Teaching Reading in Middle/Secondary Schools
Course Code:
RED3360
Credit Hours:
3
Effective beginning:
2023-24
Sections:
700C
Course Description:This course is designed to develop middle and secondary teacher candidates understanding of literacy, teaching and learning content subjects. The major emphasis of this course is placed on current theories, the basic components of the reading and writing processes. Through the course content and activities, teachers will become more effective in their abilities to increase student performance in content subject areas by understanding and utilizing research-based strategies and materials, as well as to gain an understanding of the variety and purpose of literacy assessments. Upon successful completion of this course, the teacher will have gained a greater understanding of the issues and theories related to the literacy development of all students including students of diverse cultural, socio-economic and linguistic backgrounds. Students will also compete 10 hours of observation in middle or secondary school. Includes 10 hours observation in a middle or secondary school.
Course Details
Required textbooks/ course materials:
Vacca, R.T., Vacca, J.L. and Mraz, M. Content Area Reading: Literacy and Learning across the Curriculum, 13th ed., 2020. Pearson. eTextbook ISBN: 8220127906135.
Appropriate dress for field experience: black slacks and School of Education polo
(Polos are available in the campus bookstore.)
Assignment/course outline:
See Instructor First Day Handout.
Discipline-level learning outcomes:
E–1 Designs and plans effective instructional lessons.
E–2 Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.
E–3 Delivers and facilitates effective instruction.
E–4 Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.
E–5 Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.
E–6 Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.
Course-level learning outcomes:
| Course-level student learning outcomes | Discipline-level learning outcomes | Assessment methods |
|---|---|---|
|
Demonstrate an ability to plan and teach meaningful lessons and activities to develop student’ phonemic awareness, phonics, fluency, oral language, comprehension and study skills within a given content by using reading, writing, and study strategies. Define issues, questions and research related to adolescent literacy. Plan, teach, critique and reflect upon content area lesson plans that incorporate before, during, and after reading strategies and a writing task. Identify and apply explicit instructional plans for developing critical thinking and comprehension skills (e.g., activating prior knowledge, directed reading/thinking, predicting and confirming, summarizing, analyzing, synthesizing, and evaluating. Identify and use research-based guidelines and selection tools to evaluate literacy instructional materials, software that supports content learning and literacy competencies. Identify, interpret and utilize standardized tests, informal assessments, text analysis instruments and evaluation processes when selecting texts, planning and teaching content area subjects. Modify and manage the learning environment and implement literacy strategies to meet the needs of diverse learners, including LEP students and students experiencing reading challenges. Incorporate instructional technology into the preparation and teaching of lessons to enhance literacy instruction and acquisition of strategic literacy skills across the curriculum. Compare, contrast and reflect on professional literature related to the reading/writing process. Reflect on various content literacy/writing strategies in middle/secondary schools and the relevance in their own content areas; and engages in self-reflection and evaluation of teaching experiences. Develop a repertoire of research-based strategies to integrate vocabulary, comprehension, composition, and study skills in content lessons to accommodate individual differences. |
E-1, E-3 E-1 E-1, E-3 E-1 E-1, E-4 E-1, E-2 E-3 E-5 E-5 E-1. E-3 E-5 |
W/SD, Q, T, RU SD RU W, Q, T, RU W, RPT SD, Q, T W/SD W/SD W/SD Prac Proj/W |
Means of accomplishing learning outcomes:
The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. Teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student participation is expected. Students are expected to read all assigned material and complete assigned projects in a timely manner to enable reflections and revisions on the final product.
College-wide policies and resources
For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.
Policies & Resources