This course focuses on the development of effective reading strategies and skills in content areas for K-12 students. Text structure and the dimensions of content area vocabulary and comprehension, including literal, interpretive, critical, and evaluative are studied. A variety of research-based strategies and practices for effective instruction in reading and writing are reviewed and studied.

This course focuses on the knowledge of oral language development and the knowledge of the unique needs and backgrounds of students with language differences and delays. Effective research-based strategies and instructional technology for faciliating the learning of Standard English by all learners, including English Language Learners, will be covered.

The focus of this course will be the development of an understanding of assessment materials that may be used to monitor students' progress in reading skills and concepts. The literacy leader will learn options for assessment that are appropriate for the age, background, and needs of the child. This course will also center around the use of research and best practice as it applies to assessment and instruction.

The problem of bullies and victims is a universal problem in our schools. Often it is ignored with disastrous results. Many of the school shootings can be traced directly to this problem. Recent research of the problem shows that teachers and administrators ignore this problem. The same research also shows profile of children predisposed to be bullies and victims. Among children predisposed are children who witness aggressive behavior in the home and children who come from schools who do not take bullying seriously.

This course explores quality adolescent literature for modeling the reading and writing of varied genres, including fiction and nonfiction. Research-based vocabulary and comprehension strategies, selecting quality literature, and engaging students through writing in response to literature will be emphasized. This course is designed to help the middle level educator expand his/her cultural horizons and be able to discuss the cultural themes of literature with their students.

This course explores quality K-8 children's literature for modeling the reading and writing of varied genres, including fiction and nonfiction, technology and media-based information, and non-print materials. Research-based vocabulary and comprehension strategies, selecting quality literature, and engaging students through writing in response to literature will be emphasized.

A course, on a special topic in the discipline at the post-baccalaureate or master degree level, offered on the basis of need, interest, or time lines. May be repeated for credit. See registrar's office current class schedules Web page for specific semester description.

Gifted Education Internship is the culmination of course work to qualify for the TAG endorsement. This internship focuses on application of best practices related to the field of gifted education. Participants will take part in 20 hours of learning and leadership experiences in multiple educational settings, supervised cooperatively by the university internship supervisor and/or an approved mentor in the field of gifted education. A minimum of 10 of the required 20 hours must be outside of participant's current grade level endorsement area.

Administration and supervision of gifted programs will provide opportunities for students to audit, examine, develop, and/or improve their written comprehensive gifted and talented program plan and programming. Participants will study their current plans, consider best practices in gifted education, analyze data, and more.

Identification and Programming for the Gifted will provide opportunities to examine the complex issues around identification of gifted students, including twice-exceptionality and English language learners. Participants will study the areas of giftedness as identified in Iowa code: general intellectual ability, creative thinking, leadership ability, visual and performing arts ability and specific ability aptitude. Participants will examine, discuss, determine, and evaluate programming models and options that best meet the needs of each of these populations of students.