You are in the official 2002-2003 General Catalog
for California State University, Fresno.
Department of Literacy and Early Education
COURSES
- Literacy and Early Education (LEE)
- Graduate Literacy and Early Education (LEE) Courses
- In-Service Literacy and Early Education (LEE) Courses
Note: Students must provide their own transportation to off-campus
sites for classes, student teaching, practica, and field activities -- and
defray any resulting expense.
Literacy and Early Education (LEE)
AR. Reading Skills (1-3; max total 3)
Designed to improve reading abilities. Emphasis on improving vocabulary,
comprehension, and flexibility in reading rate. Focus is on college level
textbooks. Lecture-discussion approach with directed reading. CR/NC grading
only; not applicable toward baccalaureate degree requirements.
1R. Reading Application Skills (1-3; max total 3)
A combination of lecture, discussion, and direct application to improve
skills, such as identifying main point, building vocabulary, and drawing
inferences. CR/NC grading only; not applicable toward baccalaureate degree
requirements.
2R. Basic Skills Reading Development (3)
Designed to further the basic skills in reading for applicants to teacher
education credential programs. Students who pass the course will satisfy
the CBEST reading requirement for admission into teacher education. Students
are still required to pass the CBEST to qualify for a teaching credential.
CR/NC grading only; not applicable toward baccalaureate degree requirements.
120. Problems in Education
(2-3; repeatable with different topics; maximum of 3 units per code, e.g.,
CL, ST)
In-depth study of various areas in education including children's literature
(CL) and storytelling (ST). Selected topics may require activities.
129. Hmong in Bilingual Schools: BCLAD (3)
Prerequisite: HMONG 101 or equivalent. Emphasis on Hmong language development
for bilingual teachers. Includes basic content area instruction in Hmong,
evaluation of teaching materials, and conferencing with parents. (Formerly
HMONG 104)
133. English Language Learners in the Elementary School (3)
(See LING 133.)
135. Teaching Content in Hmong (3)
Prerequisites: Hmong language fluency or permission of instructor. L1 methods
and materials used to teach content in bilingual classrooms. Designed for
BCLAD candidates. Students will deliver lessons in the Hmong language in
bilingul classrooms in local schools under university supervisor. (Formerly
LEE 139)
136. Teaching Content in Spanish (3)
Prerequisites: Spanish language fluency or permission of instructor. L1
methods and materials used to teach content in bilingual classrooms. Designed
for BCLAD candidates. Students will deliver lessons in the Spanish language
in bilingul classrooms in local schools under university supervisor. (Formerly
LEE 139)
137. Language Minority Students in the Secondary Classroom (3)
(See LING 137.)
138. Teaching the Linguistically Different (3)
Studies and methods used in English Language Development (ELD) classrooms,
including multimedia instruction, SDAIE methodology, development and adaptation
of materials. Parent involvement and working with paraprofessionals in an
ELD classroom.
146. Teaching Reading in K-3 Classrooms (3)
Prerequisites: (1) admission to the Multiple Subject Credential Program
or the Special Education Credential Program (2) ERF 130 and 140, and CTET
150 or LEE 148 (or concurrent enrollment); (3) concurrent enrollment in
EHD 110 or 112 (if Option II) is highly recommended. LEE 146 and 149 must
be taken concurrently with EHD 110 (except for Option II and Special Education.)
Balanced reading/writing program for grades K-3, assessment strategies to
guide literacy instruction, explicit skills teaching in a literature-based
classroom, and techniques for culturally/linguistically diverse learners.
147. Early Childhood Education: Classroom Ecology and the Child with
Special Needs (3)
A study of classroom environment with a focus on the relationship, attitudes
and actions of teachers, children, parents, and staff who interact in a
regular classroom with a mainstreamed child. (2 lecture, 2 lab hours)
148. Integrated Curriculum (3)
Concurrent enrollment with LEE 146 and EHD 114. Integrated curriculum design,
facilitation, and assessment in early childhood programs, including preschool,
kindergarten, and grades 1-6. Lecture supported by curriculum development
activities. (2 lecture, 2 activity hours)
149. Teaching Reading in 4-8 Classrooms (3)
Prerequisites: (1) admission to the Multiple Subject Credential Program
or the Special Education Credential Program; (2) ERF 130 and 140, and CTET
150 or LEE 148 (or concurrent enrollment); (3) concurrent enrollment in
EHD 110 or 112 ( if Option II) is highly recommended. LEE 146 and 149 must
be taken concurrently with EHD 110 (except for Option II and Special Education).
Balanced reading/writing program for grades 4-8; assessment techniques to
guide instruction, emphasizing comprehension and strategy teaching; integrating
language arts with content area instruction; and techniques for culturally/linguistically
diverse students. (Formerly LEE 156M)
156. Literacy and Content Area Instruction (3)
Prerequisites: admission to the Single Subject Credential Program; concurrent
enrollment in EHD 155A or 155B. Language and literacy development as it
relates to content area teaching and learning, including techniques for
culturally/linguistically diverse learners. (Grades 7-12). (Formerly LEE
156S)
171. Trends and Issues in Early Childhood Education (3)
A comprehensive study of the field of early childhood education, including
principles of early childhood education, parent relations, use of community
resources, and organization of programs in early childhood education.
175. Teaching and Evaluating English Learners in K-12 Classrooms (3)
Prerequisite: previous or concurrent enrollment in LEE 138. Methods and
materials for teaching and evaluating K-12 limited-English proficient students,
with special emphasis on developing and assessing English language ability
and interrelating language instruction with content area subject matter.
Emphasis on SDAIE, Specially Designed Academic Instruction in English.
180T. Topics in Literacy and Early Education (1-3; max total 9)
Issues and topics in reading, bilingual/cross-cultural education, reading,
and language development.
190. Independent Study
(1-3; max total 6)
See Academic Placement -- Independent
Study. Approved for SP grading.
GRADUATE COURSES
(See Course Numbering System.)
Literacy and Early Education (LEE)
213. Teaching the Language Arts K-12 (3)
Seminar on integrated language arts, reading-writing connections, and using
language arts in literature-based reading programs and theme cycles.
214. Literature for Children and Adolescents (3)
Prerequisite: admission to program or permission of instructor. Survey of
genre, authors, and illustrators; critical interpretation and classroom
application of books; the impact of social and cultural patterns in literature.
215. Language Issues in Reading (3)
Prerequisite: admission to program or permission of instructor. Seminar
exploring issues related to language acquisition and literacy development
with special emphasis on culturally and linguistically diverse learners.
221. Early Childhood Curriculum for Children with Special Needs (3)
Modifications in mainstreamed or special settings to adapt early education
curriculum for young children with special needs. Study of theoretical models,
research, teaching techniques, criteria for selection of appropriate materials
and provisions for adapting physical classroom environments.
224. Assessment and Development of Reading Abilities (3)
Analysis of reading performance utilizing portfolio and performance based
assessments and diagnostic instruments. Consideration of methods and materials
for instruction.
230. Supervised Teaching in Reading/Language Arts (3)
The first of two supervised fieldwork courses required for the Reading Specialist
Credential. Provides supervised practice in research-based methodologies
and intervention approaches for beginning readers, English learners, and
students with reading difficulties. A combination of practica and seminars
required.
232. Reading and Language Arts in Early Childhood Education (3)
Prerequisite: admission to program or permission of instructor. Examines
development of oral and written language skills in young children. Explores
theories, curricula, and strategies for teaching language arts and beginning
reading.
233. Play, Observation, and Assessment (3)
Prerequisites: LEE 171; admission to Early Childhood Emphasis or Specialist
program. Design of appropriate curriculum and assessment for young children.
Includes standards, planning, project approach, integration of play, and
materials. Use of observation, rubrics, and portfolios to document development
and learning. Organizing environments in early childhood settings, infants
through grade three. (2 lecture, 2 lab hours)
234. Clinical Experiences in Reading Assessment and Instruction (3)
Prerequisite: LEE 224. Clinical experiences in the supervised application
of principles learned in LEE 224. Emphasis on individual and small group
evaluation and instructional procedures. (2 lecture, 2 lab hours) (Instructional
materials fee, $10)
235. Concept Development in Early Childhood Education (3)
Prerequisite: LEE 233 or permission of instructor. Study of how young children
develop concepts, analysis of existing curriculum and design of relevant
curriculum. (2 lecture, 2 lab hours)
241. Fieldwork in Early Childhood Education (3)
Prerequisite: admission to Early Childhood Emphasis or Specialist program.
Supervised experiences in work with young children and their families in
at least two different levels including preschool, kindergarten, and primary.
(Minimum of 135 hours)
244. Research for Reading Professionals (3)
Prerequisites: LEE 213, 215, 278, and permission of instructor. Study of
past and current research in reading related to instructional issues; planning
and analysis of curricula in light of current re search; application of
research skills.
254. Supervised Field Experiences in Reading (3)
Prerequisite: LEE 224, 244, and permission of instructor. Intensive varied
supervised field experiences in settings with reading specialists, consultants,
or staff development personnel involving diagnosis and treatment of reading
difficulties; development or refinement of reading programs; evaluation
of reading instruction; application of interpersonal communications and
group process skills.
271. Culturally Responsive Teaching (3)
Ways in which culture affects personality, language, and cognitive development.
Similarities and differences in education and socialization in a variety
of cultural settings are studied. Curricula for multicultural education
are included. (2 lecture, 2 lab hours)
278. Literacy Processes and Practices (3)
Prerequisite: LEE 146 and 149 for Multiple Subject Credential holders; LEE
156 for Single Subject Credential holders; or permission of instructor.
Understanding literacy processes through the investigation of current theories,
issues, and practices.
280T. Advanced Topics in Literacy and Early Education (1-3)
Prerequisite: permission of instructor. Advanced, in-depth analysis of issues
and problems related to literacy, bilingualism, and early childhood education.
Emphasis placed on advanced research.
290. Independent Study (1-3; max total 6)
See Academic Placement -- Independent
Study. Approved for SP grading.
298A. Project Literacy (4)
Prerequisite: advancement to candidacy for the master's degree; B
average on 24 units of the master's program including ERF 220. See Criteria for Thesis and Project. A project
consists of a significant undertaking appropriate to education such as the
development of curricula and instructional materials, intervention programs,
studies of policy related to reading and literacy, and educational theory.
An approved proposal is required for enrollment. Approved for SP
grading.
298B. Project Early Childhood Education (4)
Prerequisite: advancement to candidacy for the master's degree; B
average on 24 units of the master's program including ERF 220. See Criteria for Thesis and Project. A project
consists of a significant undertaking appropriate to education such as the
development of curricula and instructional materials, intervention programs,
studies of policy related to early childhood education, and educational
theory. An approved proposal is required for enrollment. Approved for SP
grading.
299. Thesis (4)
Prerequisite: advancement to candidacy for the master's degree; B
average on 24 units of the master's program including ERF 220 and completion
of an acceptable thesis proposal. See Criteria
for Thesis and Project. Preparation, completion, and submission of an
acceptable thesis for the master's degree. See Kremen School of Education
and Human Development's graduate programs coordinator for thesis guidelines.
Approved for SP grading.
IN-SERVICE COURSES
(See Course Numbering System.)
Literacy and Early Education (LEE)
380T. Topics in Literacy and Early Education (1-6; max total
12)
Studies in theory, procedures, and application in such areas as pertain
to departmental focus.
383. Problems in Child Study
(2; max total 12 if topic not repeated)
Methods of studying children; relationship of child study groups, reviews
of research findings in child development, and adolescent behavior.
Literacy and Early Education Degrees