SEC/535-CA-ONLY - English/Language Arts Content and Curricular Knowledge

Course Description

This course explores the application of basic instructional methods to the content area of English and language arts in middle and high school settings. Teacher candidates identify the educational needs of students by exploring current instructional theory, models, and strategies; and state, local, and national standards as they relate to instruction, assessment, and accountability. Skills for teaching reading and comprehending complex literary and informational texts, as well as writing, listening, and speaking in the classroom are also examined. This course also helps participants develop skills in selecting and adapting delivery methods for diverse individual students and student populations.

This version of the course is for California residents only. If you do not reside in California click here.

This graduate course is 6 weeks.

This course has a prerequisite. Please see details in the Prerequisite section below.

PLEASE NOTE:
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.

Course Objectives

Week 1

• Explore the history and theories of learning English at the middle and secondary levels.
• Examine English language structure, conventions, and skills, including grammar systems and semantics.
• Evaluate current themes and trends in the teaching of English.
• Summarize the current climate of social issues and accountability for teachers and students of English language arts.
• Investigate components and requirements for the English language arts content knowledge exam.

Week 2

• Analyze the scaffolding and progression of standards in English language arts for grades 6–12.
• Investigate content and pedagogy components of the National Council of Teachers of English Standards.
• Evaluate the use of various types of classroom assessments and data at different stages in planning instruction.
• Examine effective practices for developing rubrics for a variety of instructional activities.
• Examine strategies for using data and evidence-based practices to enrich and remediate curriculum.

Week 3

• Determine effective strategies for promoting positive, inclusive, and culturally responsive learning environments in English and language arts classrooms.
• Evaluate effective and innovative instructional strategies and materials for teaching grades 6–12 English.
• Differentiate developmentally appropriate instructional methods for middle-level and secondary learners.
• Analyze strategies for differentiating instruction to meet the needs of diverse learners.
• Evaluate appropriate, research-based resources that support English and language arts instruction.

Week 4

• Explore culturally diverse works of fiction and nonfiction across multiple genres for use in secondary classrooms.
• Examine literary academic language, literature analysis, and theories associated with various genres of literature, including American, British, and world literature commonly taught in grades 6–12.
• Determine media and digital tools and resources that align with content standards and promote active learning and critical thinking.
• Evaluate strategies for integrating technology and media into English and language arts curriculum and assessment.

Week 5

• Investigate written, oral, visual, digital, and multicultural literacy in a 21st century language arts classroom.
• Compare effective strategies for developing skills in reading comprehension and vocabulary.
• Evaluate strategies for developing skills in complex literary analysis and critical reading and thinking.
• Determine effective strategies for teaching various forms of writing and stages of the writing process.
• Analyze the use of a variety of writing assessments and rubrics to assess student progress or mastery.
• Examine strategies for teaching skills in research, speaking, and listening.

Week 6

• Determine strategies for using self-reflection to stay current and improve instructional practice.
• Examine the impact of family and personal experiences on the teaching and learning in an English and language arts classroom.
• Describe the importance of collaborating with parents, students, staff, and community to promote student learning.
• Compare professional resources and organizations for English and language arts educators.

Notes

Disclaimers

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.