Online Courses: In online teaching, 100% of instruction takes place online via Canvas and with supplemental platforms like Zoom. There are two types of online courses: asynchronous and synchronous.
Asynchronous online: Course is fully online, with lessons, assignments, and activities posted in Canvas with due dates. Students complete coursework, engage in discussions, etc., based upon their own schedules, but are required to meet posted deadlines.
Synchronous online: Online course that includes real-time class meetings using technology (e.g. Zoom). The number of required meetings varies based upon the particular class, but meetings take place during the scheduled class times. Faculty will inform students of the schedule for real-time meetings in their courses.
Hybrid Courses: Hybrid courses combine both in-person, on-campus meetings with online instruction. All face-to-face activities take place during the regularly-scheduled meeting times in the rooms assigned on the course listing. The number of people in classrooms is limited by social distancing requirements, and the number of in-person meetings varies by course. Faculty will notify students of the exact meeting schedule for their courses.
If your class is not listed as online or hybrid, it will meet fully face-to-face with proper social distancing following the noted class schedule.
Design, implementation and evaluation of literacy curriculum programs for children from birth to grade 6. Emphasis is on alignment of curriculum programs with research and the unique needs of students. Through thoughtful selection of instructional targets, frameworks, content, materials and assessment, candidates demonstrate their understanding of the requirements of evidence-based pedagogy. For students enrolled in the Professional Special Education or Professional Teacher Education program, this course integrates ELA with pedagogy. For students in Literacy (B-6) master's program, this is a pre- or co-requisite for LRC 552. For students in the Literacy (B-6) certification-only program, it is a pre-requisite for LRC 552. This is a pre or co-requisite for LRC 540 for students in Childhood Ed/Special Ed 1-6. Fall, Spring, Summer.
Hybrid- synchronous and asynchronous work.
Design, implementation and evaluation of curriculum programs in literacy for students in grades 4 through 12. Some focus on collaborative leadership of teachers for content literacy improvement. Candidates apply best thinking, and thoughtfully selected materials and methods to teach advanced word analysis and fluency, support vocabulary expansion, comprehension, critical thinking and study skills. Emphasis is on providing for individual differences including students who are English language learners and those who experience challenges in literacy. For Literacy candidates, the course requires at least 30 hours of field experience supporting students and their teachers in 9-12 classrooms. For those in the Literacy B-12 master's program, the course is a pre- or co-requisite for LRC 554. For students in the Literacy B-6, 5-12 and B-12 certification-only programs, it is a pre-requisite for LRC 554. For students enrolled in the Professional Teacher Education program and those in Adolescent Ed/Special Ed 7-12, this course integrates ELA with pedagogy. Literacy candidates must take LRC 546 before taking this course. Fall, Spring or Summer.
Required 30 hrs of field experience Hybrid course
Review of issues and research related to the nature of written language, the development of writing abilities, and qualities of effective writing instruction from birth to grade 12. Includes study of a variety of genres, purposes for writing, and assessment techniques. For students in the Literacy B-12 certification-only program, this is a pre-requisite for LRC 552. Candidates will complete a 8 hour field experience at either lower or upper level. 3 credit hours. Fall, Spring, Summer.
Hybrid Course; meets first class only
This course seeks to acquaint candidates with processes and practices involved in identifying and addressing literacy difficulties and in communicating the results of assessment and intervention to a variety of audiences. It provides direct assessment and tutorial experience in working with a school-age child who may qualify for early intervention, or for compensatory or special education services. In addition, it prepares candidates for clinical practicum experiences and addresses topics including the nature of literacy difficulties; evaluation, selection and administration of diagnostic tools; analysis and interpretation of assessment results; design/selection and application of appropriate materials and methods for correcting literacy problems; evaluation of the impact and quality of intervention.
College-supervised clinical practicum in teaching literacy under the direction of a literacy specialist. Candidates must complete 25 hours of teaching literacy to a student at the lower level and 25 hours at the upper level. Open only to candidates in either the Literacy Birth - Grade 12 master's program or the certification-only Literacy Birth - Grade 12 program at the College of Saint Rose. Prerequisites are LRC 546. Pre-/co-requisites are LRC 520 and LRC 521. Requires NYS fingerprint clearance in advance. 3 credit hours. Fall, Spring, Summer.
Face-to-Face course 8/30-10/30
This course examines the five essential elements of reading and considers principles and methods specific to the needs of ENL students and for individualizing and adapting instruction and materials. Also examined are effective writing instruction and the use of technology in supporting ENL students. Candidates in this course are required to apply what they are learning and teach literacy to ENL students in an agency or classroom program designed to serve English Learners. 10 hours of field experience at early childhood, childhood or middle childhood level required. Requires NYS fingerprint clearance in advance. 3 credit hours. Fall, Spring.
We're sorry, but this class is already full!
In-depth course in which candidates engage in collaborative intervention research with school-based professionals and share findings with a professional audience. Research theme(s) may be selected by the instructor. The course fulfills one final evaluation criterion of performance in the program, must be taken in the final semester, and requires student data from 15 hours of field experience. Fall, Spring, Summer.
x'd w/ SED 590 X1 Face-to-Face Course
The workshop supports candidates in developing a portfolio to demonstrate the extent to which they have met the International Literacy Association’s (2017) Standards for literacy professionals. Fall, Spring, Summer.
Part of LRC 590 course work. Portfolios due on Dec. 4.