Content Area Reading And Writing For Elementary – rdg546 (3 credits)
This course focuses on methods and materials for teaching diverse elementary children to read and write well in various content areas. Participants examine current critical issues affecting content area reading and writing, including state and national assessments. Effective reading and writing strategies, classroom management techniques, and technology tools, media, and print materials used to enhance children’s reading and writing in the content areas are also explored.
This graduate-level course is 6 weeks. To enroll, speak with an Enrollment Representative.
Guiding Principles of Content Area Reading and Writing Development
- Examine the standards for content area literacy in the IRA standards, the Common Core State Standards, the NCTM standards, the NSTA standards, and the NCSS standards.
- Describe how ability in the four language skills relates to reading and writing in the content areas.
- Examine schema, interest, choice, time, and fluency as they relate to reading and writing in the content areas.
- Analyze critical issues regarding content area reading and writing instruction and learning.
Reading and Writing Assessment and Vocabulary in the Content Areas
- Evaluate strategies for utilizing and building on children’s interests related to content areas.
- Examine the ways children’s literature can enhance content area instruction.
- Evaluate content area trade books, texts, and non-text materials for readability level, appropriateness, interest, and accessibility.
- Evaluate criteria for determining the effectiveness of reading and writing methods for student engagement, interest, and understanding in content area classrooms.
- Analyze ways of assessing children’s understanding of an expository text.
- Propose strategies for introducing and reinforcing content area vocabulary.
- Analyze how technology tools can be used to support vocabulary development in the content areas.
Comprehension Strategies in the Content Areas
- Identify critical issues related to schema, engagement, metacognition, and fluency in content area reading and writing instruction.
- Evaluate questioning techniques used before, during, and after the reading of content area texts.
- Analyze ways of teaching students how to determine important information, and to synthesize facts, opinions, and other data when reading content area texts.
Children’s Literature, Technology, and Media in the Content Areas
- Evaluate the quality and effective use of children’s literature for teaching elementary students in the content areas.
- Identify critical issues related to students’ use of the Internet for research, reading, and writing.
- Identify appropriate websites, software, and effective media tools for use by teachers and by elementary students in the content areas.
- Analyze children’s literature, media, and technology tools for inclusion of multicultural and multi-language content.
- Explore technology that can be used to enhance learning in a content area.
Writing in the Content Areas
- Identify critical issues related to writing instruction and development in the elementary content area classroom.
- Identify effective and engaging writing assignments as a response to content area reading.
- Examine appropriate measures to assess student writing in the content areas.
- Analyze the roles of note taking, highlighting, and use of sticky notes and graphic organizers in the content areas.
- Identify effective and engaging writing assignments for elementary students to showcase their content area learning.
- Create appropriate management techniques for documenting elementary student development in content area writing tasks.
- All objectives apply.
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 Representative.
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.