| RLL-Reading and Language - Literacy |
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| RLL480A |
Methods of Teaching Reading and Language Arts |
| Integrated approach to theory, curriculum, methods and materials for literacy instruction (reading and language arts) in elementary school (K-9). Prerequisite: Admission to National College of Education. 5 quarter hours |
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| RLL480B |
Methods for Teaching Language Arts |
| Survey of recent developments in theory and practice of language arts instruction in the elementary school. Special attention to contributions of psycholinguistics and the use of library resources as well as to the integration of the language arts in the curriculum. Prerequisite: Admission to the M.A.T. program or consent of M.A.T. program director; EPS500, EPS510. 2 semester hours |
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| RLL481 |
Theory and Methods of Teaching Primary Reading and Language Arts |
| Integrated approach to theory, curriculum, methods and materials for K-3 literacy instruction. Clinical experience with children of this age will be required. Prerequisite: Admission to the National College of Education. Includes 3 hours of field experience. 3 quarter hours |
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| RLL482 |
Theory and Methods of Teaching Language Arts |
| An examination of the rationale underlying a student-centered curriculum with an emphasis on effective instructional strategies to integrate reading, writing, speaking, listening, informal role playing, and performing texts across the curriculum. Special attention given to language learning in multi-cultural environments and ways to facilitate transitions from a heritage dialect or language to standard English. Attention given to content not treated in RLL 480A. 5 quarter hours |
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| RLL520 |
Survey of Literature for Children and Adolescents (K-12) |
| This introductory course is designed to provide an overview of trade books written for children from preschool through adolescence, K-12. Emphasis is on selecting and evaluating books that are appropriate for developmental stages and curricular connections. Activities that enhance children's knowledge and appreciation of literature are presented and modeled. Attention is given to literature appropriate in our multicultural society. (This is the basic literature course for Reading Specialist Certification). 2 semester hours |
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| RLL521 |
Children's Literature |
| This course is designed to provide an in-depth study of trade books appropriate for children from preschool through age 11. An emphasis is placed on the development of criteria for selecting literature that can be used to stimulate critical reading and thinking. Literature will also be considered as a reflection of values in this and other societies. Prerequisite: RLL520 or consent of instructor. 2 semester hours |
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| RLL522 |
Adolescent Literature |
| This course is designed to provide an overview of young adult literature (for ages 12-18). Reading interests are analyzed from the perspective of readers' development. Guidelines are provided for selection, evaluation, and uses of young adult literature in the classroom. Prerequisite: RLL520, or graduate or undergraduate children's literature course taken within the past 5 years, or consent of instructor. 2 semester hours |
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| RLL523 |
Storytelling |
| Using the art of storytelling to develop childrenĘs interest in literature. Story sources and program planning are included. Storytelling practice: use of puppets, music and other aids. Special programs for children with learning disabilities or physical handicaps. Prerequisite learning: Some familiarity with techniques for handling groups of children and with children's literature desirable. 2 semester hours |
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| RLL524 |
History of Children's Literature |
| This course provides a look at children's literature from the Anglo-Saxon period to the present. The influences on that literature, particularly the educational thought of each period will be discussed. Particular attention is paid to the authors and illustrators who shaped the field. The preponderance of the course focuses on children's literature since the 19th century. Prerequisite: RLL520 or consent of instructor. 2 semester hours |
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| RLL525 |
Creative Dramatics in the Classroom |
| Students are introduced to informal and improvised dramatic activities and techniques, and prepared to lead drama with children of all ages as a way to explore various areas of curriculum. The focus is on unscripted role-playing, not on performing for an audience. 2 semester hours |
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| RLL526 |
Dramatic Arts in the Elementary School |
| A study of various dramatics activities in the elementary school. Basic elements of play production as well as creative dramatics and informal drama in the classroom. Research in costume, scenery, integration of dance, music, and other arts related to the school pageant and play are included. 2 semester hours |
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| RLL527 |
From Drama to Writing |
| An exploration of drama structure, teaching in role, and strategies for questioning and discovering meaning through drama. Demonstration of role playing and other dramatic strategies as heuristics for writing. Experience in accessing long-term memory and focusing attention on elemental tasks long enough for the ritual of the work to take on a rhythmic and archetypal meaning. Insights from this experience then are captured in words and presented in a formal theatrical setting and finally published as a book. 2 semester hours |
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| RLL528 |
Survey of Multicultural Literature K-12 |
| This course is designed to provide an in-depth study of multicultural literature, K - 12. For the purpose of this course, multicultural literature is defined as literature by and about people of ethnic and racial diversity. Guidelines for selecting and evaluating culturally authentic literature will be an essential component of this course. Emphasis is placed on fostering understanding of various population groups of our society through discussion that stems from quality multicultural children's books. Prerequisite: RLL520 or basic children's literature course, taken within the last five years or consent of instructor. 2 semester hours |
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| RLL530 |
Advanced Methods and Materials for Teaching Language Arts |
| Survey and critical appraisal of programs, practices, and trends in the teaching of language art: reading, oral and written expression, listening, spelling, and handwriting. For certified teachers only. 2 semester hours |
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| RLL532 |
Integrating the Language Arts in the Classroom |
| This course is an introduction to literacy development in the classroom through the integration of reading, writing, speaking, and listening. Teachers will examine the integrated approaches to literacy instruction and be introduced to theories and research that support such approaches. This course will emphasize specific classroom strategies for implementing language arts instruction, selection of materials, management of the process, and ways to evaluate student literacy acquisition. 2 semester hours |
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| RLL533 |
Introduction to Linguistics: Language and Literacy |
| This course focuses on the relationship between language acquisition research and the teaching of literacy. Various dimensions of linguistics will be introduced including: language development, communication competence, cognition and learning and structure and history. 2 semester hours |
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| RLL534 |
Reading and Writing Relationships |
| This is an advanced course designed to explore the relationships between reading and writing. The similarities and differences in reading and writing will be examined through the inquiry cycle, literature discussions and writing workshop. Current instructional suggestions for integrating reading and writing across the curriculum will be examined and evaluated. Prerequisite: RLL532 and/or a course in reading or a course in writing. 2 semester hours |
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| RLL538 |
Literacy Methods: K-4 |
| Introduces key issues in literacy research and instruction, K-4. Students will engage in discussion of and planning for differentiated instruction in all the language arts (reading, writing, listening, speaking, viewing and visual representation). Reading and writing will be taught as mutually supportive, holistic processes. Students will learn about instructional strategies and materials appropriate for emergent, beginning and early fluent readers. Prerequisite(s): Admission to the Elementary Education M.A.T. Program, ELE500,and EPS511. 2 semester hours |
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| RLL539 |
Literacy Methods II: Grades 5-9 |
| This course introduces key issues in the development of strategic reading and writing of both narrative and informational texts. Students will become familiar with theoretically sound, research-based instructional strategies for the teaching of advanced and content-area reading and writing. Prerequisite(s): Admission to the Elementary Education M.A.T. Program, RLL538, ELE500, and EPS511. 2 semester hours |
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| RLL540 |
Methods and Materials for Teaching Reading and Language Arts: Alternate Certification |
| 3 semester hours |
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| RLL541 |
Computers in the Writing and Reading Program |
| Students in this course will explore the ways in which computers and other technologies support and enhance literacy programs. Computer work will include new word processing programs, CD-ROMs, multimedia, and an overview of available software for both writing and reading development. Prerequisites: course work in writing or reading, and beginning word processing skills, or consent of instructor. 2 semester hours |
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| RLL544 |
Classroom Foundations for Literacy for the ESL/Bilingual Student-Practitioner |
| This course is intended only for non-certified teachers working in elementary schools who are seeking a Type 03 certificate in Illinois in conjunction with ESL/Bilingual Approval. It addresses pedagogy and recent developments in theory, curriculum, methods, and materials for literacy instruction with a focus on reading and language arts. It is designed to help student-practitioners reflect on their current practices and further develop knowledge, skills, and dispositions that support their studentsĘ learning (K-9). The student-practitioners will be mentored by experienced, certified teachers and elementary education university supervisors. Prerequisites: CIL500, EPS500, CIC504, ELE533, and be concurrently enrolled in ELE534. 2 semester hours |
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| RLL560A, RLL560B, RLL560C |
Reading Recovery Practicum |
| A practicum in the instruction procedures used in Reading Recovery: The instructional framework, and underlying rationale. This course focuses on introducing the basic procedures. Prerequisite: Consent of the instructor. 3 semester hours each |
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| RLL562 |
Reading Recovery: Research on the Acquisition of Literacy |
| The first in a three-course sequence that examines research related to the acquisition of literacy, including the development of oral language and its relation to reading and writing. Emphasis in the first course is on relating key features of Reading Recovery instruction to research on the basic cognitive processes implicated in the acquisition of reading and writing. Prerequisite: Consent of the instructor. 3 semester hours |
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| RLL563 |
Reading Recovery: Models and Theories of Literacy Development |
| The second in a three-course sequence that examines research related to the acquisition of literacy. Emphasis in the second course is on exploring models of the reading and writing processes and their instructional implications, and on development of comprehension skills, with particular reference to the development of strategies and metacognitive awareness. Prerequisite: Consent of the instructor. 3 semester hours |
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| RLL564 |
Reading Recovery: The Classroom and Social Contexts for Literacy Development |
| The third in a three-course sequence that examines the research related to the acquisition of literacy. Emphasis in the third course is on the classroom and social contexts of literacy acquisition with particular attention to the effects of these contexts on students. Prerequisite: Consent of the instructor. 3 semester hours |
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| RLL566A, RLL566B, RLL566C |
Reading Recovery: Seminar in Teacher Leadership |
| The first in a three-course sequence providing practicum experience in training and supervising Reading Recovery Teachers. Emphasis is on exploring three main aspects of the Teacher Leader Role: presenting the Reading Recovery procedures, leading discussion focused on direct observation of teacher and child behaviors, and making site visits to Reading Recovery teachers. Prerequisite: Consent of the instructor. |
| 2 semester hours |
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| RLL583 |
Workshop/Literacy/Contemporary Issues |
| 1-4 semester hours |
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| RLL584 |
Workshop/Literacy/Programs and Materials |
| 1-4 semester hours |
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| RLL585 |
Workshop/Literacy/Instruction |
| 1-4 semester hours |
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| RLL585AA, RLL585AG, RLL585AH |
Workshop/Literacy/Instruction/Latin Pedagogy Lvl I, II, and III |
| 1-4 semester hours |
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| RLL585AA |
Workshop in Latin Pedagogy 9 |
| The purpose of this workshop is to introduce both novice and experienced Latin teachers to current issues in education which can inform school instruction. This year's topics will be: Reading Theory, Meeting the Needs of All Students: Teaching Latin to Students with Special Learning Needs, Caimito Intelligent Es? A Multiple Intelligence Bag of Tricks for the Latin Classroom, and The Creation of a Readers' Workshop for a Latin Classroom. Each focus topic will be presented by master teachers in sessions which emphasize hands-on application. A two-tiered curriculum will be offered to meet the needs of 1st time and returning applicants. Variable Credit Options: The workshop may be taken for 1 or 2 semester hours of credit based on 14 contact hours per semester of registration. First time students should register for the beginning level of the workshop. Students who attended the 1993-2003 NLU/ICC Pedagogy Workshops may earn the above mentioned credit for the 2005 workshop by taking the returning level of the curriculum within the workshop structure. Workshop content varies from year to year so returning participants do not repeat the same program of study. Students seeking credit toward decertification may opt to take the course for CPDU's (1hr = 14 CPDUs; 2hrs = 28 CPDU's). An audit option is also available. 1-2 semester hours |
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| RLL585AP |
Workshop/Literature/Instruction/Reading Across the Curriculum |
| This interactive workshop will involve students with strategies and activities for both fiction and non fiction texts. Within this framework, students will incorporate those instructional strategies that have the highest probability of enhancing student achievement for all students in all subject areas at all grade levels such as cooperative learning, affective learning, as well as other research tools. This workshop can be used as an elective to fulfill the requirement for the Master of Arts in Teaching degree. This workshop cannot be used to fulfill requirements for the Reading Specialist degree. Prerequisite(s): None. 1 semester hour |
RLL586 |
Workshop/Literacy/Assessment |
| 1-4 semester hours |
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| RLL587 |
Workshop/Literacy/Staff Development |
| 1-4 semester hours |
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| RLL593 |
Seminar in Literacy Studies |
| Seminar is an integrated experience for students at the end of their program. Research will be read, critiqued, synthesized and engaged in through teacher-research. Students will also critique current practice in light of research and literacy theories. Prerequisite: RLL532, RLL533, and completion of most of the Language and Literacy Masters Program coursework. 2 semester hours |
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| RLL594 |
Independent Study/Language Arts |
| 1-3 semester hours |
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| RLL595 |
Selected Topics/Language Arts |
| 1-4 semester hours |
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