Content Area Literacy

Course Description

Single subject teacher candidates utilize research-based methods aligned with CA’s Common Core Standards and ELA/ELD frameworks to teach content-based instruction based on the language proficiency and literacy needs of English speakers, English learners, Standard English learners, and students with exceptionalities and other learning needs needed to sustain academic achievement.

Learning Outcomes

  • Analyze varied and multiple assessment forms examined in the course and needed to address the range of content–area driven language and literacy needs required for all learners to succeed in the secondary classroom.
  • Design a plan of instruction based on deeper and more complex Learning Map Design and principles of Universal Design for Learning (UDL) as well as incorporating a Multiple Tiered System of Support (MTSS) for content area instruction needed to address the language and literacy needs of all learners in grades 7-12.
  • Apply knowledge for organizing and managing literacy and language grouping configurations to optimize student access and the content area learning with an emphasis on content specific vocabulary, deep comprehension, and oral as well as written responses to reading of increasingly more challenging content-based informational texts.
  • Synthesize the knowledge of multiple teaching strategies and resources needed to develop learners’ abilities to write independently and with increasingly more complex text structures for a variety of tasks, purposes, audiences across disciplines.
  • Utilize text-based and digitally-based resources, materials and technologies designed to intentionally provide equitable access and support content area learning for English speakers, English speakers, Long Term English learners, standard English learners, students with exceptionalities, and students with other learning needs as well as those students in grades 7-12 who may have experienced interrupted schooling, chronic migration, trauma, homelessness, foster care, incarceration and/or are medically fragile.
  • Teach a designed lesson in an appropriate single subject content area reflecting alignment within a unit plan; utilization of the Learning Map and Universal Design for Learning (UDL) principles; and the integration of relevant learner knowledge, multimedia, varied text structures, targeted feedback, other technologies, and timely interventions.

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.

Prerequisites

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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