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Curr Const & Assmt: Reading Methods For Secondary Settings –
rdg542ca
(3 credits)
This course focuses on the design and delivery of content-based literacy strategies (reading, writing, listening and speaking) in single subject classrooms. Emphasis is placed on instructional planning, design, and delivery; assessment; universal access and differentiated instruction. Candidates use this knowledge to prepare a comprehensive content area lesson plan. Guided field experience, based on work with a 7th-12th-grade student, is incorporated into the course requirements.
This graduate-level course is 6 weeks.
This course may be available to
take individually or as part of a degree or certificate program.
To enroll, speak with an enrollment advisor.
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Instructional Delivery: Listening and Speaking
- Analyze the elements of listening and speaking instruction for grades 4-8 and 9-12 (strategies and applications).
- Integrate oral English language conventions into teaching and learning.
- Evaluate literature, technology, and other resources for instructional use.
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Instructional Delivery: Reading
- Analyze the elements of reading instruction for grades 4-8 and 9-12 (word analysis, fluency, and systematic vocabulary development; reading comprehension; literary response and analysis).
- Integrate written and oral English language conventions into teaching and learning.
- Evaluate literature, technology, and other resources for instructional use.
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Instructional Delivery: Writing
- Analyze the elements of writing instruction for grades 4-8 and 9-12 (strategies and applications).
- Integrate written English language conventions into teaching and learning.
- Evaluate literature, technology, and other resources for instructional use.
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National and State Standards
- Examine the progression of the grade 4-8 and 9-12 content standards for reading, writing, written and oral language conventions, and listening and speaking.
- Analyze the content and structure of curricular and instructional profiles for grades 4-8 and 9-12.
- Describe academic language and content area vocabulary and their relationship to content-based literacy.
- Implement the elements of effective instructional design.
- Incorporate the appropriate grade level content standards into instructional planning.
- Integrate reading/language arts instruction into other content areas.
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Reading/Language Arts Assessment
- Describe the relationship between assessment and instruction.
- Distinguish between formal and informal assessments.
- Demonstrate the use of entry-level assessment, monitoring of progress, and summative assessment in grades 4-8 and 9-12.
- Analyze and interpret assessment results for use in instructional planning and delivery.
- Examine Californias statewide assessments (STAR, CAHSEE, CELDT).
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Reading/Language Arts Framework
- Study the content and structure of the California Department of Education Reading/Language Arts Framework.
- Examine the structure and content of the grade 4-8 and 9-12 reading/language arts content standards.
- Examine the progression of research on reading/language arts instruction.
- Explain the role of teachers, families, and communities in helping students develop and maintain content-based literacy skills.
- Describe the components of the field experience/practicum for the course.
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Universal Access and Differentiated Curriculum
- Describe what is meant by the full range of learners in the single subject classroom.
- Describe the importance of a safe learning environment when providing differentiated instruction.
- Discuss the use of assessment results in providing universal access to the reading/language arts curriculum.
- Implement instructional planning and delivery strategies for diverse learners, including. gifted and talented, English learners, and student with other special learning needs.
- Integrate oral and written English language conventions into teaching and learning.
- Evaluate literature, technology, and other resources for instructional use.
- The University of Phoenix reserves the right to modify courses.
- While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Advisor.
- Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
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