rdg542 | Graduate

Curr Const & Assmt: Reading Methods For Secondary Settings

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This course focuses on the most current research, theory, and methods of teaching reading at the secondary level. Various instructional and assessment techniques are modeled. A practical application project, based on work with a student in a 7th -12th-grade setting, is incorporated into the course requirements.

This graduate-level course is 6 weeks This course is available to take individually or To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 6 weeks

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    Pre-Reading Strategies

    • Use pre-reading strategies such as anticipation guides, graphic organizers, Pre-P, and K-W-L charts.
    • Assess the importance of prior knowledge in the reading process.

    National and State Standards

    • Examine national and state content area standards.
    • Examine national and state language arts standards.

    Guided Reading Strategies

    • Use guided reading strategies such as Re-Quest, K-W-L charts, Question-Answer Relationships (QAR), note-taking, reciprocal teaching, and SQ3R.

    Post-Reading and Study Strategies

    • Use post-reading and study strategies such as semantic mapping, graphic organizers, Venn diagrams, outlining, and summaries.

    Assessment

    • Examine informal assessment procedures such as the Content Reading Inventory and the Cloze procedure.
    • Examine formal assessment procedures such as standardized reading tests.

    Considerations for Textbook Choice

    • Analyze the organization and content of a textbook to determine its classroom suitability. 

    Textbook Difficulty

    • Determine the readability of a textbook using the Fry Graph.

    Writing in the Content Areas

    • Examine the writing process. 
    • Use holistic and analytic trait scoring.

    Supplementary Resources in the Content Areas

    • Evaluate supplementary resources appropriate to chosen content, such as the Internet, trade books, periodicals, and software and multimedia.

    Vocabulary

    • Analyze methods for teaching content area vocabulary.

    Content Area Literacy

    • Examine trends in literacy.
    • Generate a rationale for content area literacy.
    • Define literacy.
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