elm534 | Graduate

Elements Of Literacy Content And Curricular Knowledge

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This course focuses on the most current research, theory, and methods of literacy instruction. Teacher candidates will enhance content knowledge of phonics, phonemic awareness, fluency, comprehension, and vocabulary. Candidates will assess learners' background knowledge in literacy to develop differentiated instruction.

This graduate-level course is 6 weeks 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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    Instructional Materials and Best Practices

    • Analyze strategies for promoting student engagement in books.
    • Classify multimedia and educational technologies that support reading development.
    • Examine methods for differentiating reading materials.
    • Investigate instructional principles and strategies for teaching students with linguistic, cultural, academic, and cognitive diversity.
    • Explore ways to incorporate children’s literature in the elementary classroom.

    Language Learning and Literacy

    • Describe the connections between listening, speaking, reading, writing, and thinking in literacy development.
    • Examine language functions and their role in literacy development.
    • Evaluate the relationship between cognitive development, language learning, and literacy.
    • Investigate instructional strategies and activities for language acquisition that promote literacy development.
    • Define the components of language: phonology, morphology, semantics, sound-symbol relationship, discourse, and syntax.

    Reading Theory and Content Standards

    • Investigate theories and principles on which differentiated reading instruction is based.
    • Examine instructional approaches for the teaching of reading.
    • Describe the five essential components of reading: phonemic awareness, phonics, fluency, comprehension, and vocabulary.
    • Identify the specific state content standards for K–8 reading and English language arts.

    Phonemic Awareness and Systematic Phonics Instruction

    • Differentiate between phonemic awareness, phonological awareness, and phonics.
    • Evaluate the importance of phonemic awareness as a predictor of reading skills.
    • Explore how disorders, such as dyslexia, may impact learners’ ability to read.
    • Compare methods and approaches for phonics instruction.
    • Assess the importance of progress monitoring to identify learner strengths, weaknesses, and growth in reading.
    • Explore assessment types and methods for evaluating phonics mastery and reading performance.

    Learning to Read

    • Investigate the use of print awareness and concepts for teaching reading.
    • Describe the transition from word decoding to fluency.
    • Compare the relationship between fluency, vocabulary, and comprehension.
    • Examine strategies for developing oral reading fluency.
    • Analyze the significance of parental support and involvement in reading development.
    • Identify screening tools and assessments used to alert educators to potential reading problems.

    Reading to Learn

    • Investigate factors that impact reading comprehension.
    • Explain schema theory and its relation to reading comprehension.
    • Apply the strategy of pre-reading, reading, and post-reading activities for reading instruction.
    • Examine the use of close reading for building comprehension of complex text.
    • Describe the connection between reading and writing in literacy development.
    Tuition for individual courses varies. For more information, please call or chat live with an Enrollment Representative.

    Please ask about these special rates:

    Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details.

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    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.