read523 | Graduate
Content Area Reading And Writing For Elementary
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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Guiding Principles of Content Area Reading and Writing Development
- Analyze critical issues regarding content area reading and writing instruction and learning.
- 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).
- Describe how ability in the four language skills relates to reading and writing in the content areas.
Writing as a Response to Reading in the Content Areas
- Identify effective and engaging writing assignments as a response to content area reading.
- Identify critical issues related to writing instruction and development in the elementary content area classroom.
- Analyze students’ use of creative and personal journals in content areas.
- Examine appropriate measures to assess student writing in content areas.
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.
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.
Comprehension Strategies in the Content Areas
- Analyze ways of teaching students how to determine important information, and to synthesize facts, opinions, and other data when reading content area texts.
- 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.
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.
Content Area Vocabulary (continued)
- Propose strategies for introducing and reinforcing content area vocabulary.
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.
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