Reading Endorsement
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Term Range: |
20026-99999 |
MC, PC |
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Program Award: |
Certificate of Completion |
Instructional Council: |
Education |
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Occupational Area: |
Home Economics |
Major Content Area: |
Education |
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Department Division: |
* |
Program Availability: |
Shared |
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Major Code: 5128 |
CIPS Code: 13.9999 |
Overall G.P.A.:
2.00 |
Total Credits: 15 |
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Description: A program designed for certified teachers pursuing reading
endorsement. The Reading Endorsement
Certificate program provides background in decoding, diagnosis and remediation
of reading for K-12 and requires a practicum in a reading classroom
setting. Includes all necessary
coursework toward Reading Endorsement in the state of Arizona. Valid Arizona teaching certificate is
required for state endorsement. |
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MCCCD Approval Date:
6/25/02 |
Development Type:
New |
Status Evaluation:
Available |
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Program
Requirements |
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(Note: + indicates course has
prerequisites and/or corequisites.) |
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(Note: Students
must earn a grade of “C” or better for all courses required within the
program.)
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Program Prerequisites: None |
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Required Courses: Credits: 12 |
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Elementary Reading and Decoding |
3 |
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+ |
Secondary Reading and Decoding |
3 |
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+ |
Diagnosis and Remediation of Reading for K-12 |
3 |
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+ |
Reading Practicum K-12 |
3 |
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Restricted Electives: Credits: 3 |
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+ |
Reading and Writing in an ESL/Bilingual Setting |
3 |
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+ |
Technology as a Resource for Reading Educators: Grades K-3 |
1 |
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Technology as a Resource for Reading Educators: Grades 4-6 |
1 |
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Phonics Based Reading and
Decoding |
3 |
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Children’s Literature |
3 |
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Program
Competencies |
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1. |
Explain the reading process. (EDU270AA, EDU270AB, EDU275, EDU279) |
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2. |
Identify theory and principles that underline development of reading skills in elementary through secondary grades. (EDU270AA, EDU270AB) |
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3. |
Apply instructional approaches for teaching reading from elementary to secondary levels. (EDU270AA, EDU270AB) |
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4. |
Apply instructional reading techniques that focus on developing strategies for building vocabulary knowledge, comprehending various text patterns, reading fluency, and developing study skills at all levels. (EDU270AA, EDU270AB, EDU275, EDU279) |
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5. |
Apply approaches to teach emergent, early fluent level to secondary content area literacy. (EDU270AA, EDU270AB, EDU275, EDU279) |
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6. |
Conduct continuous classroom assessment techniques to monitor and improve reading instruction to meet the needs of the student in elementary to secondary grades. (EDU270AA, EDU270AB) |
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7. |
Demonstrate an elementary reading lesson and content area literacy lesson. (EDU270AA, EDU270AB) |
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8. |
Administer, analyze, and interpret both formal and informal assessment tools of students’ reading behaviors from emergent, early fluent level to secondary content area literacy. (EDU275, EDU279) |
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9. |
Design a program based on the student’s reading levels, strengths, and weaknesses in decoding and comprehension. (EDU275) |
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10. |
Design and write a formal diagnostic report that includes pre-assessment results and a plan for remediation. (EDU279) |
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11. |
Implement the plan for remediation with the student. (EDU279) |
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12. |
Analyze and interpret post-assessment results after completing the implementation of the plan of remediation with the student. (EDU279) |
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13. |
Write a formal final report that includes post-assessment results, the results of the remediation plan, and recommendations for continued remediation. (EDU279) |
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Program Information MCCCD Forward |
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This Document is maintained by the MCCCD Curriculum Office -
Last Updated: 2/24/3 Send comments to peterson@maricopa.edu |
