EDS 637 – Explicit Language Instruction
Syllabus of Record
Catalog Description
Evidence-based practices for assessing and explicitly teaching foundational listening,
speaking, reading, and writing skills to English language learners and students with highincidence disabilities.
Unit Mission, Philosophy and Values
Our Mission
Teaching, Leading and Learning in a Democratic Society
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students.
b) to evaluate the social and ethical implications of educational policies and practices.
Values
Expertise, Equity, Liberal Education, Social Responsibility
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Objectives
Upon successful completion of this course, candidates will be able to:
 describe language development of children.
 describe language forms and parameters including: phonology, semantics,
morphology, syntax, discourse, and pragmatics.
 describe language-based disabilities.
 compare and contrast characteristics of first and second language acquisition.
 compare and contrast characteristics of second language learners and learners with
language-based disabilities.
 describe and differentiate theories of human learning including cognitive information
processing theory and its components.
 describe and apply principles of explicit instruction.
EDS 637 – Explicit Language Instruction
Syllabus of Record
1
Updated 2/9/2014
Edited by APJ 5/29/2015
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describe and apply procedures for assessing foundational listening, speaking, reading
and writing skills of English language learners and students with high-incidence
disabilities.
describe and apply practices for teaching foundational listening, speaking, reading
and writing skills of English language learners and students with high-incidence
disabilities.
score and summarize listening, speaking, reading, and writing assessments.
interpret listening, speaking, reading, and writing assessment data.
identify and prioritize language needs based on assessment data.
write measureable goals and objectives to address language needs.
select and describe evidence-based practices that address language needs.
design and construct assessments for monitoring progress of targeted language
needs.
Common Topics
Language Development, Difference, Disability & Instruction (5 Hours)
Language and Language Development
Students with High-Incidence Disabilities
English Language Learners
Explicit Instruction
Oral Language (17 Hours)
Listening Comprehension Development, Assessment and Instruction
Vocabulary Development, Assessment and Instruction
Syntax/Morphology Development, Assessment and Instruction
Basic Read Language (11 Hours)
Phonological Awareness Development, Assessment and Instruction
Concepts of Print Development, Assessment and Instruction
Word Recognition/Spelling Development, Assessment and Instruction
Basic Written Language (8 Hours)
Handwriting Development, Assessment and Instruction
Sentence Writing Development, Assessment and Instruction
Clinical Teaching (4 Hours)
Syntax, Morphology, Phonological Awareness, and Word Recognition Assessment
Syntax, Morphology, Phonological Awareness, and Word Recognition Instruction
Common Methods of Evaluation
 Unit Quizzes – To measure content knowledge.
 Final Exam – To measure content knowledge.
 Language Lesson Plans – To measure content application.
 Case Study Report – To measure decision-making and problem solving.
 Clinical Teaching Observations – To measure content application.
Primary Sources of Information
Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching.
New York, NY: Guilford Press.
EDS 637 – Explicit Language Instruction
Syllabus of Record
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Updated 2/9/2014
Edited by APJ 5/29/2015
Carpenter, C. L. (1990). Auditory oral patterns: A developmental program for linguistically
impaired children. Newaygo, MI: C J. Publishing.
Henry, M. K. (2003). Unlocking literacy: Effective decoding and spelling instruction.
Baltimore, MD: Paul H. Brookes Publishing.
Linan-Thompson, S. & Vaughn, S. (2007). Research-based methods of reading instruction
for English language learners. Alexandria, VA: ASCD.
EDS 637 – Explicit Language Instruction
Syllabus of Record
3
Updated 2/9/2014
Edited by APJ 5/29/2015