This course will address teaching and learning within the field of English Language Arts through various engagements with literature written for children and young adults. Through class discussions, readings, writings and school based placements participants will consider how elementary students learn about literature. As participants consider what it means to 'know' something in the discipline of literary study they will: Examine the fields, discourses, and practices of the English Language Arts as a 'way of knowing', Engage in the construction of literary understanding through investigation of texts, Explore specific literacy strategies with particular emphasis on meeting the needs of English Language Learners (ELL), Participate in classroom observation with a focus on facilitating understandings about how students 'come to know' through literary study, and Investigate the qualities of best practice instruction that promotes a love of life-long reading for elementary students, and Come to better understand how to design and implement exemplary curriculum involving literature. This course is worth a half unit (0.5) of credit.
Sections offered by academic year and season, with estimated offering chances for future years above the divider
Year
Fall
Spring
Summer
Intersession
2030
53%2030 Fall: 53% chance, medium confidence. Offered in 7 of 9 fall terms since 2018. Department course count rising about 15% per year. Department faculty is about 12% above its recent average.
7%2030 Spring: 7% chance, medium confidence. Offered in 0 of 9 spring terms since 2018.
7%2030 Summer: 7% chance, medium confidence. Offered in 0 of 9 summer terms since 2018.
8%2030 Intersession: 8% chance, medium confidence. Offered in 0 of 6 intersession terms since 2020.
2029
56%2029 Fall: 56% chance, medium confidence. Offered in 8 of 10 fall terms since 2017. Department course count rising about 12% per year. Department faculty is about 14% above its recent average.
6%2029 Spring: 6% chance, medium confidence. Offered in 0 of 10 spring terms since 2017.
6%2029 Summer: 6% chance, medium confidence. Offered in 0 of 10 summer terms since 2017.
7%2029 Intersession: 7% chance, medium confidence. Offered in 0 of 7 intersession terms since 2017.
2028
60%2028 Fall: 60% chance, medium confidence. Offered in 9 of 11 fall terms since 2016. Department course count rising about 10% per year. Department faculty is about 14% above its recent average.
5%2028 Spring: 5% chance, medium confidence. Offered in 0 of 11 spring terms since 2016.
5%2028 Summer: 5% chance, medium confidence. Offered in 0 of 11 summer terms since 2016.
7%2028 Intersession: 7% chance, medium confidence. Offered in 0 of 7 intersession terms since 2017.
2027
62%2027 Fall: 62% chance, medium confidence. Offered in 10 of 12 fall terms since 2015. Department course count rising about 8% per year. Department faculty is about 14% above its recent average.
5%2027 Spring: 5% chance, high confidence. Offered in 0 of 12 spring terms since 2015.
5%2027 Summer: 5% chance, high confidence. Offered in 0 of 12 summer terms since 2015.
6%2027 Intersession: 6% chance, medium confidence. Offered in 0 of 7 intersession terms since 2017.
2024
11 section
Not offered
Not offered
Not offered
2023
11 section
Not offered
Not offered
Not offered
2022
11 section
Not offered
Not offered
Not offered
2021
11 section
Not offered
Not offered
Not offered
2020
11 section
Not offered
Not offered
Not offered
2019
11 section
Not offered
Not offered
n/aNo data for this term
2018
11 section
Not offered
Not offered
n/aNo data for this term
2017
11 section
Not offered
Not offered
Not offered
2016
11 section
Not offered
Not offered
n/aNo data for this term
2015
22 sections
Not offered
Not offered
n/aNo data for this term
2014
22 sections
Not offered
Not offered
n/aNo data for this term
ForecastUnder 15%15–39%40–69%70–89%90%+Not enough history
Fall Spring Summer Intersession Darker means more sectionsNot offeredNo data for term
Future estimates combine recent offering frequency with detected multi-year cycles. Hover a
cell for confidence and evidence; low-confidence estimates are marked with ~.