Course Details

This course addresses instructional reading strategies for secondary school content area classrooms. It focuses on reading and literacy instruction, design and selection of content-specific reading materials, creating course content to meet learner needs, and formal and informal reading assessment.

Prerequisites EIS 202, EIS 301, and SPED 210

Course Description

In this course candidates will explore methods for integrating reading instruction into their classroom content areas. We will discuss methods for selecting appropriate texts for students and planning reading instruction and assessment. We will address strategies for teaching vocabulary, comprehension, fluency, interpretation, and study skills. Candidates will design, select, and evaluate materials specific to their content areas and the reading needs of students in specific social and cultural contexts. Candidates will also discuss roles of language and literacy, oral and written communication, and technology on the teaching of reading and literacy.

Course Objectives

Upon successful completion of this course, students will be able to

  1. Demonstrate appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy used in the content area(s). [IPTS 6.A]
  2. Explain the reading process as it applies to needs of secondary students, students’ background knowledge and experiences, students’ literacy narratives, information in the text, and purposes of the reading situation. [IPTS 6.B]
  3. Recognize the relationship among reading, writing, and oral communication and understand how to integrate these components to increase content learning in the secondary classroom. [IPTS 6.F]
  4. Design, select modify, and evaluate a wide range of materials for secondary content area(s) and the reading needs of secondary students. [IPTS 6.G]
  5. Use a variety of formal and informal assessments to recognize and address the reading and literacy needs of each student. [IPTS 6.H]
  6. Design appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas. [IPTS 6.I]
  7. Incorporate technology and media literacy into secondary content courses [IPTS 6.G].
  8. Examine the Common Core Standards for reading and design curriculum to meet grade and discipline specific standards for learning.

Illinois Professional Teaching Standard (IPTS)

Standard Six | Reading, Writing, and Oral Communication

The competent teacher has foundational knowledge of reading, writing, and oral communication within the content area and recognizes and addresses student reading, writing, and oral communication needs to facilitate the acquisition of content knowledge.

Knowledge Indicators – The competent teacher:

A. understands appropriate and varied instructional approaches used before, during, and after reading, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas;

B. understands that the reading process involves the construction of meaning through the interactions of the reader’s background knowledge and experiences, the information in the text, and the purpose of the reading situation;

F. recognizes the relationships among reading, writing, and oral communication and understands how to integrate these components to increase content learning;

G. understands how to design, select, modify, and evaluate a wide range of materials for the content areas and the reading needs of the student;

H. understands how to use a variety of formal and informal assessments to recognize and address the reading, writing, and oral communication needs of each student;

I. knows appropriate and varied instructional approaches, including those that develop word knowledge, vocabulary, comprehension, fluency, and strategy use in the content areas.

Performance Indicators – The competent teacher:

A.  selects, modifies, and uses a wide range of printed, visual, or auditory materials, and online resources appropriate to the content areas and the reading needs and levels of each student (including ELLs, and struggling and advanced readers)

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