D696 appears to be the Master of Arts in Teaching (MAT) version of Foundations of Literacy Through Literature.
WGU's MAT Elementary Education guidebook lists the course at 2 competency units, in the third term of the standard path, while the undergraduate guidebook lists it at 3. Code pairings come from public sources, so check your own degree plan.
The description and competencies are the same as the bachelor's course, but the audience differs. MAT candidates already hold a degree and are preparing for initial licensure, so evaluators expect concise professional reasoning supported by research. Short, well-argued rationales do better than long descriptions.
Course at a Glance
| Item | Details |
|---|---|
| University | Western Governors University (WGU) |
| Course code | D696 (graduate-program version) |
| Level | Master of Arts in Teaching, elementary education |
| Size | 2 competency units in the MAT guidebook |
| Subject area | Children's literature and literacy instruction |
| Work type | Text analysis and learning design (confirm on your course page) |
What D696 Covers
| Competency (WGU wording, summarized) | What it means in practice |
|---|---|
| Analyses key features of varied texts to evaluate text selection | Building a justified set of books for a defined group of learners |
| Demonstrates science of reading strategies to deepen understanding of varied texts | Choosing and explaining evidence-based moves |
| Develops learning experiences integrating children's literature with various representations | Activities with several ways to respond |
Key Concepts Explained
Text Sets
A text set groups books around a theme, genre or concept so children meet ideas and vocabulary repeatedly. A set might combine a story, a non-fiction text and a poem on the same topic, giving children several routes into the same language.
Example: For a grade 3 unit on friendship, a set might include a realistic story, a folktale from another culture and a short poem. A comparison table showing theme, vocabulary and perspective for each text justifies the selection.
Vocabulary and Comprehension
Rich books supply tier two words, such as "reluctant" or "gather", that appear across many texts. Plan to teach a few deeply rather than many lightly.
Inclusive Selection
WGU's description stresses respecting and celebrating different perspectives. Show how your set gives children mirrors of their own experience and windows onto others.
Typical Assignments and How to Approach Them
| Work type | What it tests | How to approach it |
|---|---|---|
| Text selection analysis | Evidence-based choices | Use criteria, cite features and tie to learner needs |
| Strategy demonstration | Science of reading | Show the move and the skill it builds |
| Learning experience | Multiple representations | Offer at least two ways to respond and explain why |
| Professional rationale | Graduate-level reasoning | Be concise and cite research where asked |
A Study Approach for the MAT Pace
With 2 competency units and a term that also holds other courses, plan for efficiency.
- Define your learners first: grade, language profile, interests.
- Choose texts against three or four criteria written down in advance.
- Draft one strategy per text with its target skill.
- Write the rationale last, in two or three tight paragraphs.
Where Students Get Stuck
- Long descriptions, short reasoning. Reverse the balance.
- Unnamed learners. Specify who the text is for.
- Single response mode. Offer talk, writing, drawing or drama.
- Research name-dropping. Cite only what supports a specific choice.
Planning Table
| Step | Output |
|---|---|
| Learner profile | Grade, strengths, needs |
| Text set | Three texts with criteria table |
| Strategies | One per text with skill |
| Representations | Two response options |
| Rationale | Short research-linked argument |
Building the Criteria Table
Because MAT rationales are brief, a criteria table does much of the work. Choose three to five criteria before you look at the books, so that your choices follow the criteria rather than the other way round.
| Criterion | Question |
|---|---|
| Language | Does the text offer rich but reachable vocabulary? |
| Structure | Is the pattern clear enough to support prediction? |
| Representation | Do characters and settings reflect and widen pupils' experience? |
| Instructional use | Which strategy does it lend itself to? |
Then add one sentence of evidence per book per criterion. The table becomes your evidence and your written answer can be short.
Planning the Talk
A read-aloud lesson should plan at least three pauses. Mark each one in your plan with the question you will ask, the skill it builds and what a good answer sounds like. Examiners can then see the science of reading in action, not just named.
Study Tips for D696
- Reuse your criteria table as the backbone of your written answer.
- Keep a running list of vocabulary to teach from each text.
- Check that each rubric verb (analyze, demonstrate, develop) has a matching heading.
How We Help with D696
Send the task, rubric and draft. A tutor can explain the science of reading, review your text set and rationale, or build a model set for a different theme. See our education assignment help guide for wider support.
GradeEssays is independent of Western Governors University. We provide study support, model references and editing of your own work. You complete and submit your own work under WGU's integrity policy. Orders are written from scratch, with free revisions within the scope of your original request and a full refund if late. No pass is promised.
Make Your D696 Rationale Stronger
Share your draft and instructions. We help you tie text choices to learners and research.
Start My D696 HelpFree revisions · Full refund if late · Written from scratch for your order
Frequently Asked Questions
The title and competencies match. The MAT guidebook lists the course at 2 competency units versus 3 in the bachelor's guide. Check your degree plan for which code applies.
The standard path places it in term 3, though your own plan may differ.
A group of related books or texts used together to build vocabulary and knowledge around a theme.
Follow the task instructions. Concise, specific reasoning is better than length.
Cite when your task asks. Use sources that support a particular instructional choice.
No. We tutor and edit your own drafts. You complete and submit your own work.