonants with vowels -Examining minimal pairs -Word patterns - Frequency of patterns - Order of introduction - Activities to teach patterns - Teaching Irregular words | Homework: Burkholder Chapter 6
Watch “Teaching Irregular Words” from the Reading League) https://www.youtube.com/watch?v=R2F 1_CNImec | Due Sunday: Written summary Written Summary: What is the role of phonological processing in decoding and reading fluency. Explain the importance of distinguishing phonemes in early literacy development. How are phonological deficits relate to reading difficulties like dyslexia. “Why is phonological awareness foundational to reading and spelling? How can teachers assess this skill in students?” “In what ways can a lack of phonological awareness lead to reading difficulties? Share any examples from the text or your own experience.” Additionally: Discuss the importance for incorporating high frequency words into phonics instruction. What are some instructional practices for teaching high frequency words? |
Thursday 10/8/26 | Decoding/Encoding Activities continued | Decodable Text Lessons Presentation | |
WEEK 8 | |||
Tuesday 10/13/26 | No Class Professional Development Day | Due Sunday Written Summary of Class Discussion What is Orthographic Mapping? Why is Orthographic Mapping important? | |
Thursday 10/15/26 |
Orthographic Mapping - Ehri’s theory (orthographic mapping, which bonds the sounds in spoken words to their spellings) - visual memory is not how we read - Written words are anchored mainly to their sounds, not their meanings - Storing written words in long-term memory requires sound proficiency - Works from pronunciation to spelling - Awareness/knowledge versus proficiency - Reading practice doesn’t help kids who can’t orthographically map | Homework: Burkholder Chapter 7 -Watch: The Reading League. (2018). Orthographic mapping: What it is and why it's so important. Retrieved from https://www.youtube.com/watch?v=XfRHcUeGohc In Class Work: -Jigsaw: Ehri, L. (2014). Orthographic Mapping in the Acquisition of Sight Word Reading, Spelling Memory, and Vocabulary. Scientific Studies of Reading (18 -1) (third exposure to orthographic mapping)In Class Watch: Kilpatrick, D. (2018) Recent advances in understanding word-level reading problems: Implications for assessment and effective intervention. Retrieved from https://www.corelearn.com/recent-advances-in-understanding-word-level-reading-problems-implications-for-assessment-and-effective-intervention/ (You must create a login to access video.) | |
Week 9 | |||
Tuesday 10/20/26 | Writing and Early Literacy Development | Homework: Burkholder Chapter 3
|
|
Thursday 10/22/26 |
| ||
Week 10 | |||
Tuesday 10/27/26 | Phonics instruction Diagnostic Phonics tests to provide information about student’s accuracy with specific phonics concepts and patterns - Spelling assessments - Fluency (with sounds, individual words and connected text) | Homework: Burkholder Chapter 8 | Due Sunday All Ohio Module The Why of Teaching Phonics & Word Recognition PL1. The Why of Teaching Phonics & Word Recognition – ALL Ohio (allohioliteracy.org) |
Thursday 10/29/26 | |||
Week 10 | |||
Tuesday 11/3/26 | PA and Phonics and Spelling Assessments Purpose of assessments - Diagnostic Phonological Awareness assessments to evaluate segmenting, blending and identification of first, last and middle sound | Homework In Class Really Great Reading’s Complimentary Assessments. Retrieved at https://reallygreatreading.com/diagnostcs | Due Sunday
|
Thursday 11/5/26 | Phonics instruction Diagnostic Phonics tests to provide information about student’s accuracy with specific phonics concepts and patterns - Spelling assessments - Fluency (with sounds, individual words and connected text)
| ||
Week 11 | |||
Tuesday 11/10/26 | Lesson Planning - Critical content - Sequencing of skills - Clear and concise language - Pacing - Continual practice - Decodable text - Assessment - Sample of lesson routines for small group work |
In Class Close examination of table on pp. 2-3 with discussion and provision of examples |
Outline the essential components of a structured literacy lesson. |
Thursday 11/12/26 |
| ||
Tuesday 11/17/26 | Orthography and Morphology -Spelling (encoding) system of our language - Necessary along with phonological skills for rapid word recognition (Four Part Processor) -Correspondences between speech and print (and the probability that certain letter sequences could be a word – recognizing orthographic constraints) -Lack of orthographic knowledge results in slow/inadequate reading | Homework Burkholder Chapter 9 In Class
| Due Sunday
|
Thursday 11/19/26 | -A significant factor in developing automaticity Morphology - Smallest meaningful parts of words - Meanings of prefixes - Inflectional and derivational suffixes - Combining rules - Categories of morphemes: - Free (can be used as a base word) - Bound (affixes) - Compound words | In Class Watch and discuss (short videos) Spelling (Moats) https://www.youtube.com/watch?v=Yhl3_eqKoWI Orthography (Cooke) https://www.youtube.com/watch?v=0mbuwZK0lr8&t=7s Morphology (Moats) | |
Week 13 | |||
Tuesday 11/24/26 | Multisyllabic Words - Stumbling block for older readers with reading difficulties – need for multisyllabic word strategies - Importance of building a flexible core of strategies to unlock a variety of multisyllabic words - Teaching the most common affixes - Identification of the syllables and syllable types - Pattern based decoding and encoding (silent e, consonant doubling, etc.) - Application and practice using decodable text | Homework In Class Watch Anita Archer video on multisyllabic word pronunciation: https://explicitinstruction.org/video-secondary-main/secondary-video-2/
| Written Summaries: Discuss why multisyllabic words are often a major stumbling block for older readers with reading difficulties, and why these students need explicit strategies to successfully decode and encode longer words. Describe the importance of teaching a flexible set of strategies that students can draw upon to unlock a wide variety of multisyllabic words. Explain how instruction in the most common affixes (prefixes and suffixes) can support decoding, spelling, and vocabulary development. Include a discussion of the role syllables play in decoding longer words, especially how teaching students to identify different syllable types can support accurate reading. Additionally, explain how understanding patterns—such as the use of silent-e or consonant doubling—can help students apply their knowledge to both decoding and encoding. Conclude your summary by describing how students benefit from opportunities to apply these strategies while reading decodable texts, and how consistent practice builds confidence and fluency with complex word structures. |
Thursday 11/26/26 No Class- Thanksgiving break | |||
Week 14 | |||
Tuesday 12/1/26 | Syntax and Semantics - Syntax - Rule systems that govern how words are combined into phrases, clauses, and sentences: - Understanding of how clauses and sentences work - Parts of speech - Types of phrases - Providing practice with sentence manipulation to build language facility | Homework Homework -Florey, K.B. (2008) -Watch: Academic Language Development: https://www.colorincolorado.org/videos/webcasts https://keystoliteracy.com/blog/syntactic-awareness-teaching-sentence-structure-part-1/ and https://keystoliteracy.com/blog/syntactic-awareness-teaching-sentence-structure-part-2/ .) | Word Origin Exercise. Use https://www.etymonline.com to investigate the origin of a single word. Summarize the origin in a short paragraph. |
Thursday 12/3/26 | - Semantics - Meanings of words, phrases - Four Part Processor - Synonyms - Semantic classes - Antonyms - Multiple Meanings (use of the context processor) | Interactive Notebook Practice | |
Week 15 | |||
Tuesday 12/8/26 | Supporting Diverse Learners - Differentiation - Effective decision making - Intervention decisions and monitoring progress - English Language Learners - Dyslexia | Homework -Spear-Swerling (2011). In Class Terminology Assessment Discussion of current system or support for students (State, district and school supports) | |
Thursday 12/10/26 | Study Day – No Class | ||
Week 16 | |||
| Group Projects (Tuesday) | ||
Science of Reading Article Exploration & Group Presentation (100 points)
In small groups, you will research a topic related to the Science of Reading, such as phonics instruction, phonemic awareness, orthographic mapping, vocabulary development, or fluency. Each group will select a current article from a scholarly or practitioner journal and develop a 15–20 minute multimodal presentation. Presentations will summarize the article, analyze its alignment with course content, and engage the class with a short instructional activity. This assignment reinforces evidence-based reading practices and helps connect research to classroom application. A detailed rubric and topic list will be provided.
All Ohio Literacy Module (30)
The All Ohio Literacy Library is a repository of high-quality learning modules for educators which seeks to enhance the literacy learning of all children and youth. The learning modules explore various literacy topics in-depth through narrative text, link resources, realistic scenarios, etc. You will be able to add these credentials to your resume for future employment.
- Simple View of Reading Module
- The Why of Teaching Phonics and Word Recognition Part 1
- The Why of Teaching Phonics and Word Recognition Part 2
Decodable Text Presentation (5-Minute Micro-Lesson)
Each student will plan and deliver a 5-minute, explicit micro-lesson using a decodable text to teach and reinforce one targeted phonological awareness skill (e.g., rhyme, syllable segmentation, onset-rime, phoneme isolation, blending, segmenting, or manipulating sounds). Your lesson should be structured, efficient, and aligned with evidence-based early literacy practices.
Presentation requirements:
- Identify your target phonological awareness skill and the intended grade/skill level.
- Use a decodable text that is appropriate for the learners’ phonics/decoding stage.
- Include a brief lesson sequence:
- Skill introduction/goal statement,
- Teacher modeling (“I do”),
- Guided practice (“We do”),
- Quick check for understanding (e.g., 2–3 prompts with expected student responses).
- Provide any needed materials (e.g., the decodable text excerpt, word list, sound boxes, picture cues, or scripted prompts).
Participation (100)
Because of the nature of the course, regular attendance and participation is required. Credit will be given for class participation in the form of completing a weekly summary of class discussions. Unexcused absences will result in a deduction of 5 points each.
Attendance (20 points) and participation (80 points) is critical. Attendance points will only be obtained if the appropriate book/s are brought to class. Participation is awarded when it is obvious students have read and prepared for class and turn in written summaries. These summaries will be due the last day of class for the week. It is impossible to make up the dynamics of co-constructed knowledge that results from classroom discussion. Please let me know, in advance, when possible, if you will not attend on any particular day. Messages may be left 24 hours a day via e-mail.
Written Summaries:
The summaries allow students to assimilate what has been learned from class discussions, readings and lectures.
· Brief essay (1 to 2 paragraphs, 300 – 500 words) of critical content
· Content of summary should be related to topic.
· Some topics have guided questions listed on the course schedule.
· Summary due the week listed on the course schedule
Terminology Assessment (100 Points)
This assessment measures your understanding of key terms, concepts, and definitions essential to the study and instruction of phonics. You will be responsible for accurately identifying, defining, and applying terminology related to phonological awareness, phonemic awareness, orthography, morphology, and the structure of the English language. Mastery of these terms is critical for developing precise instructional language and for effectively communicating reading concepts to students, colleagues, and families.
Phonological Awareness Skills Diagnostic Activity (100) This will count as your final exam.
Description:
Students will engage in a hands-on activity where they administer two phonological awareness screener (e.g., the PAST and Really Great Reading Phonological Awareness screener) to a child (with permission). They will identify the level of phonological sensitivity, analyze the results, and reflect on instructional implications in a 2-page report.
Purpose:
To connect theory to practice by developing knowledge of how to identify, measure, and respond to varying levels of phonological awareness.
Assessment Criteria:
- Accurate administration of the assessment
- Clear identification of phonological awareness level
- Insightful instructional implications aligned with the Science of Reading
- Reflection on the experience and student learning
The grading scale will be as follows:
Warning: There is a lot of content in this class. Plan on working 2 hours on your own for every 1 hour of class time.
Late assignments will NOT be accepted. Late work will earn an automatic zero. For One assignment only, you may turn in work late, losing 10% of your total grade.
Evaluations
96%-100% A 72% - 75% C
92% - 95% A- 68% - 71% C-
88% - 91% B+ 64% - 67% D+
84% - 87% B 60% - 63% D
80% - 83% B- <60% F
76% - 79% C+
Instructor Course Policies
Unless otherwise specified, all Wilmington College classes are face to face, and in-person attendance is required. Should any student feel ill at any time during the semester it is important to contact the student health center wchealthcenter@wilmington.edu , 937-481-2217) immediately. It is YOUR RESPONSIBILITY to contact your professors immediately in order to determine how best to maintain engagement with course content and assignments during your absence.
Integrity is one of the Wilmington College Core Values and honesty is our mutual responsibility. Wilmington College supports students in being fair, honest, and ethical, and assuming responsibility for their actions. Academic dishonesty in any form will not be tolerated. Such dishonesty may result in failing the assignment, project, test, or course and additional disciplinary action. See the current Student Handbook for the College’s Academic Integrity Policies as they pertain to examinations, plagiarism, classroom behavior, and the process for handling academic misconduct charges.
“All work (essays, test answers, homework answers, etc) that you submit in this course must be originally produced by you and not by artificial intelligence. Failure to comply with this policy will result in penalties for academic dishonesty.”
OHIO CORE LITERACY STANDARDS
STANDARD 1: FOUNDATIONAL LITERACY KNOWLEDGE
- Demonstrate understanding and application of the Simple View of Reading, Scarborough’s Rope, the Four-Part Processing Model, and regions of the brain necessary for skilled reading.
- Utilize current, peer-reviewed collections of reading research from the fields of education, special education, neuroscience, cognitive psychology, and linguistics to inform reading instruction.
- 1.3 Demonstrate understanding of and adhere to state laws and policies related to literacy.
STANDARD 2: PHONOLOGICAL AWARENESS
2.1 Demonstrate understanding of phonemes as a critical link to automatic word recognition and vocabulary development.
2.2 Explain the reciprocal relationships among phonemic awareness, decoding, word recognition, spelling, and vocabulary knowledge.
2.3 Explain the differences between and relationships among phonological awareness, phonemic awareness, and phonics.
2.4 Demonstrate understanding of phonological processing as a foundational requirement necessary for decoding and encoding.
2.5 Demonstrate understanding of oral language development as it relates to phoneme awareness and is influenced by dialect and language variation.
2.6 Demonstrate ability to identify, pronounce, classify, and compare all the consonant and vowel phonemes of English.
2.7 Demonstrate ability to identify levels of phonological sensitivity and apply that knowledge to practice.
2.8 Demonstrate understanding of the progression of phonemic awareness skill development across age and grade.
2.9 Demonstrate awareness of intervention materials and techniques appropriate for students demonstrating phonemic awareness difficulties.
2.12 Demonstrate ways to provide hands-on, practical application of skills related to explicit instruction in phonological awareness.
2.13 Demonstrate understanding of the relationship between phonological awareness and early concepts of print such as spaces between words and matching one spoken word to one written word.
STANDARD 3: PHONICS AND WORD RECOGNITION
3.1 Demonstrate understanding of the structure of English orthography and the patterns and rules that inform the teaching of single- and multisyllabic regular word reading.
3.2 Demonstrate understanding of the systematic, cumulative, and explicit teaching of basic decoding and spelling skills to enable.
3.3 Demonstrate understanding of the organization of word recognition and spelling lessons by following a structured phonics lesson plan.
3.6 Demonstrate understanding of the need to explicitly teach students to apply phonics skills to the parts of words that are phonetically correct and to identify those parts that are not phonetically correct.
3.7 Demonstrate understanding of systematically teaching the decoding of multisyllabic words.
STANDARD 4: VOCABULARY
4.2 Demonstrate understanding of the sources of wide differences in students’ vocabularies. (IDA-KDP 4E.2)
4.3 Demonstrate understanding of developing vocabulary skills through the systems of language, including phonology, orthography, syntax, semantics, morphology, etymology, and the relationships among them.
STANDARD 6: COMPREHENSION
6.1 Demonstrate understanding of the critical factors (syntax, background knowledge, vocabulary, verbal reasoning, genres) that contribute to deep comprehension of texts.
6.5 Demonstrate understanding of the importance of teaching sentence level comprehension in texts and for writing.
6.6 Demonstrate understanding of the purposeful inclusion of writing as a support for comprehension.
STANDARD 7: WRITING
7.3 Demonstrate understanding and application of the fundamentals of sentence construction and syntax, connecting writing to content.
7.7 Demonstrate understanding of and application of teaching spelling and punctuation to automaticity.
STANDARD 9: HIGH QUALITY INSTRUCITONAL MATERIALS
9.1 Demonstrate understanding of selection and utilization of high-quality instructional materials to develop clear learning goals and outcomes.
9.2 Demonstrate the ability to differentiate between high-quality instructional materials and instructional materials that do not align with Science of Reading.
9.3 Demonstrate understanding and application of the general principles and practices of structured language and literacy teaching, including explicit, systematic, cumulative, teacher-directed instruction using high quality instructional materials.
CAEP Crosswalk Map
Course learning objective | CAEP / InTASC alignment | Ohio Core Literacy Standards | Course evidence and alignment rationale |
|---|---|---|---|
| 1. Explain how scientific research informs best practices in reading, spelling, and writing instruction. | CAEP R1.2 - Content / InTASC 4: Content Knowledge
| 1.1 - Apply major models of skilled reading (Simple View, Reading Rope, Four-Part Processing Model, and relevant brain systems).
| Science of Reading Article Exploration and Group Presentation
|
| 2. Demonstrate understanding of phonological awareness, phonics, orthography, and morphology. | CAEP R1.2 - Content / InTASC 4: Content Knowledge
| 2.1-2.8 and 2.13 - Phonemes; relationships among phonemic awareness, decoding, spelling, and vocabulary; terminology; processing; oral language/dialect; English phonemes; developmental progression; concepts of print.
| Terminology Assessment
|
| 3. Identify and administer reading assessments and use data to inform instruction. | CAEP R1.3 - Instructional Practice / InTASC 6: Assessment
| 2.7 - Identify levels of phonological sensitivity and apply that knowledge to practice.
| Phonological Awareness Skills Diagnostic Activity (PAST and Really Great Reading screener)
|
| 4. Develop structured literacy lesson plans incorporating explicit, systematic instruction. | CAEP R1.3 - Instructional Practice / InTASC 7: Planning for Instruction
| 2.12 - Provide hands-on application of explicit phonological-awareness instruction.
| Decodable Text 5-Minute Micro-Lesson (I Do, We Do, check for understanding)
|
| 5. Differentiate instruction to support diverse learners, including English language learners and students with dyslexia. | CAEP R1.1 - Learner and Learning / InTASC 1: Learner Development
| 2.5 - Connect oral-language development and phoneme awareness while accounting for dialect and language variation.
| Supporting Diverse Learners unit: differentiation, intervention decisions, progress monitoring, English learners, and dyslexia
|
Institutional and Program-Level Policies
All exams will follow the Final Exam Schedule. Students scheduled to take three or more final examinations on one day may request to arrange their examination schedule, so no more than two exams occur on one day.
Requests for early or late exams are considered only under extreme circumstances. Prior to the exam period, the student must file a written request on the Early/Late Exam Form available in the Student One Stop Center, Academic Records, and on the WC portal. The form must be signed by the Instructor and the Academic Dean, approving the alternate exam time. This process must be completed prior to the scheduled exam period.
Undergraduate: FA26 Final Exam Schedule
Out-of-class Work Expectation A minimum of 2 hours of out-of-class student work is expected for each hour of in-class time for traditional face-to-face courses. For online and hybrid courses, the combination of face-to-face time and out-of-class work should be equal to 3 hours per credit hour per week. |
Instructional Course Delivery Definition of Courses |
Academic Integrity Policy The use of generative AI is prohibited except where expressly allowed in assignment instructions. Academic Integrity Policy |
Class Attendance Policy Institutional Class Attendance Policy |