Teaching Reading in the Intermediate Grades
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.
Required textbooks/ course materials:
Teaching Reading in the 21st Century (6th Edition). Michael Graves, 2020. Pearson, ISBN: 9780135196755.
Appropriate dress for field experience: School of Education polo
(Polos are available in the campus bookstore.)
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 outcomes||Discipline-level learning outcomes||Assessment 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.
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:
The course instructor will be delivering course content through class discussions on the material using various visual aids. Students are expected to be attentive and are encouraged to ask questions. In-class teaching strategies may include: participation, demonstrations, lecture, presentations, critical thinking and cooperative groups. Student attendance and participation is expected. Students are expected to read all assigned material before class and complete assigned projects in a timely manner to enable reflections and revisions on the final product.
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.Policies & Resources