MCCCD Program Description

Essential Elements of Adolescent Reading and Writing Instruction 6-12

Course: EPD271AB

First Term: 2018 Fall

Lec + Lab 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: T Lab Load

Description: Focus on the theories, methods, and models of the essential elements needed to develop and improve reading and writing skills of adolescents.

MCCCD Official Course Competencies
1. Examine theory and principles that underlie development of reading skills in the 6-12th grades. (I) 2. Examine national and state literacy standards that guide instruction of adolescent reading competencies. (II) 3. Identify the stages and characteristics of developmental reading levels and reading materials for 6-12th grades. (III) 4. Examine strategies to teach essential elements for teaching reading. (IV) 5. Analyze instructional techniques that focus on developing strategies for building vocabulary in 6-12th grades. (V) 6. Analyze instructional techniques that focus on developing reading strategies for comprehension of various text patterns. (VI) 7. Analyze instructional techniques that focus on developing reading fluency. (VI) 8. Analyze methods and models of teaching reading to struggling readers in a 6-12th grade classroom setting. (VII) 9. Examine the reading and writing connection involved in literacy skills. (VIII) 10. Analyze continuous classroom assessment techniques to monitor and improve instruction to meet the needs of the student. (IX, X) 11. Design and implement instruction in grades 6-12 utilizing direct instruction, small group reading instruction, and independent practice. (X) 12. Summarize the instructional implementation experience. (X)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Theories and Principles A. Challenges B. Successes C. Research-Based Systematic Phonics Instruction (RBSPI) Principles 1. The Basic Principles 2. The Process of Reading and Spelling II. Literacy Standards of Achievement A. History of Reading Instruction: Pre-Research-Based Standards B. State Reading Achievement Standards C. National Reading Achievement Standards III. Materials and Learners A. Analyzing Research Claims B. Analyzing Materials 1. Decodable Materials 2. Reading-Level Materials C. Teaching Post Primary Students to Read 1. Teachers as Scholars 2. Error-Causing Strategies 3. Effective Instructional Feedback D. Reading-Development Stages and Needs of Learners 1. English-Speaking Learners 2. English-Language Learners 3. Special Education Students 4. ?At-Risk? Students IV. Classroom Instructional Modes and Models A. Distinguishing Fads from Best Practice B. Research and Instruction C. Interdisciplinary / Integrated Curriculum D. Cooperative Learning E. Developmentally Appropriate Practices F. Whole Language Strategies G. Teacher Strategies V. Strategies for Building Vocabulary A. Tools of Inquiry B. Interactive Information Systems 1. Print Processing 2. Meaning Processing C. Incorporating Vocabulary in Writing Instruction VI. Instructional Techniques A. Text Patterns 1. Scientifically-Based Reading Research Application for Comprehension 2. Reading Fluency and Comprehension of Various Text Patterns B. Developing Reading, Spelling, and Writing Strategies 1. Sentence Diagramming 2. Grammar 3. Interdisciplinary Approaches 4. Instructional Feedback VII. Teaching Methods and Models A. Direct Instruction B. Whole Class C. Small Group D. Literacy Stations E. Individual Learning Stations F. Volunteers and Instructional Aide Directives VIII. Developing Strategies for Reading and Writing A. Words B. Sentences C. Paragraphs D. Compositions IX. Continuous Diagnostic Assessment Methods and Models A. Informal B. Formal C. Diagnosing Dyslexia D. Strategies for Assessment of Instruction X. Field Experience A. Preparation 1. Frequently Asked Questions About Phonics Instruction 2. Understanding Student Background and Needs to Develop Effective Instruction 3. Selecting Appropriate Pre-Teaching Assessment 4. Analyzing the Pre-Teaching Assessment to Set Instructional Objectives 5. Preparing an Instructional Plan B. Implementation 1. Executing a Instructional Plan 2. Adjusting Instruction as Needed 3. Reporting and Evaluating Instruction Strategies and Outcomes C. Summarization/Evaluation

MCCCD Governing Board Approval Date: 12/13/2011

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.