TERG 2601    Reading Application in Content Areas, Early Years    3 s.h.

Study of the Ohio Academic Content Area Standards, comprehension skills, word attack skills, pre-reading strategies, and writing development as they relate to early years reading in the content area. The role of early childhood language development and literature in the early childhood content-area classroom. Requires 30 hours of field experience in addition to course responsibilities.

TERG 3701    Phonics in Reading Instruction    3 s.h.

Phonics subject matter, instructional strategies and applications, and planning for intensive, phonic-based word analysis in the early and middle stages of literary acquisition. Field Hours: This course includes 30 hours of field experience in a school setting utilizing one-on-one tutoring; each hour of tutoring is worth one point. A log is kept of each session with a description of the materials and activities to be used as well as a reflection of the session. A rubric is used to score the quality of the logs. The logs are worth up to 30 points. 3 s.h.
Prereq.: Completion of 50 course hours.

TERG 3702    Developmental Reading Instruction and Literature Strategies PreK-9    3 s.h.

Theories and related models of reading, various approaches to teaching reading, and creative integrative literature strategies to meet the needs of diverse learners. Field Hours: This course includes 30 hours of field experience in a school setting utilizing one-on-one tutoring; each hour of tutoring is worth one point. A log is kept of each session with a description of the materials and activities to be used as well as a reflection of the session. A rubric is used to score the quality of the logs. The logs are worth up to 30 points.
Prereq.: Completion of 50 hours.

TERG 3703    Assessment and Instruction in Reading Internship, PreK-9    3 s.h.

Application of selected formal and informal assessment tools in the context of reading instruction to identify individual strengths and needs. Strategies for continuing diverse students growth in reading and the related language arts including home/school connections, integration of reading and writing, self-monitoring strategies, and ongoing assessment. Requires 30 hours of field experience in addition to course responsibilities.
Prereq.: TERG 3701, TERG 3702, Upper Division status.

TERG 3704    Assessment and Instruction in Reading Internship    1 s.h.

Required of students seeking licensure in Reading and Language Arts. Practicum experience involving assessment of reading needs of the middle school student, planning and carrying out a program of remedial assistance, reporting results.
Prereq.: TERG 3701 and TERG 3702.
Concurrent with: TERG 3703.

TERG 3705    Advanced Literature Strategies    3 s.h.

Advanced reading and language arts, holistic teaching strategies with emphasis on non-textbook approaches. Field experience.
Prereq.: TERG 3703.

TERG 3706    Reading Practicum    3 s.h.

Supervised experiences in reading assessment and instruction in the elementary, middle, or secondary school setting. Six hours per week in a designated school, two hour seminar.
Prereq.: TERG 3705.

TERG 3707    Special Projects in Reading    3 s.h.

TERG 3710    Reading Application in Content Areas, Middle Years    3 s.h.

Study of the Ohio Academic Content Area Standards, comprehension skills, word attack skills, pre-reading strategies, and writing development as they relate to middle years, multi-age and special education reading in the content area. The role of literature in the content-area classroom. Requires 30 hours of field experience in addition to course responsibilities.
Prereq.: completion of 50 hours.

TERG 3711    Reading Application in Content Areas, Secondary Years    3 s.h.

Study of the Ohio Academic Content Area Standards, comprehension skills, word attack skills, pre-reading strategies, and writing development as they relate to secondary and career/technical reading in the content area. The role of literature in the content-area classroom. Field Hours: This course includes 30 hours of field experience in a school setting utilizing one-on-one tutoring; each hour of tutoring is worth one point. A log is kept of each session with a description of the materials and activities to be used as well as a reflection of the session. A rubric is used to score the quality of the logs. The logs are worth up to 30 points.
Prereq.: 50 s.h. and concurrent with SED 3706.

TERG 6917    Literacy, Reading, and Language Arts Programs    3 s.h.

A critical appraisal of literacy, reading, and language arts programs in schools and an analysis of contemporary methodological issues.

TERG 6922    Organizing and Managing Diverse Literacy Environments    3 s.h.

Creating a literate environment that fosters student interest in reading and writing by integrating foundational knowledge, use of research-based instructional practices, curriculum materials, and assessment-based decision making to form instructional groups. Emphasis on student interests, reading abilities, and cultural and linguistic backgrounds as foundations for a reading and writing program that incorporates a large supply of books, technology-based information, and non-print materials.

TERG 6923    Literacy and Phonics Instruction: Early Years    3 s.h.

An investigation and research of the philosophy, principles, and practices of reading (including phonemic and phonetic developments) and language arts of the child, birth through age 8. Examination and application of formal and informal assessment procedures in the context of reading and language arts instruction. Language learning needs of diverse populations will be addressed.

TERG 6924    Content Literacy Young Adolescent to Adult    3 s.h.

Investigation of research-based philosophies, principles, and best practices for reading to learn and using the language arts in comprehending and meaning-making; using reading and the language arts as tools in learning communication.

TERG 6926    Reading and Language Arts Assessment 1    3 s.h.

An examination and application of formal and informal assessment procedures in the context of reading and language arts instruction. Emphasis will be placed on the use of background information and discrete data. Strategies providing for effective appraisal procedures and developmentally appropriate activities will be included.
Prereq.: TERG 6917.

TERG 6927    Practicum: Coaching for Effective Literacy Instruction    3 s.h.

The role of the literacy coach as an instructional leader in assessment-based decision making, research-based instruction, and delivery of high-quality professional development. Emphasis placed on techniques for working with individual teachers in a coaching context and groups of teachers in whole group PD settings.

TERG 6928    Practicum: Case Study in Reading and Language Arts    3 s.h.

Application of previous course content involves supervised formal and informal assessment of school-age pupils, developing an individualized reading plan, selecting appropriate strategies and materials for teaching, writing, tutoring log entries, developing a student portfolio, evaluating results of instruction, and writing a case study report.
Prereq.: TERG 6926.

TERG 6929    The Reading and Language Arts Professional    3 s.h.

Investigation of theories and performance-based procedures for creating, analyzing, guiding, and changing school- and system-wide reading and language arts programs.
Prereq.: TERG 6926.

TERG 6970    Coaching in Diverse Classrooms    2 s.h.

The focus of this course is on the preparation of literacy specialists to coach teachers in the implementation of culturally responsive instruction for diverse learners. This population includes special needs, culturally and linguistically diverse students. Emphasis will be placed on connections between current theory, research, and instructional practice.

TERG 6971    Pedagogy of Effective Literacy Instruction    2 s.h.

Candidates demonstrate knowledge of a wide range of instructional practices, methods, and curriculum materials, including technology, that support effective reading and writing instruction. Candidates integrate their knowledge and dispositions regarding curriculum, instructional practices, curricular materials, assessment, and evaluation to create literate environments that foster both reading and writing in all students.
Prereq.: TERG 6970.

TERG 6972    Coaching for Effective Assessment Practice    2 s.h.

Designed for reading specialists, this course teaches knowledge, skills, and dispositions in school-based professional development and coaching on K-12 reading assessment concepts and skills.
Prereq.: TERG 6971.

TERG 6973    Professional Development in Literacy    2 s.h.

An introduction to research and knowledge bases related to teacher professional development from a variety of perspectives. Examines coaching as one venue of supporting teacher professional development.
Prereq.: TERG 6972.

TERG 6974    Advanced Action Research in Literacy    2 s.h.

Intro to literacy research as an integral part of professional development. Builds candidate understanding of a variety of literacy research paradigms, supports engagement in inquiry to significantly advance candidates' understanding of literacy, and provides opportunities for candidates to collaborate with other literacy professionals to advance understanding of evidence-based practice.
Prereq.: TERG 6973.

TERG 6975    Internship 1    4 s.h.

Culminating activity supporting and integrating accomplishment of the Literacy Specialist Endorsement Standards I-VII. School-based practicum providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data-based decision making to inform professional development provided in both group and individual settings (coaching).
Prereq.: TERG 6971.

TERG 6976    Internship 2    4 s.h.

Continuation of the culminating activity supporting and integrating accomplishment of the Literacy Specialist Endorsement Standards I-VII. School-based practicum providing group and individual professional development to colleagues for continuous improvement of literacy curriculum, instruction, and assessment. Diagnostic reading and writing clinical experiences focus on data-based decision making to inform professional development provided in both group and individual settings (coaching).
Prereq.: TERG 6975.