||TED340 - Content Area Reading Methods
||For the correct edition of the textbook assigned to a specific class, go to: http://www.nutextdirect.com
Includes content, methods, and materials for teaching reading across the curriculum. Teacher candidates will learn instructional strategies for integrating reading in the content area. Teacher candidates are required to complete five hours of observing and assisting in a public school classroom as directed by the instructor.
|Course Learning Outcomes:
- Demonstrate the background and skills necessary to teach the following K-12 Language Arts content and standards in the cross-cultural, linguistically diverse classroom: a. Comprehension skills. b. Conventions of grammar and syntax. c. How to use story elements such as character, setting, mood, incident, structure to interpret text d. How to distinguish between literal and figurative language and infer appropriate meaning during reading. e. Genre (e.g. poetry, fiction, non-fiction) f. How to use reading strategies appropriate to text and purpose (e.g. annotating, quoting, alluding to text, rethinking initial response) g. How to recognize breakdowns in comprehension, and repair these breakdowns by asking questions, seeking clarification, and summarizing h. How to infer ideas from text. i. How to interact thoughtfully with texts that represent diversity in language, perspective and/or culture. j. How to pose questions and answer those questions using text. k. How to respond to texts from a variety of stances: initial, understanding, personal, interpretive, critical. l. How to develop and evaluate inferences, predictions, and arguments based on a variety of texts. m. Communicate thoughts and ideas clearly orally and in writing.
- Acquire techniques to effectively use technology to access to the core curriculum.
- Properly identify students'; prior knowledge, select appropriate instructional objectives, and measure student growth.
- Compare and contrast formal and informal methods to assess students' needs and achievements, as well as an awareness of cultural and linguistic limitations of assessment practices and instruments.
- Acquire skills to foster the ability of students to evaluate text, think analytically, and reach sound conclusions.
- Recognize the importance of fostering a positive self-esteem in all students by providing suitable reinforcement and feedback.
- Demonstrate familiarity with the current practices in assessment.
- Demonstrate classroom management strategies such as: organizing and arranging a classroom, managing student work and maintaining accountability as it relates to the teaching of language arts.
- Identify a list of web sites that could be used to enhance language arts instruction.
|Specified Program Learning Outcomes:
- Adhere to professional standards and ethics.
- Consider students' knowledge when designing, implementing, and assessing curriculum to promote developmentally appropriate learning outcomes for all children.
- Create positive learning environment that ensures healthy human growth.
- Demonstrate a thorough understanding of the learning needs and developmental issues of students to create positive learning environments that ensures healthy human growth.
- Demonstrate a thorough understanding of the learning needs of students to create positive learning environment that ensure healthy human growth.
- Demonstrate application of educational technology to meet the needs of all learners including those with special needs and linguistically and culturally diverse students; this was originally one - split into 2 for clarity and language.
- Demonstrate professional standards and ethics.
- Demonstrate understanding through use of systematic observations, documentation and other effective assessment strategies in a responsible manner to facilitate and account for learning, and to support positive growth.
- Design, implement and evaluate standards-based lesson plans for learning and achievement in content areas.
- Design, implement, and evaluate standards-based lesson plans for learning and achievement in content areas.
- Explain how to support growth in cognitive, social, physical and emotional domains.
- Utilize different teaching strategies to accomplish the teaching and learning goals
- Utilize different teaching strategies to accomplish the teaching and learning goals.
- Utilize systematic observations, documentation, and other effective assessment strategies in a responsible manner to facilitate and account for learning and to support positive growth.
Students with Disabilities:
Students seeking special accommodations due to a disability must submit an application with supporting documentation, as explained under this subject heading in the General Catalog. Instructors are required to provide such accommodations if they receive written notification from the University.
Writing Across the Curriculum:
Students are expected to demonstrate writing skills in describing, analyzing and evaluating ideas and experiences. Written reports and research papers must follow specific standards regarding citations of an author's work within the text and references at the end of the paper. Students are encouraged to use the services of the University's Writing Center when preparing materials.
The following website provides information on APA, MLA, and other writing and citation styles that may be required for term papers and the like: http://nu.libguides.com/citations
National University Library:
National University Library supports academic rigor and student academic success by providing access to scholarly books and journals both electronically and in hard copy. Print materials may be accessed at the Library in San Diego or through document delivery for online and regional students. Librarians are available to provide training, reference assistance, and mentoring at the San Diego Library and virtually for online or regional students. Please take advantage of Library resources:
Contact the Library:
- (858) 541-7900 (direct line)
- 1-866-NU ACCESS x7900 (toll free)
Use the Library Training Tools (on the Library Homepage) for additional help
- Recorded class presentations
- Tutorials & Guides (APA/MLA, Peer-Review, and more)
Plagiarism is the presentation of someone else's ideas or work as one's own. Students must give credit for any information that is not either the result of original research or common knowledge. If a student borrows ideas or information from another author, he/she must acknowledge the author in the body of the text and on the reference page. Students found plagiarizing are subject to the penalties outlined in the Policies and Procedures section of the University Catalog, which may include a failing grade for the work in question or for the entire course. The following is one of many websites that provide helpful information concerning plagiarism for both students and faculty: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
Ethical behavior in the classroom is required of every student. The course will identify ethical policies and practices relevant to course topics.
Students are expected to be competent in using current technology appropriate for this discipline. Such technology may include word processing, spreadsheet, and presentation software. Use of the internet and e-mail may also be required.
Learning to work with and value diversity is essential in every class. Students are expected to exhibit an appreciation for multinational and gender diversity in the classroom.
As a diverse community of learners, students must strive to work together in a setting of civility, tolerance, and respect for each other and for the instructor. Rules of classroom behavior (which apply to online as well as onsite courses) include but are not limited to the following:
- Conflicting opinions among members of a class are to be respected and responded to in a professional manner.
- Side conversations or other distracting behaviors are not to be engaged in during lectures, class discussions or presentations
- There are to be no offensive comments, language, or gestures