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 –specific 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:
- Understand and integrate the Virginia English Standards of Learning with other content
areas to support growth in disciplinary literacy skills.
- Use reading in the content area instructional strategies appropriate to text and student
needs.
- Understand the reciprocal relationship of basic language acquisition skills - including
phonetics, syntax, semantics, morphology, etc. -with critical literacy proficiency.
- Apply evidence-based instruction and materials that develop both academic and discipline-specific
vocabulary learning.
- Use evidence-based instruction and materials that develop reading, listening, and
viewing comprehension skills in specific content areas.
- Effectively use questioning strategies encompassing the literal, interpretive, and
applied cognitive domains.
- Apply evidence-based instruction and materials to develop the reading fluency of adolescent
learners.
- Scaffold the writing processes of students to improve verbal and written expression
and mechanics.
- Foster appreciation of a variety of fiction and nonfiction texts and independent readings
for adolescent readers.
- Evaluate and select high quality grade level appropriate curricular materials in multiple
media modes to support disciplinary literacy.
- Use appropriate formal and informal assessments to identify the progress of middle/
high school students’ disciplinary literacy skills.
- Differentiate and enhance the disciplinary literacy skills of diverse learners using
adaptive materials and motivating methods.
- Demonstrate the ability to plan and teach collaboratively to facilitate interdisciplinary
learning.
VIII. Assessment Measures:
Assessment Measures may include, but are not limited to:
- Midterm/Final Exams and quizzes
- Participation in class discussions, graded small group activities and reports, and
reflective writing responses
- 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