rdg523 | Graduate
Content Area Reading And Writing For Elementary
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Content Area Vocabulary
- Analyze the uses of a variety of graphic organizers and other instructional techniques to support vocabulary development in the content areas.
- Examine the features of content area text books and technology tools that can facilitate vocabulary development.
Content Area Vocabulary (continued)
- Propose strategies for introducing and reinforcing content area vocabulary.
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.
Writing as a Response to Reading 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 content areas.
- Analyze students’ use of creative and personal journals in content areas.
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 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 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.
Guiding Principles of Content Area Reading and Writing Development
- Analyze critical issues regarding content area reading and writing instruction and learning.
- 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 content areas.
- Examine the standards for content area literacy in the IRA standards (reading, writing), the NCTM Standards (mathematics), NSTA standards (science), and the NCSS Standards (social studies).
Assessing Reading and Writing in the Content Areas
- Determine elementary children’s interests related to reading and writing expository texts.
- Propose strategies for utilizing and building on children’s interests related to content areas.
- Examine the ways in which children’s literature can enhance content area instruction.
- Evaluate content area trade books, texts, and non-text materials for appropriateness, interest, and accessibility.
- Evaluate a text’s readability level.
- Develop criteria for determining the effectiveness of reading and writing methods in content area classrooms in light of student engagement, interest, and understanding.
- Analyze ways of assessing children’s understanding of an expository text.
Writing to Learn in the Content Areas
- Analyze the roles of note-taking, highlighting, and use of sticky notes and graphic organizers in 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.
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