Overview

Note: This course code has changed from ED 461 to EDCOR 464. You may occasionally see references to the old course code or title.

This course prepares teacher candidates with principles, tools, and strategies to foster content literacy across disciplines, including how to help struggling readers and writers, with specific strategies focused on English Learners. In this course, students learn evidence-based instructional practices for teaching reading comprehension, vocabulary acquisition, and writing skills necessary for content and disciplinary reading and writing. This course meets the Idaho literacy requirements for educators teaching at a secondary level. Students will take the Idaho Literacy Standard 2 and 4 exams in this course.

This is a three-credit hour course.

Idaho Literacy Standards

Idaho State Literacy Standard II—The candidate uses evidence-based practices for teaching developmental spelling and handwriting, written expression, content area writing, and conventions. The candidate understands, models, and provides instruction in the writing process, including pre-writing, drafting, revising, editing, and publishing. The candidate structures frequent, authentic writing opportunities that encompass a range of tasks, purposes, and audiences. The teacher candidate provides opportunities for written, visual, and oral communication in a variety of formats including the use of appropriate assistive technology. The candidate understands the components of effective writing, the role of quality rubrics, and how to assess different types of writing in order to provide individualized constructive feedback and support. The teacher candidate incorporates ethical and credible research practices into instruction.

Idaho State Literacy Standard IV—The candidate incorporates writing in his or her instructional content area(s). The candidate understands, models, and instructs the writing process, including but not limited to the following: pre-writing, drafting, revising, editing, and publishing. The candidate structures frequent, authentic writing opportunities that encompass a range of tasks, purposes, and audiences. The candidate incorporates ethical research practices using multiple resources. The candidate fosters written, visual, and oral communication in a variety of formats.

Idaho State Literacy Tests

The culmination of this course is students successfully completing the Idaho State Literacy Tests for Standard II and Standard IV. Students will automatically be enrolled in a separate course which will be used to take the remotely proctored tests. For more information on the Idaho State Literacy Tests, see the Department of Teacher Education's page on the subject.

  Requirements

Prerequisite

EDCOR 325: Principles of Teaching and Assessment

Required Resources

This course uses two library textbooks. You do not need to purchase these. Read the information in the Textbook Information module to learn how to access these textbooks.

BYU-Idaho Generative Artificial Intelligence (AI) Guidelines

"Elder Bednar said 'Innovations such as artificial intelligence have the potential to both (1) assist you in receiving magnificent blessings and (2) diminish and suffocate your moral agency...' He further cautioned us not to, '... allow the supposed accuracy, speed and ease of modern technologies to entice you to avoid or circumvent the righteous work that invites into your life the blessings you will need.' It is crucial to recognize that these AI systems do not possess the divine gift of thought, emotion, or choice. We should use these tools judiciously, always seeking guidance from the Spirit and basing our learning in revealed truth through science, the scriptures, and prophetic teachings." (from BYU-Idaho's Generative AI Guidelines)

In this course, you will be invited to use Artificial Intelligence (AI) tools for some assignments and told not to use AI for other assignments. If there are no specific instructions, please assume you cannot use AI. 

When you are allowed to use AI tools (such as ChatGPT, Microsoft CoPilot, and Google Bard, Claude, etc.) you must provide a full disclosure regarding its use. That is, every time you use AI to help with content creation, evaluate the content that is being produced, summarize course content, or answer questions, this assistance must be documented and submitted as part of the assignment.

Guidelines for Ethical Use of AI in EDCOR 464

1. Responsibility: You are accountable for the accuracy and integrity of your submitted work, including any content generated by AI. Always verify AI contributions.

2. Citation Required: Treat AI assistance like any other source. In this class, assistance from AI is treated the same as help from another student or from research sources. Using another's work without citation is plagiarism.

3. Transparency: Be upfront about your use of AI tools, especially if an assignment requires disclosure.

4. Follow Assignment Rules: Adhere to specific instructions regarding AI use for each assignment. When in doubt, consult your instructor.

Each assignment will use a simple stoplight framework as shown below.

Note: if an assignment does not include this information, please assume you cannot use AI. 

AI Stoplight Framework

Color	Description	Image
RED	Red light! Using AI  it would interfere with core learning objectives. This means students cannot use AI in any way for the assignment.
YELLOW	Allow use with proper attribution. This means students may use AI as described in the assignment with appropriate attribution. Or it may mean that AI can be used for only part of an assignment.
GREEN	Promote ethical and reflective application of AI when used as a tool to encourage exploration and creative thinking or skill development. This means students may, and are encouraged to use AI responsibly and creatively. This includes reflecting on your experience using AI, AND a description how you used it.

If you have questions about using AI on an assignment, please contact your instructor for clarification.

  Other Resources

During the course, you will need to create a free account for the following:

Achieve the Core: Academic Word Finder

• This tool is used to identify vocabulary that may be difficult for students at specific grade levels. You will analyze a General Conference talk with this tool as part of your coursework. 
• You will need to sign up for a free account to use this software. If you have questions about the application, you may contact Achieve the Core or ask your instructor.

Minimum Computer Requirements

Refer to Computer Standards for Students

  Course Structure

Course Outcomes (CO)

1. Understand the importance of reading fluency, reading comprehension, and motivation to read and the impact of vocabulary and background knowledge in oral and written language comprehension within the content areas for all students, including English learners and students with reading difficulties.
2. Know the structure of informational and literary texts from both print and digital sources and can analyze the complexity of text structures to make instruction accessible to all learners, including English learners and students with reading difficulties.
3. Integrate structured writing into content instruction to provide authentic writing opportunities that encompass a range of tasks, purposes, and audiences using ethical and credible research practices and effectively evaluates student writing.
4. Use evidence-based practices to promote vocabulary development, fluency, reading comprehension and writing, and knows how to incorporate reading comprehension and writing instruction in the content areas.
5. Understand diverse reading and writing profiles, and knows the foundations for literacy acquisition.

Major Assignments

The table below is meant to help you see the relevance of each major assignment as it pertains to the course outcomes (CO).

Weekly Patterns

The table below displays typical weekly activities, due dates, and activity descriptions.

*Set your time zone within user preferences so the dates and times for course activities will display correctly for your time zone.

Learning Model

This course employs all aspects of the BYU-Idaho Learning Model. Students prepare by studying course content, teach one another using discussion boards, and ponder and prove by submitting practical assignments that can be used in a real world classroom context.

  Expectations

Workload

This course meets the standard workload expectation of a three credit hour course. Students should expect to spend 9–12 hours weekly assimilating course content, completing course assignments, meeting with their Strategy Teaching Groups, and preparing for the Standard II and Standard IV Literacy Tests for teacher certification.

Group Work

Students will not submit collaborative work, but will assess each other on classmate-delivered lessons on strategies for teaching literacy. The expectation is that students will actively participate in discussion boards and give honest feedback to each other. There is no required synchronous component to these discussions.

Late Work

As a sign of professionalism and respect, you should complete your work on time. However, your instructor has the discretion to accept late work or extend due dates as appropriate.

Retries

This course has no set policy on retries for course assignments. However, your instructor has the discretion to accept retries as appropriate.

Extra Credit

This course has no set extra credit opportunities.

Grading Scale

 Technical Support

If you need technical assistance, use the I-Learn Help button located on the left side of your screen to contact the appropriate support center (either BYU-Idaho Help or BYU-Pathway Help). 

  University Policies

Students with Disabilities

Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office at 1-208-496-9210 or visit their website and follow the Steps for Receiving Accommodations. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.

This course may require synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at 1-208-496-9219. Disability Services Contact Information:

• Website: Disability Services
• Phone (US only): 1-208-496-9210
• Email: disabilityservices@byui.edu
• Fax: 1-208-496-5210

Academic Integrity and AI

Academic honesty means that students clearly and unambiguously declare their contribution and the help they received on the work they submit as their own. Work derived from generative artificial intelligence (AI) resources without express permission from instructors is not considered the students’ original work. Honesty must extend to all forms of coursework.

Other University Policies

Go to the Student Resources module to review the university policies regarding honesty, online etiquette, communication expectations, and so on.