rdg532 | Graduate
Curriculum Constructs & Assmnt: Engl Lang Arts & Reading 4-8
This graduate-level course is 6 This course is available as part of a degree or certificate program. To enroll, speak with an Enrollment Representative.
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- Examine methods of assessing oral language, using informal and formal assessments.
- Describe activities that involve students in evaluating spoken messages.
- Integrate the use of technology into listening and speaking activities.
- Analyze the relationship of listening, speaking, reading, writing, and thinking.
- Identify oral language activities that address the needs of a diverse student population in the language arts and content areas.
Comprehension and text structure
- Examine methods of assessing comprehension using informal and formal assessments.
- Determine the readability of texts.
- Utilize methods and materials that support students’ response to and interpretation of narrative, expository, and electronic texts.
- Describe instructional strategies that facilitate students’ understanding of text structures and of expository texts in the language arts classroom and in the content areas.
- Explain the significance of comprehension instruction and related issues for diverse learners in grades 4-8.
- Compare and contrast the elements of narrative and expository text.
- Apply reading strategies before, during, and after a lesson about a narrative selection.
- Analyze issues related to expository texts.
- Identify the forms of text structure in expository texts.
Literature for children and adolescents
- Explore a variety of genres.
- Identify strategies for development of literary response and analysis.
Word identification skills and strategie
- Examine word identification skills and strategies that readers use to decode and to understand text.
- Examine methods of assessing word identification skills and strategies, using informal and formal assessments.
- Design instruction for teaching word identification skills and strategies to diverse students in the language arts classroom and in the content areas.
- Analyze the significance of phonological awareness and graphophonic knowledge for readers in grades 4-8.
- Explain the elements of the Response to Intervention model and how tiered instruction relates to it.
- Identify strategies for differentiating instruction to meet the diverse needs and strengths of students in the language arts classroom and in the content areas.
- Describe techniques for organizing and managing differentiated instruction.
- Propose ways of collaborating and communicating with special education teachers, ELL and bilingual teachers, and paraprofessionals to support differentiation of instruction in the language arts classroom and in the content areas.
- Utilize a rubric to assess students’ writing.
- Integrate technology into the teaching of writing.
- Identify the interrelationship of the reading and writing processes.
- Explain the significance of writing instruction and related issues for diverse learners in grades 4-8.
- Create activities that support students’ engagement in different kinds of writing.
- Explain the importance of teaching writing conventions and appropriate grammar.
- Examine the stages of the writing process and their implications for instruction.
- Describe writing activities that meaningfully connect to content areas.
Research and study skills and strategies
- Identify the elements of the research process for students in grades 4-8.
- Explain ways to support diverse learners to be successful in the research process.
- Identify study and inquiry skills using multiple sources of information.
- Describe the stages of spelling development.
- Examine methods of assessing students’ needs in spelling and the use of assessment results to plan instruction.
Viewing and presenting/representing
- Examine the significance of visual images, messages, and meanings in texts, media, and technology, particularly for diverse learners in grades 4-8.
- Describe instructional strategies that develop students’ awareness and critical interpretation of visual images, messages, and meanings.
- Describe activities that support students in producing visual and other forms of communication that integrate content and literacy competencies, including the use of technology.
- Explain the significance of fluency for students in grades 4-8.
- Analyze a variety of fluency activities that can be used with diverse learners in the language arts classroom and in the content areas.
- Examine methods of assessing reading fluency.
- Define reading fluency.
- Analyze the relationship of prior knowledge, vocabulary knowledge, and comprehension
- Explain the significance of teaching vocabulary to diverse learners in grades 4-8 through direct instruction, reinforcement activities, and extended opportunities to read and write
- Describe instructional strategies that facilitate students’ acquisition of vocabulary related to narrative and to expository texts
- Evaluate ways to utilize resources (such as dictionaries, glossaries, thesauri) that help students acquire and understand vocabulary
- Examine methods of assessing vocabulary
Overview of reading theories and the reading process
- Identify theories of language and reading development.
- Analyze reading stages and the implications for instruction in grades 4-8.
- Describe the reading process and its application to lesson planning.
- Explain the importance of integrating literacy into content areas to developing students’ skills and understanding of concepts.
Preparation for the Practicum
- Plan for initial tutoring sessions.
Assessing growth in literacy
- Select, administer, and interpret a variety of informal and formal literacy assessments.
- Analyze ways to organize and manage diagnostic information.
- Plan literacy instruction based on assessment findings.
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