rdng502 | Graduate
Reading Methods: Secondary
This graduate-level course is 4 To enroll, speak with an Enrollment Representative.
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- Define thinking and learning within the context of reading comprehension.
- Relate information and communication technologies and new literacies to reading, writing, and learning.
- Analyze techniques for establishing a multitext, literacy-rich, culturally responsive classroom environment.
- Examine literacy as a dynamic, evolving, multidimensional, social concept for diverse learners.
Assessing Literacy and Learning
- Analyze formal, informal, and authentic approaches to assessment.
- Align curriculum to state and national standards in literacy and other content areas.
- Evaluate instructional and assessment materials, such as graphic organizers, portfolios, checklists, rubrics, and reading inventories, for difficulty, relevance, structural organization, and readability.
- Examine various forms of response to intervention (RTI) used in secondary settings.
Schema, Interest, and Strategy Instruction
- Compare the teacherâs role in functional and in explicit dimensions of content area literacy.
- Apply strategies to help diverse learners activate prior knowledge and comprehend content.
- Apply methods for building on a studentâs schema and interest in pre-, guided, and post-reading activities.
Vocabulary and Concept Development; Writing in the Content Areas
- Examine techniques for developing vocabulary concepts and strategies.
- Determine how to develop vocabulary and concepts in response to diverse student needs.
- Explore various concepts for reinforcing and extending vocabulary development and knowledge.
- Identify opportunities for integrating dynamic writing and reading.
- Determine instructional activities to promote writing-to-learn (WTL) across curriculum and content lines.
- Define reading and writing as a composing process.
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