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Secondary Content Area Literacy




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Course level: EDU Graduate

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 course is only available for enrollment to residents of California.


This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.

What you'll learn

Course skills and outcomes

Week 1

  • 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. 

Week 2

  • 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. 

Week 3

  • 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. 

Week 4

  • 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.  

Week 5

  • 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. 

Week 6

  • 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.  6.4 Discuss the use of assessment results in providing universal access to the reading and language arts across all content areas. 


Why take courses at University of Phoenix

Accreditation that matters

We’ve been accredited by the Higher Learning Commission ( for more than 40 years.

Real-world instructors

Learn from instructors who bring an average of 25 years of working experience to the classroom.

Affordable and potentially reimbursable

Our tuition and fees are competitive and fixed. Also, check to see if your employer will cover you for this course.

Next Steps

Start a conversation about your future with an enrollment representative today.

Start a conversation about your future with an enrollment representative today.

Call (844) 937-8679

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Credit Transfer

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