rdg558 | Graduate

Secondary Content Area Literacy

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This course focuses on implementing principles, and instructional strategies for comprehensive instruction of content-based literacy strategies in single-subject classrooms. Emphasis is placed on development of literacy throughout all content areas; designing and differentiating curriculum; showcasing literacy through speech, writing, listening, and reading; incorporating new literacies and assessment. Candidates use this knowledge to prepare a comprehensive content area lesson plan. This course incorporates required guided field experience based on work in a single-subject content-area classroom.

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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    Foundations of Disciplinary Literacy

    • Examine the content and milestones for the literacy standards.
    • Describe disciplinary-based literacy.
    • Explain the role of the content-based teacher in teaching literacy.
    • Describe how the English Language Arts/English Language Development (ELA-ELD) Framework supports the acquisition of California literacy standards for students.

    Instructional Planning and Design

    • Examine content standards for reading, writing, written, and oral language.
    • Explore the use of collaborative activities in the classroom to encourage engagement and support content comprehension.
    • Explain a variety of instructional strategies to support student learning.
    • Describe how to differentiate content, process, or product to support diverse learners' access to core content.

    Instructional Delivery - Reading

    • Explore the structures and features of various types of texts and their impact on reading comprehension of informational text.
    • Evaluate the use of prior knowledge, pre-reading, guided reading, post-reading strategies, and vocabulary development in the content area classroom.
    • Incorporate the use of critical reading and thinking strategies in the content area classroom through the evaluation of literature, trade books, technology, and other resources for instructional use.

    Instructional Delivery - Writing

    • Analyze the elements of writing instruction for grades 6–8 and 9–12: strategies and applications including development, organization, style-appropriate to task, and audience.
    • Integrate written English language conventions into teaching and learning.
    • Analyze the purpose of and teachings strategies for different writing genres (argument, informative, narrative).
    • Describe how the reading and writing processes conjointly contribute to instructional delivery.

    Listening and Speaking Strategies

    • Analyze the speaking and listening standards in grades 6-8 or 9-12.
    • Integrate oral English language conventions into teaching and learning.
    • Evaluate effective listening strategies.
    • Examine methods and strategies that demonstrate students’ ability to articulate and support their perspective.

    Assessment & Universal Access

    • Describe the relationship between formal and informal assessment and instruction.
    • Analyze and interpret assessment results for use in instructional planning and delivery.
    • Describe what is meant by the full range of learners in the single-subject classroom.
    • Discuss the use of assessment results in providing universal access to the reading and language arts across all content areas.
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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.