Reading Endorsement

Augsburg is offering a new comprehensive curriculum giving teachers the background and leadership necessary to influence reading in their school.

Add the reading endorsement to your current Minnesota teaching license and use the 4.5 credits towards your Master of Arts in Education degree, which requires a total of 9 credits. Designed as a one-year program, it includes both face-to-face sessions and hybrid courses. Sixty hours of field placement are included in the program, but no student teaching is required.

Reading Leadership in K-12 Reading
• EDC 500 Reading Leadership
• EDC 506 Literature and New Literacies
• EDC 515 Reading Theory and Research
• EDC 535 Elementary Assessment and Instruction in Reading
• EDC 545 Secondary Assessment and Instruction in Reading

Reading Leadership
(EDC 500 – .5 course credit)

Students are introduced to the leadership roles in literacy education and provided time and space to specifically focus on themselves as readers and as teachers of reading. This course is intended to promote a culture of reading among all who are preparing to be reading leaders. The three primary goals of the course are:

• to explore our lives as readers and teachers
• to investigate roles of reading leaders in educational settings
• to learn how various forms of educational technology including digital formats/tools can be used for collaborative learning.

Reading Leadership: Assessment and Instruction with Emergent & Early Readers
(EDC 535-1.0 course credit)  20 hour field experience

This course covers the range and breadth of reading choices that exist for children and adolescents in a literature classroom and how best to implement these choices to foster voracious, critical readers. Numerous texts from the expanding field of young adult literature are explored in the context of sociocultural views of language and learning. The goals for this course include:

• understanding a range of perspectives concerning incorporating literature into the inclusive elementary, middle and high school classroom
• exploring multiple genres of children’s and adolescent literature and
• becoming proficient at making critical judgments about books and their use in K-12 classrooms.

Reading Leadership, assessment and Instruction with Late, Early & Transitional Readers
(EDC 545-1.0 course credit) 20 hour field experience

Reading leaders will take a balanced approach to reading research and theory as it applies to practice. Knowing that no approach to reading instruction can be singled out as the primary method, we respect the wisdom of practioners and transformative rather than reactionary pedagogical progress. A wide range of reading research and theory will be investigated.

Students will also explore how theory and research support reading assessment and instruction in a K-12 setting. Current research will address the foundations of reading, and the intersections of

• text and reader
• psychology, cognitive theory, reading and the reader
• language, society, culture and the reader and
• reading research, assessment and instruction.

Reading Leadership, Literature and New Literacies
(EDC 506-1.0 course credit)
Hybrid format in summer session

Investigate the reading process, the link between assessment and instruction and reading strategies that support and sustain reading of emergent to early readers. This course focuses on evidence-based instructional practices to promote word recognition, fluency and comprehension, and the developmental assessment of reading skills with various tools. Throughout the course, reading leaders will partner with a K-6 teacher to:

• select administer and analyze various individual and group reading assessment tools
• explore literature resources for classroom use with a focus on differentiated instruction
• assess and plan instruction for K-6 struggling readers within the classroom
• select, model and incorporate instructional strategies into the curriculum.

Reading Leadership: Reading Theory and Research
(EDC 515-1.0 course credit) 20 hour field experience
Summer course, hybrid format.

Reading learners will explore current methods, theories and materials used with transitional readers in content area instruction, the link between assessment and instruction, and reading strategies that support and sustain reading of middle and high school learners. Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes to learn subject matter across the curriculum will enable reading leaders to support K-12 students as they read and understand complex content and text structures. Throughout the course, reading leaders will partner with a 7-12 teacher to:

• select administer and analyze various individual and group reading assessment tools
• explore literature that emphasize fiction, nonfiction and technical literature
• assess and plan instruction for 7-12 struggling readers within the classroom
• select, model and incorporate instructional strategies into the curriculum.