Academic Language andamp; Literacy

Course Description

Single subject teacher candidates utilize research-based methods aligned with CA’s Common Core Standards and ELA/ELD frameworks. Applies principles and strategies needed to teach grades 9-12 content-based language/literacy instruction for English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs.

Learning Outcomes

  • Utilize research-based strategies aligned with California’s Common Core Standards, academic content standards, and ELA/ELD framework needed to effectively teach reading, writing, listening, speaking, and language for all learners, including English speakers, English learners, Standard English learners, students with exceptionalities, students with other learning needs, and with varying stages of literacy/language proficiency.
  • Integrate into an appropriate content area of instruction the knowledge and applicability of the major components of evidence-based literacy (reading, writing, speaking, and listening) with an emphasis on making content comprehensible for all learners and building vocabulary, comprehension and academic achievement.
  • Analyze multiple forms of assessments needed to address the range of language and literacy needs of all learners within the appropriate content area.
  • Design instruction analyzing cognitive challenge(s), language and literacy demand(s) of content area targets and concepts, and technology within disciplinary and cross-disciplinary learning sequences needed to promote language and literacy proficiency for variety of purposes, tasks, audiences and disciplines.
  • Utilize text and digitally-based resources offering multiple linguistic and culturally inclusive perspectives needed to provide equitable access to content-area curriculum and to support the literacy and language development of all learners, including those who have experienced poverty, interrupted schooling, long-term ELLs, chronic migration, trauma, homelessness, foster care, incarceration and/or are medically/emotionally fragile as well as students with exceptionalities and students with other learning needs.
  • Design comprehensive content-based instruction based on the Learning Map Design, principles of Universal Design for Learning (UDL), and a multiple tiered system of support (MTSS) needed to address the language and literacy needs within and across content areas for all learners.

Requirements

  1. Students are expected to attend all class sessions, participate in all class activities, and complete assessment measures/assignments as scheduled.
  2. Students are expected to complete an assignment in their authorized (CSET) content area requiring four-hours in grades 7-12 school/classroom(s) and/or with one or more educators representing a variety of roles and responsibilities.
  3. Students are expected to integrate textbooks, internet resources, educational research and literature, and/or lecture concepts into all appropriate assignment requirements.

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Sanford College of Education

“Our goal is to deliver high quality educator preparation programs that feature social-emotional learning and evolve inspiring professionals who have positive impact in PK-12 school settings.”
Sanford College of Education
Osvaldo A.
Class of 2019