Teaching Reading in the Intermediate Grades
Course Code: RED3311
Credit Hours: 3
Effective beginning: Fall 2020
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:
Creating Literacy Instruction for All Students in Grades 4-8 (3rd Edition). Thomas G. Gunning, 2011. Pearson, ISBN: 9780132317443
Teaching Reading in the 21st Century (5th Edition). Michael Graves, 2010. Pearson, ISBN: 9780132092258
See your Instructor First Day Handout for individual instructor assignment schedule.
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 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., MA 9 – RPT
Task CC8G – RU, Task CC10D – RU, MA 7 – SD/W
MA 6 – SD/W, MA 8 – Obs.
Task CC8G - RU
- 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.