MS ED Literacy (All grades)
The MSED in Literacy All Grades is a comprehensive, completely on-line, 30 credit graduate program appropriate for those who possess initial or professional teaching certification in any area of K-12 teaching. Candidates will become knowledgeable about all aspects of the Science of Reading as well as various methods of incorporating literacy into all content area classes. Emphasis will be placed upon differentiating instruction for English Language Learners, Students with Disabilities, Students with Interrupted Formal Education, and others impacted by various forms of societal trauma. For those aspiring to become a literacy coach or a departmental leader or coordinator, this program is for you, for it contains a unique course geared toward organizing, enhancing, and communicating about curriculum and assessment and supporting other literacy providers. The program approaches literacy developmentally with courses in emergent literacy and childhood and adolescent literacy development. Other courses deal with K-12 literature and education for cultural diversity. This program includes 2 diagnostic/prescriptive internships, but student teaching is not available.
The MSED Literacy All Grades leads to New York State certification as a Literacy Teacher and prepares students to work in schools and clinical settings as a Literacy Specialist or a non-administratively certified Literacy Curriculum Leader. Students learn to reach and lead others through the 6 Pillars of Literacy and learn to develop literacy curricula, evaluate student progress, and identify students in need of corrective and remedial instruction. Participants develop skills through classroom and clinical experiences that will enable them to expertly communicate with parents and such public groups as the Board of Education and Parent/Teacher organizations.
Program Curriculum
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Literacy Foundation Courses (24 credits) |
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EDS 605 |
Beginning Reading and Writing: Emergent Literacy |
3.00 |
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EDS 610 |
Literacy Teaching and Learning: Birth-Grade 6 |
3.00 |
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EDS 612 |
Literacy Teaching and Learning: Grades 5-12 |
3.00 |
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EDS 617 |
Literacy for Students with Disabilities |
3.00 |
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EDS 641 |
Literacy in Content Areas |
3.00 |
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LIS 728 |
K-12 Literature |
3.00 |
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EDI 643 |
Culturally Responsive and Sustaining Education (CR-SE) |
3.00 |
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Literacy Practicum Courses (6 credits) |
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EDS 615 |
Practicum I: Literacy Assessment and Intervention: Birth-Grade 12 |
3.00 |
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EDS 616 |
Practicum II: Literacy Intervention: Birth-Grade 12 |
3.00 |
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Culminating Experience (3 credits) |
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EDS 643 |
The Reading Specialist: Organizing, Enhancing, and Communicating about Curriculum and Assessment |
3.00 |
Course Descriptions
EDS 605: Beginning Reading and Writing: Emergent Literacy
This course is designed for teachers who will learn about the teaching of language arts - reading, writing, listening and speaking in the early childhood classroom. This course will acquaint teachers with scientifically based research, theory, principles, practices, strategies, techniques and tools that are appropriate when considering literacy development in the early years (birth through second grade). The stages of child development and language acquisition will provide the framework for observing children's literacy development and determining appropriate approaches to literacy instruction.
Credits: 3
Annually
EDS 610: Literacy Teaching and Learning
The course introduces a study of strategies and resources in childhood language acquisition and the teaching of literacy for elementary school children, specifically attending to the diverse population of students served in NY public schools. The newest techniques and research findings will be discussed. Students will observe, plan and instruct sample literacy lessons.
Credits:3
Every Fall and Spring
EDS 612: Literacy Teaching and Learning: Grades 5-12
This course is designed to introduce the content and methods of literacy instruction for adolescent students in NY public schools. Prevailing beliefs and theories which have become the basis for instructional practices will also be discussed, as will the use of technologies which might offer new insight and opportunities for adolescent literacy instruction.
Credits: 3
Prerequisite: EDS 610
Annually
EDS 617: Literacy for Students with Disabilities (All Grades)
This course covers theory, research, and effective practices for teaching students with significant literacy challenges. Specifically, teacher candidates will become immersed in the assessment of literacy problems and the use of these assessments to provide effective instruction. Both formal and informal instruments will be discussed for determining individual strengths and needs. A variety of instructional approaches will be considered for developing literacy strategies and skills in students with disabilities, dual-language learners, and any child with literacy challenges.
Credits:3
Prerequisite of EDS 600
Every Fall, Spring, and Summer
EDS 641: Literacy in Content Area 5-12
In this course, significant issues concerning adolescent literacy across the curriculum will be highlighted. Specifically, information concerning literacy development in adolescents will be explored in the context of varied philosophies, theories and practical applications. From this context, a range of viewpoints will be discussed and analyzed to provide a foundation for identifying and appraising a variety of perspectives on each issue concerning content literacy for adolescents.
Credits:3
Co-requisite of EDS 610 is required for all Childhood/Literacy and Childhood/Special Education plans only. No prerequisites for Adolescent plans.
Annually
LIS 728: K-12 Literature
A survey course covering various genres, styles, authors, illustrators and trends with emphasis on the role of literature in the school library media center. Students will consider methods of selecting and evaluating children’s and young adult literature in terms of readability and interest level and several ways in which the titles can be integrated as the content and vehicle to master the Core Curriculum. Through class discussions and constructing lessons, students will explore a range of topics related to literature, including book talks, author studies, read-aloud techniques and book discussion groups.
Credits: 3
Every Summer
EDI 643: Culturally Responsive and Sustaining Education (CR-SE)
This course addresses the principles and practices of culturally responsive and sustaining education. Drawing on the New York State CR-SE framework, the course explores how educators develop their knowledge, skills, and disposition to work with diverse cultures, represented not only in classroom but also in the world, as assets in designing and implementing student-centered learning environments including curriculum, pedagogy, and assessment. Approaching culture as the multiple components of one’s intersectional identity such as race, class, gender, language, sexual orientation, ability, nationality, religion etc., the course explores socio-emotional and cultural aspects of preK-12 grade students¿ growth and development in the context of families and local and global communities. The course provides a critical self-reflexive lens through which educators challenge inequitable systems of access, power, and privilege.
Credits: 3
Every Fall, Spring and Summer
EDS 615: Practicum I. Literacy Assessment and Intervention (All Grades)
The course will stress diagnostic procedures for literacy disabilities; observation and interview procedures; diagnostic instruments; standardized and informal tests; report writing; and assessment based materials to be used for instruction in these areas. Causative factors contributing to specific reading problems will also be explored and discussed. Students will develop case studies with individual clients.
Credits: 3
Prerequisites of EDS 605, 610, 612, 617, and 641
Annually
EDS 616: Practicum II. Literacy Intervention: Birth to Grade 6
The course will stress corrective procedures, planning, and management for children and teenagers with literacy disabilities. Culturally responsive techniques and clinical remedial procedures will be included. Students will work with individual clients for a minimum of 25 hours at each developmental level, under clinical supervision.
Credits:3
Prerequisite: EDS 615
Annually
EDS 643: The Reading Specialist: Organizing, Enhancing, and Communicating about Curriculum and Assessment
This course will enable diagnostically/prescriptively trained reading and writing teachers to expand their role to that of a literacy coach and/or a literacy curriculum leader. Students will become proficient at organizing and enhancing literacy programs. They will also learn how to communicate information about literacy and assessment results to such groups as parents, caregivers, the PTA, and the Board of Education. Developing Teacher Improvement Plans (TIP plans) will also be a component of this course.
Credits:3
Prerequisite: All other courses in the program. This class should be taken during the last semester before the student graduates.
Every Fall and Spring
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