RED 4511 - Intermediate Literacy 3-6: Reading, Writing and Thinking

College of Education

Credit(s): 3
Contact Hours: 47
Effective Term Spring 2026 (660)

Requisites

(Admission to Elementary Education (K-6) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ELEDR-BS) and
Prerequisite EDG 3620 with a minimum grade of C and
Prerequisite RED 3309 with a minimum grade of C) or
(Admission to Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (Bachelor of Science) (ESEDR-BS) and
Prerequisite EEX 3241 with a minimum grade of C and
Prerequisite RED 3309 with a minimum grade of C) or
(Admission to Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (Bachelor of Science) (PKPED-BS) and
Prerequisite RED 3309 with a minimum grade of C)

Course Description

In this course, preservice teachers will enhance their understanding of literacy development in children from third through sixth grade. The course explores current theories, methods, and materials relevant to effective literacy instruction. Preservice teachers will learn and apply evidence-based practices for teaching literacy, which includes reading and writing instruction. This course includes a minimum of 20 school-based hours actively participating and observing reading and writing instruction in third through sixth grade educational setting(s).

Learning Outcomes and Objectives

  1. The teacher candidate will differentiate the metacognitive processes of literacy including the strategies, skills, knowledge, and attitudes needed to become proficient readers and writers by:
    1. identifying evidence-based practices needed for proficient reading (e.g., locate/recall; integrate/interpret; critique/evaluate) and writing (e.g. brainstorming, the writing process, conferring, revising, editing and publishing) for students at various.
    2. discussing text meaning and interpretation of a wide variety of informational and literary texts, including print and digital texts.
    3. distinguishing characteristics of students with reading difficulties, including students with dyslexia, using evidence-based practices to address their needs.
    4. comparing the varying demands of text on readers’ comprehension, including the demands of domain-specific texts.
    5. explaining how the interaction of reader characteristics (background knowledge, interests, strengths and needs), motivation, text complexity and purpose of reading, impacts comprehension and student engagement.
    6. augmenting reading and writing instruction with the infusion of technology and digital texts.
  2. The teacher candidate will monitor reading and writing progress using ongoing assessment and evaluation to plan reading and writing instruction by:
    1. examining various types of informal and formal reading and writing assessments.
    2. conducting an oral reading assessment and analyzing results to plan future instruction.
    3. assessing reading fluency utilizing analytic and holistic rubrics.
    4. assessing reading comprehension of elementary students using various methods (e.g., retellings, discussion, summaries, response journals).
    5. assessing a writing sample of an English Learner to plan for instruction.
  3. The teacher candidate will synthesize the components of reading, and the interdependence of these components, including their effect upon reading as a process for all students, by:
    1. examining the components of reading, including phonics, vocabulary, fluency and comprehension.
    2. analyzing students’ fluency scores and determining appropriate instructional action.
    3. developing a multimodal and multi-genre “text set” for explicit instruction of higher order thinking and literacy strategies that supports students' reading within, across and beyond texts.
    4. applying metacognitive strategies during book discussions.
    5. identifying rhetorical appeals in texts.
  4. The teacher candidate will apply the writing process within an integrated literacy model (modeled writing, interactive, shared, independent) by:
    1. composing papers in various modes of writing (e.g., narrative, expository, and opinion/argumentative).
    2. choosing appropriate literature to utilize prior to or during writing lessons.
    3. describing evidence-based practices for teaching various modes of writing including how to use precise language, figurative language, transitional words and phrases, dialogue, and sentence variety.
    4. selecting multimedia elements to emphasize and enhance oral and written tasks.
  5. The teacher candidate will apply evidence-based strategies for the diagnosis, prevention, and intervention of common literacy difficulties by:
    1. identifying obstacles some students face in reading acquisitions (e.g., incomplete beginning reading instruction, lack of metacognitive strategies, limited prior knowledge and experiences, limited work study skills).
    2. demonstrating appropriate interventions to accelerate the progress of students who experience reading difficulties (e.g., higher level of support, opportunities for more reading practice, reading materials on appropriate level).
    3. demonstrating appropriate strategies for English Language Learners (ELLs) when conferring with an ELL student.

Criteria Performance Standard

Upon successful completion of the course, the student will, with a minimum of 75% accuracy, demonstrate mastery of each of the above stated objectives through classroom measures developed by individual course instructors.

History of Changes

C&I 3/12/02, BOT 4/16/02, Effective yrtr 20021. C&I 7/12/05, BOT 8/23/05, Effective 20051(0355) Added Topic #2. C&I 11/14/06, BOT 12/19/06, Effective 20062(0375) chgd prereq Topic 2. C&I 7/8/08, BOT 9/19/08, Effective 20081(0400) C&I 3/23/2010, BOT 4/21/2010, Effective 20093(0425). C&I 4/27/2010, BOT 6/15/2010, Effective 20093(0425). C&I 1/20/2012, BOT 2/21/2012, Effective 20121(0460). C&I Approval: 04/11/2014, BOT Approval: 06/15/2014, Effective Term: Spring 2015 (495). C&I Approval: 04/24/2015, BOT Approval: 06/16/2015, Effective Term: Spring 2016 (510).
C&I Approval: , BOT Approval: , Effective Term: Spring 2026 (660)

Related Programs

  1. Elementary Education (K-6) with Infused ESOL & Reading Endorsements (ELEDR-BS) (660) (Active)
  2. Elementary Education (K-6) with Reading Endorsement Apprenticeship (ELEDRA-BS) (660) (Active)
  3. Exceptional Student Education (K-12) with Infused ESOL & Reading Endorsements (ESEDR-BS) (660) (Active)
  4. Exceptional Student Education (K-12) with Reading Endorsement Apprenticeship (ESEDRA-BS) (660) (Active)
  5. Prekindergarten/Primary Education (age 3 through grade 3) with Infused ESOL and Reading Endorsements (PKPED-BS) (660) (Active)
  6. Prekindergarten/Primary Education (age 3 through grade 3) with Reading Endorsement Apprenticeship (PKPEDA-BS) (660) (Active)