Teaching Reading in the Intermediate Grades

Course Code: RED3311

Credit Hours: 3

Effective beginning: 2021-22


Course Description:
Materials and methods for teaching reading to intermediate grades and related study skills; emphasis on teaching mastery of decoding skills, fluency, comprehension, vocabulary, conducting guided reading activities, utilizing a wide variety of reading materials in the classroom and relating basic reading skills to content area instruction. Includes 10 hours observation, participation, and teaching in school settings. This course requires a minimum grade of “C” in order to receive credit.

Course Details


Casey Dowgul



Required textbooks/ course materials:


Teaching Reading in the 21st Century (5th Edition).  Michael Graves, 2010. Pearson, ISBN: 9780132092258


Assignment/course outline:

See Instructor First Day Handout


Discipline-level learning outcomes:

E – 1   Designs and plans effective instructional lessons.

E – 2   Maintains a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative.

E – 3   Delivers and facilitates effective instruction.

E – 4   Analyzes and applies data from multiple assessments to diagnose learning needs and inform instruction.

E – 5   Designs purposeful professional goals for continuous improvement to strengthen instructional effectiveness and impact student learning.

E – 6   Practices professional responsibility and ethical conduct and fulfills expected obligations to students, the public, and the education profession.


Course-level learning outcomes:

Course-level student learning outcomesDiscipline-level learning outcomesAssessment methods

Select and demonstrate instructional strategies that synchronize and scaffold each of the major components of the reading process toward student mastery

Select resources and research-based practices that create both language-rich and print-rich environments

Select measures of assessment and evaluation for literacy and to articulate the uses, strengths, and weaknesses of a variety of formal and informal assessment measures and techniques

Demonstrate effective teacher behaviors associated with reading instruction

Develop a better understanding of diversity in today’s classroom and to support linguistically and culturally diverse students (i.e., bilingual, nonstandard English speakers, ESOL, ESE, etc.) when designing literacy instruction     






Task CC10D – RU, MA 1-4 – SD/W, MA 8 – Obs

Task CC8G – RU, Task CC10D – RU, MA 5 – SD/W, MA 6 – SD/W, MA 8 – Obs., MA 9 – RPT

Task CC8G – RU, Task CC10D – RU, MA 7 – SD/W

MA 6 – SD/W, MA 8 – Obs.

Task CC8G - RU


Means of accomplishing learning outcomes:

  • Attend and participate in class regularly.
  • Read all assigned material before class.
  • Study in-class notes and on-line (Canvas) materials.
  • Complete assigned projects in a timely manner to enable reflections and revisions on the final product.
  • Seek opportunities to practice teaching skills through tutoring and substituting in K-6 schools.
  • Collaborate with peers and other professionals.


College-wide policies and resources

For more specific information on Chipola's college-wide academic policies and resources available to students, visit the link below.