EDUC 206 Methods of Teaching Reading in the Secondary Content Areas, Part II for Regular and Special Education Teachers

Designed specifically for individuals seeking secondary certification, this course builds upon the foundational theories and knowledge of reading from the prerequisite course Methods of Teaching Reading in the Content Area, Part I. Participants will take theory into practice as they become familiar with and demonstrate in class best practices of how to integrate the teaching of reading of content area material with content-specific knowledge. Topics covered in this course will include using assessment to know the learner, putting metacognitive theory into practice, and differentiating instruction for all students. Participants will leave the course with multiple hands-on strategies they can immediately use to make content reading accessible and successful for their students. This course meets the Maryland State Department of Education Reading requirement for an initial certificate in Secondary Education and Generic Special Education Secondary/Adult.

Credits

3

Prerequisite

EDUC 202

Hours Weekly

3 hours weekly

Course Objectives

1. the knowledge of the experiential, cultural, and language influences on literacy and
   content acquisition and performance;
2. the ability to assess the experiential background, literacy skills, and content preparedness
   for instruction of a class of students;
3. the knowledge of assessment techniques and appropriate prescriptive response and
   strategies to the strengths and the needs of individual learners;
4. the ability to facilitate appropriate learning experiences for students with various reading
   abilities;
5. the ability to modify instructional techniques to address the diversity present in the
   student population;
6. the ability to use a variety of strategies to promote student independence in content area
   reading;
7. the ability to use of a variety of reading materials in classroom instruction;
8. the ability to teach lessons that use a variety of student-centered strategies that support
   text-based concept development;
9. the ability to use both formal and informal writing strategies to facilitate student learning
   in the content area; and
10. the ability to implement a literacy program that supports and enhances content area
    learning in an integrative fashion.

Course Objectives

1. the knowledge of the experiential, cultural, and language influences on literacy and
   content acquisition and performance;
2. the ability to assess the experiential background, literacy skills, and content preparedness
   for instruction of a class of students;
3. the knowledge of assessment techniques and appropriate prescriptive response and
   strategies to the strengths and the needs of individual learners;
4. the ability to facilitate appropriate learning experiences for students with various reading
   abilities;
5. the ability to modify instructional techniques to address the diversity present in the
   student population;
6. the ability to use a variety of strategies to promote student independence in content area
   reading;
7. the ability to use of a variety of reading materials in classroom instruction;
8. the ability to teach lessons that use a variety of student-centered strategies that support
   text-based concept development;
9. the ability to use both formal and informal writing strategies to facilitate student learning
   in the content area; and
10. the ability to implement a literacy program that supports and enhances content area
    learning in an integrative fashion.