14 courses with the subject CL, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
Required Studies in Psychology (3 credits) All candidates for middle grade teacher certification must take the following foundation courses in Psychology:
or CL 129 Young Adult Literature Complete ED 101, ED 102 or ED 103, or ED 207 1 Take 3 credits 100 level ED Course 3 Complete 12 credits of ED courses (reading and math methods for specified cert.) 12 Complete ED 550 or ED 400 2-3 See page 333 for typical eight semester degree plan. ** ** The recommended 8-semester program plans are listed at the end of the catalog. These plans are designed to be a road map to help students finish their degrees in a timely manner and should be utilized in consultation with their Academic Advisor. Students Electing to Add the PK-12 Special Education Certification (must have 3.0 GPA) new section
The Foundations of Literacy course provides a scientifically based foundation in the cognitive, socio-cultural, linguistic, and motivational influences on literacy and language development. The course presents the key scientifically based reading research foundations needed to understand how reading develops, and effective methods and strategies used to teach literacy skills to young children through young adults. Topics include understanding reading research, cognitive psychology's contributions to understanding the reading process, language development, the sequence of learning to read, the essential components of reading instruction, and an introduction to the most effective approaches to teaching reading across the grade bands. Graduate GCRS-603.
of Children’s literature 3 Elective Course ( Choose 4 course/ 12 credits):
The course will focus on three interrelated themes through the study of more than twelve pieces of historical literature for children and young adults, including the historical context in which childhood takes place and is defined; the diversity of childhood with respect to economic class, gender, race, ethnicity, geographical residence, and religious belief; and the shifting power relationships between parents and children. At the completion of the class, students should be able to explain and exemplify the inherent complexities of presenting historical fiction and non-fiction to children and adolescents, discuss thoughtfully and intelligently issues raised with reading historical fiction and nonfiction for children and adolescents, write with authority and thoughtful depth concerning works of historical fiction and nonfiction for children and adolescents and evaluate works of historical fiction and nonfiction for children and adolescents. Will only fulfill English core for Education majors.
From its earliest days, Ireland has enjoyed a rich and complex mythic tradition that serves as an energizing source for literature, folk and fairy lore, and even music that contributes to the worldview and identities of young people. In this experiential learning course, students travel to Ireland to conduct folklore collection using techniques of ethnography to investigate the ways that four cycles of Irish folklore shape the experiences of Irish children and those of Irish descent. Students examine such topics as Ireland's sacred geography, deities, fairies, heroes, folk ritual, and traditional songs, as well as the methods of folklore collection. 3 credits
This literature course offers students unique opportunities for more intensive study of children's literature. Topics vary from semester to semester, and students should consult the registration system for specific descriptions of courses offered. Prerequisites EL-102 and CL-130 or EL-130, or CL-129 or EL-129. Will only fulfill English core for Education majors.
This course will introduce undergraduates to the art of writing for 162
for Children 3
An independent study may be possible by arrangement with an individual faculty member. Course may be repeated with a different topic. Variable credit.
This course provides an overview of assessments and materials that may be used by the reading specialist to observe and document PreK- 12 pupils' reading performance, relate pupils' performance to appropriate reading instruction and evaluate their progress. Additionally, students will utilize assessment instruments to observe and identify the nature of children's difficulties and strengths and effectively diagnose the literacy instructional needs of diverse learners, PreK-12. Finally, students will be taught how to communicate test results properly and accurately to parents and stakeholders. Graduate GCRS-623.
This course addresses strategies for using literacy assessment data to design, implement, and evaluate reading instruction for readers with diverse literacy needs. Projects in this course are shared with other field courses in progress. Minimum of 60 hours of focused on addressing the literacy instruction needs of struggling readers and writers in PreK-12 clinical and/or classroom settings is required. Graduate GCRS-643.
Source: Saint Vincent College's catalog, linked per course · table learning_unit · CourseShelf publish 59
