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EDRD 416

I. Course Title: Content and Disciplinary Literacy Instruction 

II. Course Number: EDRD 416

III. Credit Hours: 3 credits

IV. Prerequisites: Admission to Teacher Education Program

V. Course Description: 

Introduces 6th-12th grade content area teacher candidates to evidence-based instructional methods that support the development of basic and higher-order literacy skills.  Instruction in vocabulary development, reading comprehension, and writing strategies are fostered in the context of specific subject areas. 

VI. Detailed Description of Content of the Course:

This course is primarily designed to teach basic and higher-order literacy skills to preservice teachers seeking 6th-12th grade teaching licensure in specific content areas.  Vocabulary acquisition and reading comprehension strategy instruction provide the primary focus. The course curricula specifically includes:                                                           

  • The foundations of language acquisition, adolescent literacy, and language development
  • Instructional methods for both academic and discipline 鈥搒pecific vocabulary acquisition
  • Utilizing evidence-based comprehension strategies with content-specific texts 
  • Approaches to create contemporary classrooms that successfully integrate digital and print literacies 
  • Approaches to disciplinary literacy instruction
  • Methods for the development of writing skills and instruction in specific discipline areas.

VI. Detailed Description of Conduct of Course:

This course is an integral part of the early field experience in the middle/high school teacher education programs.  The in-class sessions may include lecture, audio-visual presentations, student presentations, guest speakers, role-playing, reaction papers, journals, and applied technology assignments. Students will design and deliver grade appropriate reading lessons both in class and in middle/high school grade classrooms. The observation and subsequent coaching of these reading lessons are conducted with the collaboration of university supervisors and cooperating teachers.

VII. Goals and Objectives of the Course:

Teacher candidates will:

  1. Understand and integrate the Virginia English Standards of Learning with other content areas to support growth in disciplinary literacy skills.
  2. Use reading in the content area instructional strategies appropriate to text and student needs.
  3. Understand the reciprocal relationship of basic language acquisition skills - including phonetics, syntax, semantics, morphology, etc. -with critical literacy proficiency.
  4. 澳门老奇人论坛 evidence-based instruction and materials that develop both academic and discipline-specific vocabulary learning.
  5. Use evidence-based instruction and materials that develop reading, listening, and viewing comprehension skills in specific content areas.
  6. Effectively use questioning strategies encompassing the literal, interpretive, and applied cognitive domains.
  7. 澳门老奇人论坛 evidence-based instruction and materials to develop the reading fluency of adolescent learners.
  8. Scaffold the writing processes of students to improve verbal and written expression and mechanics. 
  9. Foster appreciation of a variety of fiction and nonfiction texts and independent readings for adolescent readers.
  10. Evaluate and select high quality grade level appropriate curricular materials in multiple media modes to support disciplinary literacy.
  11. Use appropriate formal and informal assessments to identify the progress of middle/ high school students鈥� disciplinary literacy skills.
  12. Differentiate and enhance the disciplinary literacy skills of diverse learners using adaptive materials and motivating methods.
  13. Demonstrate the ability to plan and teach collaboratively to facilitate interdisciplinary learning.

VIII. Assessment Measures:

Assessment Measures may include, but are not limited to:

  1. Midterm/Final Exams and quizzes
  2. Participation in class discussions, graded small group activities and reports, and reflective writing responses
  3. Design and delivery of literacy lesson plans that include specific, evidence-based instructional methods under observation by university supervisors and/or cooperating teachers.

Other Course information:

None

Review and Approval

Revised October, 2019 -  Don Langrehr, Jennifer Powell, Cheri Triplett

August 2020

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