Course Contents

Teaching Reading 1. Evidence based reading ​​ What is evidence based reading instruction? Evidence based approach How to know it is evidence based reading instruction? 2. What is phonics? Is phonics the best way to teach a child? What are the other methods of teaching reading? Why children are being taught made-up words? Why does the teaching debate keep returning? 2. Whole language or phonics? Which approach is best? 3. Phonemic Awareness 4. Planning Guide Teaching Phonics 5. The components of effective read aloud 6. Phonics and word identification How do children learn to decode words? 7. What is phonics? Learning alphabetic principle Phonics and related word attack skills important phonics patterns phonics terms and skills Phonics and word identification skill instruction 8. Developing Reading Fluency General approaches The Direct approach The indirect approach 9. Increasing Reading Vocabulary What research tells us about teaching vocabulary? How can teachers effectively assess students' vocabulary knowledge? Research -proven strategies used in vocabulary instructions 10. Teaching comprehension strategies Teaching comprehension strategies ‘Super Six’ comprehension strategies Explicit instruction of comprehension strategies Teaching ideas to support comprehension strategies

Course Synopsis

This three-credit hour course has been designed to develop pedagogical skills in Student Teachers for teaching and assessing the English language to students in elementary grades. The course spans 16 weeks. The basic aim of the course is to enable Student Teachers to master the pedagogies related to teaching and assessment in the English language. Student Teachers will also be able to integrate the practical activities meant for the development of the four skills with the pedagogies. They will also gain practical experience in the teaching of grammatical as well as lexical aspects of the English language. Student-centred and communicative approaches will be followed. The course will include a research-based project related to teaching learning problems in English as a Second Language (ESL) classrooms and their potential solutions. At the end of the course, Student Teachers will have a good understanding of practical classroom problems in the teaching of English and their solutions. This course aims to enable Student Teachers to put their knowledge of different English language teaching approaches learned in the previous course into practice most suitably according to their own specific needs.

Course Learning Outcomes

At the end of the course, Student Teachers are expected to: • be able to adapt and implement pedagogical skills in ESL classes • be able to select, organize, and use resources and materials in order to develop their students’ language skills • have a conceptual knowledge and effective application of various theories and tools of assessment in ESL classrooms • apply theories related to the teaching of grammar and vocabulary with contextualized and communicative methods • identify potential problems faced in actual ESL classroom situations through research projects