In this course, participants explore the teaching of reading and writing in grades 6-12 content area classrooms. Participants learn instructional strategies, comprehension strategies, vocabulary strategies, and techniques for using reading and writing to learn across content area lines. Methods for differentiating instruction as well as assessing reading and writing are examined.
This graduate course is 4 weeks.
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 not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Topics and Objectives
Teaching Reading and Writing in the Content Area Classroom
- 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.
Instructional Strategies and Techniques for Reading 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.
Instructional Strategies and Technology Used for Writing in the Content Area Classroom
- 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.
Differentiating Instruction and Assessing Reading and Writing in the Content Area Classroom
- 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.
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Although our continuing teacher education 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 teacher education courses are 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 or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
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