EDRD 630: Teaching Reading in the Content Areas
Credit Hours: (3)
K-12 teacher candidates will develop competencies for applying effective research-based
literacy strategies in content area subjects such as social studies, English, science,
and mathematics, health and physical education.
Detailed Description of Content of Course
Defining Content Area Literacy
The 2001 National Reading Panel Report and Content Area Literacy
A Strategic Model for the Explicit Instruction of Content Area Strategies
Content Area Lesson Planning
Identifying the Readability of Nonfiction Text
Pre Reading Strategies
路 Anticipation Guides
路 Prediction Guides
路 KWL Charts
During Reading Strategies
路 Question-Answer Relationship (QAR)
路 CLOZE strategy
路 Embedded Questions
路 Fact-Question-Response Chart (FQR)
路 Test to Self, Text, World strategies (T-S;T-T;T-W)
路 Reciprocal Teaching
路 Survey, Question, Read, Recite, Review (SQ3R)
路 Inquiry Charts
路 Strategic use of Closed-Caption Television (CCTV)
Post Reading Strategies
路 Critical Comprehension Study Guides
路 Semantic Feature Analysis
路 Role-Audience-Format-Topic Writing Strategy (RAFT)
路 Double Entry Journals
路 Retelling Recount Plan
Vocabulary Development & Word Identification
路 Vocabulary Sorts
路 Morphemic and Structural Analysis
路 Concept Circles
路 Word Mapping
Detailed Description of Conduct of Course
Class sessions for this course include guided discussion about readings, hands-on
activities, peer collaboration, audio-visual presentations, book discussions, guest
speakers, role-playing, quick writes, and applied technology assignments.
Goals and Objectives of the Course
- Goals, objectives, and assignments in this class address NCATE Standard 1.c.: Professional
and Pedagogical Knowledge and Skills for Teacher Candidates
- Goals, objectives, and assignments in this class address International Reading Association
Standards for Reading Professionals (IRA) and Virginia Department of Education Standards
for Reading Specialists (VRS) as identified below.
The graduate candidate shall:
- Demonstrate the ability to develop comprehension skills in all content areas. (VRS
3.g)
- Demonstrate advanced knowledge of ways to help students apply comprehension strategies
before reading (e.g., previewing, setting a purpose for reading, discussing prior
knowledge related to the topic of the text), during reading (e.g., making predictions,
using questioning strategies to self-monitor comprehension), and after reading (e.g.,
rereading, retelling, summarizing, relating the text to other texts). (IRA 1.4)
- Demonstrate advanced knowledge of the role and importance of automatic word recognition
(e.g., automatic recognition of high-frequency irregular sight words in connected
text) and reading fluency (i.e., the ability to read aloud accurately at an appropriate
rate and with appropriate expression). (VRS 3.c)
- Demonstrate expertise in the morphology of English including inflections, prefixes,
suffixes, roots, and word relationships. (VRS 3.b)
- Understand the importance of promoting independent reading and reading reflectively
by selecting quality literature, including fiction and nonfiction, at appropriate
reading levels.
(IRA 4.1)
- Demonstrate expertise in reading comprehension strategies, including a repertoire
of questioning strategies, understanding the dimensions of word meanings, teaching
predicting, summarizing, clarifying, and associating the unknown with what is known.
(VRS 3.e)
- Use a large supply of books, technology-based information, and nonprint materials
representing multiple levels, broad interests, and cultural and linguistic backgrounds.
(IRA 4.2)
- Demonstrate knowledge of current research and exemplary practices in English/Reading.
(IRA 1.1, 1.2, 1.3)
- Identify instructional strategies for promoting development of students' reading fluency
(e.g., oral reading and rereading of texts written at each student's independent reading
level). (IRA 1.4)
- Demonstrate advanced knowledge of literal comprehension (e.g., the ability to identify
main ideas or cause-and-effect relationships that are explicitly stated, the ability
to identify sequence of events in a narrative text), inferential comprehension (e.g.,
the ability to make inferences, draw conclusions, and understand cause-and-effect
relationships that are not explicitly stated), and evaluative comprehension (e.g.,
the ability to analyze arguments and distinguish fact from opinion). (VRS 3.f)
- Recognize how to select and use a variety of informational, descriptive, and persuasive
materials at appropriate reading levels to promote students' comprehension of nonfiction,
including content-area texts. (IRA 2.3)
- Demonstrate knowledge of recursive stages in the writing process (e.g., prewriting,
drafting, revising, editing, publishing) and appropriate strategies for conferencing
with students to provide effective feedback during all phases of writing. (IRA 4.3)
Assessment Measures
EDRD 630 assessments include but are not limited to:
1. The graduate student will develop a Critical Comprehension Study Guide that
addresses literal, interpretive, and applied levels of thinking. (NCATE ASSESSMENT)
2. The graduate student will develop one content area lesson plan specifically
focused on the application of the four explicit teaching techniques for effective
comprehension instruction:
鈥� Direct Explanation
鈥� Teacher Modeling
鈥� Guided Practice
鈥� Application
3. The graduate student will develop a Final Content Plan Project. The purpose
of this assignment is to attempt to apply the strategies from this course to the material
in a chapter from a content area (social studies, science, etc.) textbook. The graduate
student will develop a lesson plan/strategy for each stage of reading:
鈥� Pre Reading (Preparation)
鈥� During Reading (Assistance)
鈥� Post Reading (Reflection)
Other Course Information
None
Review and Approval
5/22/95 Revised Dr. Robert Lockwood
2/13/09 Reviewed by Don Langrehr