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Spring 2022

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EDF105 - Supporting Students in Reading and Writing

Credits: 3

Catalog Description: Focuses on what children should know and be able to do in beginning reading and provides research- based strategies, activities, and assessments to support the paraprofessional in improving students' reading and writing abilities with a particular emphasis on strategies for one-on-one and small group instruction. Includes phonological and phonemic awareness, alphabet recognition and phonics, decoding, vocabulary, fluency, comprehension, and writing. Designed for teaching assistants seeking New York State certification, paraprofessionals with instructional duties in schools, and those interested in pursuing a degree in teaching. Prerequisite: ENG101

Lecture: 3 hrs.

Course Learning Outcomes (CLOs):
Given objective course examinations, quizzes, class discussions, presentations, activities, written assignments, case studies and projects, students who successfully complete the class will be able to demonstrate the following essential learning outcomes:

1. Examine the history of reading and identify characteristics of a minimum of three approaches to teaching reading.
2. Examine the role of an instructor of reading and writing by demonstrating the ability to: create and use a lesson plan, know the students, prepare the environment, and use individualized and small group instruction.
3. Identify and explain the components of early reading and writing composition skills including: phonemic awareness, word recognition, background knowledge, vocabulary, fluency, and comprehension.
4. Identify reasons why students lack motivation to read and write and evaluate appropriate motivational strategies.
5. Apply at least three questioning strategies and analyze how each promotes critical thinking and elicits responses in the classroom.
6. Identify observation and recording techniques used in the classroom.
7. Integrate (through role play, lesson plan development, etc.) the use of manipulatives to support instruction.
8. Identify and apply a minimum of two strategies for one-on-one and small group instruction.
9. Reflect in writing an approach to reading instruction after interviewing a current classroom teacher about his/her approach and the rationale for its use.
10. Compose and organize a 4-5 page research paper on a related topic using appropriate online full-text databases and documentation of sources and present their findings to the class.*

* This course objective has been identified as a student learning outcome that must be formally assessed as part of the College's Comprehensive Assessment Plan. All faculty teaching this course must collect the required data (see Assessing Student Learning Outcomes form) and submit the required analysis and documentation at the conclusion of the semester to the Office of Assessment and Special Projects.

Content Outline:
I. Approaches to Teaching Reading & Writing
A. Course introduction
B. History of reading
C. Approaches to teaching reading

II. Role of the Paraprofessional in Teaching Reading & Writing
A. Following a lesson plan and implementing instructional activities
B. Knowing the students
C. Preparing the environment
D. Importance of individual and small group instruction

III. Phonological and Phonemic Awareness
A. Awareness of sounds in the environment
B. Rhyming
C. Phonemic awareness skills
D. Concept of word

IV. Print Awareness
A. Phonics
B. Decoding by analogy
C. Structural analysis

V. Alphabet Recognition and Phonics
A. Alphabet recognition and identification
B. Writing uppercase and lowercase letters
C. Letter recognition

VI. Decoding
A. Phonics and structural analysis
B. Connection to encoding

VII. Vocabulary and Background Knowledge
A. Language experience
B. Conversational skills
C. Integrated and spoken vocabulary
D. Word study, including analysis of word structure
E. Repeated exposure to new words used in multiple contexts

VIII. Fluency
A. Sight-word recognition
B. Repeated oral reading of familiar text
C. Practice strategies such as guided oral reading with feedback, shared reading/echo reading, and paired reading

IX. Comprehension
A. Practice strategies such as comprehension monitoring, graphic and semantic organizers, question asking and answering techniques
B. Multiple strategy integration
C. Pre-reading, reading, and post-reading activities

X. Writing
A. Drawing - labeling
B. Stories
C. Informational texts
D. Composition: punctuation, capitalization, sentence structure, and paragraphing
E. The writing process
F. Audience and purpose

XI. Motivation for Reading and Writing
A. Read aloud resources that cause students to be engaged and enthusiastic
B. High quality children's literature
C. Integrated language arts activities to extend book reading

XII. Strategies for One-On-One and Small Group Instruction
A. Following a lesson plan and implementing instructional activities
B. Knowing the students
C. Preparing the environment
D. Presenting information, eliciting responses
E. Recording information

Effective Term: Spring 2009