rdg420 | undergraduate

Elementary Methods - Reading/language Arts

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This course focuses on current research, theory, methods, and state standards related to reading instruction.  It provides students with the background knowledge in language arts necessary to prepare comprehensive standards-based lesson plans and integrated units of instruction. Effective instructional and assessment techniques are modeled.

This undergraduate-level course is 5 This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.

Course details:

Credits: 3
Continuing education units: XX
Professional development units: XX
Duration: 5

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    Phonemic Awareness and Phonics

    • Identify techniques for phonological and phonemic awareness.
    • Investigate the importance of teaching concepts of print in emergent reading.
    • Explore assessment tools for evaluating phonemic awareness and phonics skills.
    • Examine the value of reading aloud to, with, and by children in a shared reading lesson.
    • Explore the concept of writing as part of emergent literacy.
    • Identify a series of prompts to encourage students to use graphophonic, semantic, or syntactic cues.
    • Explain the importance of knowledge about phonics, sight words, and structural analysis and the basic principles for teaching each in an integrated, functional, meaning-centered fashion.
    • Identify techniques for teaching and reinforcing alphabet knowledge.
    • Compare the concept of emergent literacy with that of reading readiness.

    Assessing Language Arts

    • Examine the role of assessment in instruction.
    • Assess the reading interests of pupils.
    • Explain the uses, strengths, and weaknesses of formal and informal assessment measures.
    • Explore the use of portfolios and rubrics as assessment tools.

    The Nature of Reading in Today's Learning Environment

    • Contrast the major theories of cognitive development and of reading.
    • Describe the active, constructive role of students in literacy tasks.
    • Identify the main stages in literacy development.
    • Evaluate the major approaches to the teaching of reading and their underlying principles.
    • Examine the integration of language arts with other areas of the curriculum.

    Building Vocabulary

    • Identify the basic principles of teaching listening, speaking, reading, and writing vocabulary.
    • Suggest effective strategies and activities for vocabulary development.
    • Plan a vocabulary lesson that reinforces morphemic and contextual analysis.
    • Describe pedagogical strategies for activating schemata and background knowledge.
    • Appraise the role of the performance arts in oral and aural development.
    • Explore assessment tools for evaluating vocabulary.

    Building Comprehension

    • Identify major comprehension strategies.
    • Identify methods for teaching and for reinforcing metacognitive awareness.
    • Plan a guided reading activity or a directed reading -thinking activity.
    • Identify the major comprehension difficulties posed by content area texts.
    • Describe effective techniques to enhance retention of expository material.
    • Explore assessment tools for evaluating comprehension.
    • Examine the procedures for developing literature-based, cross-curricular integrated units.
    • Investigate progressive Cloze procedures to foster comprehension.

    Teaching Writing Process

    • Explore the use of the Six Trait Writing rubric in the writing process.
    • Provide examples of ways that students can share or publish their writing.
    • Identify appropriate ways to use journals in the classroom.
    • Explore assessment tools for evaluating writing skills.
    • Compare the stages of the reading and writing processes.
    • Define the steps of the writing process.
    • Explain the concept of writing as part of emergent literacy.

    Reading Fluency

    • Identify methods for improving reading fluency.
    • Define reading fluency.
    • Explore assessment tools for evaluating reading fluency.
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    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.