TE 639. Literacy and Language (3)
Theories of literacy and methods for developing literacy in language, reading and writing. Instructional methods and assessment techniques for children and adults.

TE 677. Research-Based Pedagogy for Diverse Learners (3)
Research-based pedagogy for diverse learners. Instructional strategies applicable across disciplines.

Program Overview

SDSU’s Reading and Literacy Added Authorization (RLAA) program is designed to support the professional development of K-12 teachers who want to improve their reading and literacy instruction. The 13-unit program is designed to further teachers’ knowledge of the literacy ideas in the K-12 curriculum, to deepen their understandings of children’s multifaceted literacies, to investigate how literacy instruction can empower all children, including those whose identities are marginalized, and to determine how research can improve instruction. All RLAA candidates must hold a valid California teaching credential, and they must complete three years of full-time teaching experience before applying for the RLAA. 

Topics to be addressed include: 

• How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
• How can literacy be empowering for all children, including those whose identities are marginalized? 
• How do children experience literacy and literacy education? 
• What does it mean to have a deep understanding of literacy? 
• How can we effectively assess our students' literacy understandings? 
• How can research improve our literacy practices? 
• What are the best practices associated with the Common Core Standards for English Language Arts?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through grade 12.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply .
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.

Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix

Program Overview

SDSU’s Reading and Literacy Leadership Specialist Credential (RLLSC) program is designed to support the professional development of K-12 teachers who want to improve their literacy instruction and serve in literacy leadership positions, such as those held by literacy or reading coaches and providers of literacy-based professional development. The 25-unit program is designed to enhance candidates’ knowledge of the literacy ideas in the K-12 curriculum, to deepen their understandings of children’s multifaceted literacies, to investigate how literacy instruction can empower all children, including those whose identities are marginalized, to determine how research can improve instruction, and to learn the skills necessary to provide literacy support to K-12 educators. All RLLSC candidates must hold a valid California teaching credential, and they must complete three years of full-time teaching experience before applying for the RLLSC. 

Topics to be addressed include: 

• How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
• How can literacy be empowering for all children, including those whose identities are marginalized? 
• How do children experience literacy and literacy education? 
• What does it mean to have a deep understanding of literacy? 
• How can we effectively assess our students' literacy understandings?
•  How can research improve our literacy practices? 
• What are the best practices associated with the Common Core Standards for English Language Arts?
• What are the best approaches for providing literacy/reading coaching and support to K-12 educators?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through grade 12.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply. 
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.

Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix

Program Overview

SDSU’s Master of Arts (MA) programs with concentrations in Reading/Literacy Education are designed to support the professional development of individuals, who may or may not be K-12 educators, who want to improve their literacy instruction and/or serve in literacy leadership positions, such as those held by providers of literacy-based professional development. The 31-unit program is designed to enhance candidates’ knowledge of the literacy ideas in and beyond the K-12 curriculum, to deepen their understandings of children’s and adults’ multifaceted literacies, to investigate how literacy instruction can empower all people, including those whose identities are marginalized, to determine how research can improve instruction, and to learn the skills necessary to provide literacy support to K-12 educators in or beyond school contexts. The MA program can be completed with or without the RLAA/RLLSC. Candidates interested in receiving the RLAA/RLLSC from the California Commission on Teacher Credentialing (CCTC) must hold a valid California teaching credential and have three years of full-time teaching experience to apply to the CCTC.  

Topics to be addressed include: 

• How is literacy conceptualized within and beyond K-12 reading and literacy curricula? 
• How can literacy be empowering for all children, including those whose identities are marginalized? 
• How do children experience literacy and literacy education? 
• What does it mean to have a deep understanding of literacy? 
• How can we effectively assess our students' literacy understandings? 
• How can research improve our literacy practices? 
• What are some ways to design and conduct research projects to enhance literacy practices?
• What are the best practices associated with the Common Core Standards for English Language Arts?
• What are the best approaches for providing literacy/reading coaching and support to K-12 educators?

Coursework and connections to classroom experiences are integrated and designed to support the teacher in designing and implementing literacy instruction from kindergarten through adult education.

Learning Outcomes

Learning Outcome 1: Plan and implement instruction based on students’ reading and literacy thinking.
Learning Outcome 2: Use a variety of appropriate methods of reading and literacy representations, including technology, oral language, written symbols, pictures, concrete materials/models, real-world situations/phenomena.
Learning Outcome 3: Use best practices associated with the Common Core Standards for English Language Arts.
Learning Outcome 4: Plan and implement reading or literacy instruction in developmentally and culturally responsive ways to meet specific student needs.
Learning Outcome 5: Develop an understanding about what it means to learn reading and literacy deeply. 
Learning Outcome 6: Develop strategies for classroom discourse in reading or literacy. 
Learning Outcome 7: Use assessments in reading and literacy for uncovering students' reasoning.

Learning Outcome 8: Demonstrate professional competency with professional presentations and action research.
Learning Outcome 9: Actively read and interpret research in ways that influence practice.

Curriculum Alignment Matrix