D677 is the literacy curriculum course in the Master of Arts in Teaching, Elementary Education program at Western Governors University.
WGU's description matches its undergraduate counterpart: language acquisition, the science of reading and writing, and the foundations of phonological awareness, phonics, word analysis, fluency and comprehension.
The MAT version adds a competency on evaluating literacy resources for alignment to standards and to individual student needs. For career-changing and graduate candidates, the challenge is moving quickly from knowing the terms to judging materials critically and writing about them in a professional voice.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course | D677, Elementary Literacy Curriculum |
| Level | Graduate |
| Program | M.A. Teaching, Elementary Education (2 CUs, term 3 of the standard path) |
| Subject area | Literacy curriculum, science of reading |
| Typical work | Standards analysis and evaluation of literacy resources |
What D677 Covers
| Competency (summarized) | What it means in practice |
|---|---|
| Analyze literacy standards and resources | Interpret elementary standards and the materials that address them |
| Analyze the role of the reading components | Explain how phonological awareness, phonics, word analysis, fluency and comprehension build literacy |
| Analyze literacy elements for communication | Connect reading, writing and oral language |
| Describe text features across genres | Identify what distinguishes each genre |
| Evaluate resources for alignment and learner needs | Judge whether a resource fits the standard and particular pupils |
Key Concepts Explained
Evaluation Criteria
Choose criteria before reviewing materials. Examples: alignment to the standard, systematic skill sequence, text complexity, opportunities for practice and accessibility for English learners or pupils with dyslexia.
Example: A phonics program is explicit and sequenced, which fits a standard on decoding. But its texts are decodable only and offer little for comprehension. An evaluation would recommend using it for decoding while adding read-alouds of richer texts for meaning, and say so with reasons.
Reading and Writing Together
Spelling, handwriting, sentence building and composition develop alongside reading. Showing links between them strengthens an analysis.
Individual Needs
Alignment to standards is not enough. Say how a resource suits pupils who need extra support, and where adaptation is needed.
A Checklist for Judging Literacy Materials
Because this graduate course asks you to evaluate, a ready set of criteria saves time and strengthens answers.
| Criterion | Question to ask |
|---|---|
| Alignment | Does the material target the exact skill in the standard? |
| Sequence | Does it build skills in a logical, cumulative order? |
| Practice | Are there enough chances to apply the skill, with feedback? |
| Text quality | Are texts rich, varied and suitable for the grade? |
| Access | Can learners with different needs use it, including English learners? |
| Assessment | Does it include ways to check progress? |
Write a short verdict under each criterion, then summarize with a recommendation: adopt, adapt or avoid. Explain adaptations specifically, such as adding a vocabulary routine or supplementing with decodable texts.
Keep your tone professional and balanced. Naming a resource's strengths first makes your critique more credible.
Typical Work and How to Approach It
| Type of work | What it tests | How to approach it |
|---|---|---|
| Resource evaluation | Critical judgment | Rate against stated criteria, with evidence |
| Standards analysis | Interpretation | Translate each standard into learner actions |
| Component explanation | Knowledge accuracy | Define, give an example, show the link to the next skill |
| Genre features | Text analysis | Use short excerpts as examples |
Where Students Get Stuck
- Describing a resource instead of evaluating it. Add judgment and evidence.
- Ignoring learner differences. Include supports for diverse pupils.
- Terminology slips. Check definitions against course materials.
- Time pressure. Short graduate terms reward early planning.
Study Tips for D677
- Create an evaluation template with five criteria and reuse it.
- Pair each component with a quick classroom check.
- Use precise, professional language and cite course sources.
- Read the rubric's verbs: analyze, describe, evaluate.
Final Checklist Before You Submit
- Your criteria are written down and applied evenly.
- Each resource has a recommendation: adopt, adapt or avoid.
- Learner needs are linked to adaptations.
- The five components are explained accurately.
- Genre features are shown with brief examples.
- Citations match the program style.
Graduate reviewers look for balanced judgment, so mention what the resource does well before its gaps.
How We Help with D677
Send the task instructions, standards, any resources under review and the rubric. A writer can explain the five components, edit your evaluation for depth and clarity, or supply a custom analysis. See our education assignment help guide as well.
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Frequently Asked Questions
The graduate Elementary Literacy Curriculum course in WGU's M.A. Teaching, Elementary Education program.
The topics overlap; the MAT course adds evaluating resources for alignment to standards and individual student needs.
The MAT Elementary Education guide lists 2 CUs, in term 3.
The methods are in D676 and D675. This course focuses on content and curriculum.
Phonological awareness, phonics, word analysis, fluency and comprehension.
No. We tutor, edit and model; your submission must be your own.