e-Learning for Educators
|Improving Reading and Writing in the Content Area for Active WV Educators|
In order to be successful in content area classes such as social studies, science, and mathematics, students must be able to read a variety of informational texts and produce written documents. This course will provide teachers with the tools they need to integrate literacy strategies into content area learning to help raise student achievement. By the end of the course, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. Session projects will include 1) the creation of create a Pinterest board with information about content literacy, either in general or specific to your content area 2) thinking through a lesson in a subject area beyond reading and explain how you as a teacher would teach literacy in that subject matter, 3) creating a vocabulary lesson, 4) identifying and justifying text structure for three non-fiction texts, 5) integrating multiple content areas into the purposeful teaching of the writing process and 6) assessing students' reading and writing skills in the content area you teach as well as to implement reading and writing strategies for the purpose of learning content.
In order to be successful in content area classes such as social studies, science, and mathematics, students must be able to read a variety of informational texts and produce written documents. This course will give teachers the tools they need to integrate literacy strategies into content area learning to help raise student achievement. By the end of the course, participants will be able to locate web-based tools, strategies, and lessons that foster literacy skills in all content areas. They will also have developed a plan for incorporating these tools and strategies into their instruction.
Goals and Products
During this course, participants will learn skills and strategies to:
Understand the benefits and challenges of teaching literacy skills in the content areas;
Apply specific strategies for teaching reading and writing in the content areas;
Develop an understanding of different types of text structures and how to teach students to recognize them; and
Develop literacy activities to support curricular goals in different content areas.
This course is divided into seven one-week sessions: an Orientation, and six content-based session. Each content session includes readings, activities, and an online discussion among course participants. The time for completing each content session is estimated to be between 6.5 and 7 hours.
The Orientation Quiz is to be completed during the Orientation Session. The quiz may be taken as many times as necessary to obtain the required 90% proficiency.
Reading and Activities
Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.
Participants are required to post a minimum of three substantial postings, including one that begins a new thread and at least two that respond to an existing, original thread, in all session discussion forums.
Participants will be evaluated on the frequency and quality of their discussion board participation. Postings will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, overall quality, degree to which they extend the discussion, and tone.
Original postings are to be made by Sunday night. By Monday night, it is expected that participants respond to at least two colleagues' original postings in a respectful, professional manner, making sure to extend or expand the conversation by adding new ideas or examples. Postings that respond to other participants will be evaluated on relevance, degree to which they extend the discussion, and tone.
Participants are expected to work independently on the final project throughout the course. Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with the course project is to be the original work of the course participant. Fair Use does not apply to the course project.
Non-Degree Graduate Credit
Guidelines for Participation
Specific questions about assessment, expectations, or requirements should be directed to the facilitator of this course.
The following criteria be used to determine successful completion of this course:
Obtaining a score of 90% or better on the Orientation Quiz;
Participation in all discussion forums;
Completion of the course's final project, submitted to the facilitator via the course dropbox(es) and posted in the appropriate discussion forum(s); and
Completion of the orientation and final course surveys.
This is an introductory course for teachers, technology specialists, curriculum specialists, professional development specialists, or other school personnel. Participants are expected to have regular access to computers, and proficiency with email and current web-browsers.
Content and Technology Standards
The WV NxG CSOs for English language arts, mathematics, social studies will be addressed in the course project. Other content areas will utilize the WV CSOs for their content area. The WV 21st Century Technology Tools will be referenced.
This course, Improving Reading and Writing in the Content Area, will help participants learn and apply the following Common Core English Language Arts Anchor Standards in their teaching.
About This Course
This course was developed by EdTech Leaders Online (http://edtechleaders.org) at Education Development Center. EdTech Leaders Online provides capacity building, training, and online courses for school districts, state departments of education, and colleges and universities.
© 2010 Education Development Center, Inc., through its project, EdTech Leaders® Online, http://edtechleaders.org. All rights reserved.