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S/U option. Prerequisites: EDU 215 or EDU 230. and admission to Teacher Education Program.
(Teacher Preparation)

330. Foundations of Literacy
This course is designed to facilitate an understanding of the processes of literacy development
for elementary learners. Diversity, in its many forms, will frame many of the discussions on the
ways literacy is culturally situated within elementary classrooms. A range of research-based
reading and writing theories will be examined as well as the history of reading and writing
theories. A focus on the major components of reading (phonemic awareness, word
identification/phonic, vocabulary, fluency and comprehension in context) and the integration of
technology in literacy learning will be emphasized. Lastly, how, as elementary teachers, might
reading struggles be mediated and authenticated via natural learning experiences for diverse
students will be discussed throughout the course. Prerequisites: Admittance to the Teacher
Preparation Program/Education Department (during the sophomore year) and either EDU 318
Methods of Language Arts and Reading or EDU 319 Children’s Literature or permission of
instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION

MAJOR

340. Language, Literacy, and Communication
This course is designed to teach pre-service teachers how to recognize and implement
appropriate environmental strategies that support early literacy development and appropriate
early experiences with reading and writing. Emphasis is placed on speaking and listening, as
well as reading and writing readiness. A repertoire of strategies that include (1) plans for
creating language- and literacy–rich classroom environments and (2) activities that
intentionally promote early literacy development will be developed. Developmentally
appropriate strategies consistent with current knowledge of how young children develop, learn,
and thrive in a literacy-rich environment will be emphasized. Upon completion of the course,
students will be able to select, plan, implement, and evaluate appropriate early literacy
experiences. Prerequisites: Admittance to the Teacher Preparation Program/Education
Department (during the sophomore year) and either EDU 318 Methods of Language Arts and
Reading or EDU 319 Children’s Literature or permission of instructor. Alternate years. DOES

NOT COUNT TOWARDS THE ELEMENTARY EDUCATION MAJOR

350. Literacy in Content Areas: Elementary
Educators must first and foremost recognize the fact that reading and writing, far from being
isolated areas of study, touch upon all facets of learning in each and every content area. The
major goal of this course, then, is to understand how, as elementary teachers of all content
areas, might employ developmentally appropriate literacy strategies to enhance content area
learning. Students will become familiar with the Title I laws in Iowa and take a close look at the
kind of reading support Title I teachers offer. Prerequisites: Admittance to the Teacher
Preparation Program/Education Department (during the sophomore year) and either EDU 318
Methods of Language Arts and Reading or EDU 319 Children’s Literature or with permission of
instructor. Alternate years. DOES NOT COUNT TOWARDS THE ELEMENTARY EDUCATION

MAJOR

360. Reading Assessment, Diagnosis, and Evaluation
This course will examine reading assessment theory, materials and procedures. The
foundational concepts of reading assessment, diagnosis and evaluation will be developed.
Additionally, the uses of reading assessment and the communication of reading assessment

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