Earn these career-relevant skills in weeks, not years.
- Define the various terms associated with literacy types: adolescent literacy, critical literacy, information literacy, media literacy, multicultural literacy, multiple literacies, new literacies, and content literacies.
- Analyze adolescent literacy development.
- Describe learning with new literacies, multiliteracies, and texts.
- Compare teaching and learning literacy in an age of multiple literacies with teaching for college and career readiness.
- Determine what is meant by writing to learn, writing to read, and reading to write in the content area classroom.
- Analyze how students use writing to create and solve problems.
- Explain the similarities and differences between writing to read and reading to write.
- Compare formal and informal writing in the content area classroom.
- Determine instructional strategies and techniques to enhance adolescents’ comprehension.
- Describe vocabulary activities to foster comprehension of content area text.
- Analyze how comprehension strategies both guide and extend critical thinking skills.
- Explain the need for academic vocabulary use across content area lines.
- Explain the role of technology in writing.
- Determine how the use of technology enriches the teaching of writing.
- Compare instructional writing strategies to determine their effectiveness in the content area classroom.
- Explain how writing strategies enhance content area instruction.
- Create reading and writing activities that meet the needs of adolescents with varied abilities and learning preferences.
- Select pre-reading, guided reading, and post-reading activities that heighten comprehension and retention for diverse learners.
- Determine the best formal and informal assessments needed for reading and writing instruction across content area lines.
- Explain the use of digital assessments such as portfolios, rubrics, and self-assessments.
