Course Abstract Details

EDUC-202, Teaching Reading in the Content Areas, Part 1

Credits: 3

Course Description

EDUC-202, Teaching Reading in the Content Areas, Part 1, is a course for secondary teachers in all content areas who wish to develop their knowledge of reading and writing. Participants will learn different theories and strategies of reading and will, during class sessions, apply techniques which can be utilized in their classrooms. Prerequisite: Baccalaureate degree or completion of EDUC-120 and EDUC-125.  Three hours lecture each week. Three credits. Three billable hours. MSDE approved for Methods of Teaching Reading in the Content Area I.

Course Objectives and Grading Information

COURSE OUTCOMES:  Upon completion of this course, students will be able to:    FOUNDATIONS:  

1. Describe the interactive nature of the reading process in the content areas. (GE 1, 2, 3, 7; PG 1, 2, 3) demonstrate knowledge of:  reading as a process of comprehending, analyzing, and extending meaning from text; factors that affect reading performance, including at least the following: the background of the reader, the kind of text, and the context of the reading situation; key effective reading skills, behaviors, and attitudes; how cognitive research on metacognition, schema theory, and scaffolding influence reading in the content areas;  phases in reading development and the factors which can maintain, interrupt, and accelerate the development 

AFFECT: 2. Use a variety of strategies to develop intrinsic motivation for reading in the content areas. (GE 1, 2, 7; PG 1, 2, 3) demonstrate knowledge of:  the relationship of students motivation and reading proficiency; the relationship of teachers' attitudes and behavior towards reading and the reading proficiency of students in the content area; developing classroom environments that foster and support positive attitudes toward reading; strategies to involve parents in content literacy instruction   

PURPOSES FOR READING AND TYPES OF TEXT: 3. Use instructional strategies appropriate to informational texts.(GE 1, 2, 4, 5; PG 1, 2, 3) demonstrate knowledge of:  strategies and materials appropriate for each of these two purposes of reading: reading to perform a task and reading to be informed; multiple resources, including print text, and non-print materials, which could be used in the various content areas; the use of organizational and structural features of text, including at least the following: arrangement by spatial order, classification, and order of importance; the structure of text reading selections, e.g., compare-contrast, cause effect, and problem-solution; specific characteristics of informational vs. literary texts   

STRATEGIES, SKILLS, AND INSTRUCTION IN READING: 4. Explain the relationship between vocabulary and concept development and student learning in the content areas. (GE 1, 2, 5, 7; PG 1, 2, 3) demonstrate knowledge of:  the relationship between content area learning literacy (reading, writing, listening, and speaking); strategies for developing and assessing student vocabulary knowledge; strategies for developing concepts in content areas, including at least the following: building on students' background, demonstrations, discussion, guided inquiry, and semantic mapping; various methods for providing differentiated vocabulary instruction to meet the needs of individual learners; how the concept that readers integrate new information with what is known might positively or negatively influence learning in their content metacognition and metacognitive strategies that aid students in the construction of meaning; ways that teachers provide scaffolding to help students meet success with literacy tasks   

5. Design strategic instruction using appropriate reading materials to achieve content area goals. (GE 1, 2, 4, 5, 7; PG 1, 2, 3) demonstrate knowledge of:  frameworks for planning instruction which prepare students for the reading task, assist in monitoring while reading, and engage them in appropriate follow-up activities, including at least the following: Directed Reading Activity (DRA) and Directed Reading Thinking Activity (DRTA);  lessons that provide adequate scaffolding for students where needed; read aloud strategies; learning experiences that present authentic tasks and choices in reading; writing-to-learn strategies for teaching content area reading; various modes of thought and expression, such as drawing, writing,  performing music, and multimedia technology to facilitate reading and writing; incorporating primary and secondary       

Learning Goals

The abbreviations in parentheses represent Learning Goals which have been identified for this course and program of study:

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