This course focuses on the five key themes of English language arts and literacy and English language development instruction: making meaning, language development, effective expression, content knowledge, and foundational skills in multiple subject classrooms. Candidates apply interdisciplinary teaching strategies to develop learning and critical thinking skills in their learners. Emphasis is placed on using both universal design as a learning framework to guide instructional planning, design, delivery and assessments, and Multi-Tiered System of Supports to meet the needs of diverse learners. This course incorporates required guided clinical experience based on work with a student in a K-8 school setting.
This graduate course is 8 weeks.
This course has a prerequisite. Please see details in the Prerequisite section below.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is only available for enrollment to residents of California.
- Describe how each language literacy domain (speaking, reading, listening, writing) is interwoven into an effective literacy development program.
- Examine how the English Language Arts/English Language Development (ELA-ELD) Framework provides practical examples of the 5 key themes of English language arts.
- Determine how physical, psychological, and environmental factors impact literacy instruction.
- Examine your own perspective and philosophy on teaching literacy in today’s society.
- Investigate theories and principles on which differentiated literacy instruction is based (UDL, MTSS, RTI).
- Examine instructional approaches for the teaching of reading, writing, speaking, and listening.
- Analyze the role of language; second language learning, non-standard English; and dialects in learning to read and write.
- Explain foundational skills as they apply to grades K–3 and 4–8 reading and language arts instruction.
- Investigate methods to assess and monitor learning through data-based decisions.
- Differentiate between phonemic awareness, phonological awareness, and phonics.
- Identify methods and approaches for phonics, letter recognition, and spelling instruction for a diverse audience.
- Examine the role that the printed letter, sight words, spelling, and writing have on reading development.
- Illustrate the connection between reading and writing instruction.
- Explain the transition from word decoding to fluency.
- Analyze the relationship between fluency, vocabulary, and comprehension.
- Describe strategies for improving critical thinking for reading comprehension.
- Examine strategies for promoting oral reading fluency to a diverse audience.
- Analyze the significance of parental support and involvement in reading development.
- Define what constitutes academic language.
- Explain the role of vocabulary and background knowledge in reading development.
- Propose different types of exercises used to promote reading development.
- Examine strategies for promoting vocabulary, academic language, and background knowledge to a diverse audience.
- Explain the role of questioning in reading comprehension.
- Explain the benefits of using pre-reading, during reading, and post-reading activities for reading instruction.
- Explore the structures and features of a various types of texts and their impact on reading comprehension.
- Describe how formative assessment is used to improve reading.
- Explain the importance of literature, technology, and other resources for instructional use.
- Describe how the arts enhance all children’s literacy development.
- Determine how integration of reading, writing, listening, and speaking skills in all content areas builds critical thinking and overall literacy.
- Define new literacies and their role in the K-8 classroom.
- Explain the importance of maintaining a safe and positive learning environment when providing differentiated instruction.
- Explain the importance of incorporating multiple instructional methods, tools, and content topics for creating thoughtful readers.
- Implement instructional planning and delivery strategies for diverse learners, including gifted and talented, English language learners, and students with other special learning needs.
NotesDuring the checkout process you will be prompted to provide proof of the requirement(s). If you completed the prerequisite at another institution be prepared to upload an official/unofficial transcript. If you have questions about meeting the prerequisite requirements for this course please contact an enrollment representative at 866-354-1800.
This graduate level course requires proof of completion of a Bachelor's degree. Be prepared to provide documentation during the checkout process.
The University of Phoenix reserves the right to modify courses.
Although our continuing education for teacher’s courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing education for teachers’ courses is not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
While widely available, not all programs are available in all locations or in both online and on-campus formats. More information about eligibility requirements, policies, and procedures can be found in the catalog or please check with a University Enrollment Representative.