MCCCD Program Description

Elements of Elementary Content Area Reading and Writing K-8

Course: EPD272AA

First Term: 2026 Spring

Lecture 3.0 Credit(s) 3.0 Period(s) 3.0 Load
Subject Type: Academic
Load Formula: S - Standard Load

Description: Focus on practical and effective methods and strategies for the teaching of reading and writing in the elementary content area based on research-based principles and theories.

MCCCD Official Course Competencies
1. Compare Research Based Systematic Phonics Instruction (RBSPI) with other current research and theories on the process of reading. (I) 2. Identify national and state literacy standards that guide the instruction of reading in K-8 classrooms. (II) 3. Compare and contrast reading levels. (III) 4. Critique historical and current methods of teaching reading from an RBSPI perspective. (IV) 5. Identify instructional techniques that focus on developing strategies for building vocabulary for K-8 students. (V) 6. Identify instructional techniques that focus on syntax development for K-8 students. (VI) 7. Evaluate and assess tools, techniques, and methods used to diagnose reading problems of children in various K-8 grade levels. (VII) 8. Evaluate and assess K-8 students reading proficiency. (VII) 9. Compare and contrast reading tools of inquiry. (VIII) 10. Differentiate between types of reading skills. (IX) 11. Develop instruction that is aligned with RBSPI. (X, XII) 12. Analyze instructional techniques that focus upon remediation of elementary students with reading disabilities and align with RBSPI and other current reading perspectives. (XI, XII) 13. Describe the utility of continuous classroom assessment techniques used to improve reading within the RBSPI and other current reading perspectives for K-8 students. (XI, XII)
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. Research and learning theories A. Analyzing research B. Research Based Systematic Phonics Instruction (RBSPI) phonics decoding C. RBSPI phonics encoding D. Instructional feedback II. Standards of reading achievement A. State standards B. National standards C. Effective practices III. Reading levels A. Assessments 1. Pre-teaching 2. Post-teaching B. Differentiated reading instruction C. Stages and characteristics D. Reading materials for the elementary grades IV. Instructional approaches for content area reading and writing A. Scaffolding development 1. Skills 2. Cognition B. Integration of reading and writing plans C. Print-rich and language-rich classroom environments 1. Resources 2. Strategies D. Appropriate use of technologies E. Development of study skills 1. Reading 2. Writing V. Vocabulary development A. Tools of inquiry B. Semantics C. Idiomatic vocabulary D. Syntax VI. Syntax development A. Mechanics of grammar 1. Sentence diagramming 2. Sentence writing 3. Comprehension tool B. Natural grammar acquisition VII. Comprehension A. Essentials B. Types 1. Literal 2. Inferential 3. Applied 4. Judgmental C. National Reading Panel (NRP) comprehension research-proven strategies 1. Comprehension monitoring 2. Cooperative learning 3. Graphic and semantic organizers 4. Generating questions 5. Using text structure 6. Summarizing D. Assessment 1. Tools 2. Techniques 3. Methods VIII. Reading tools of inquiry A. Literature 1. Primary documents 2. Secondary documents B. Secondary sources C. Maps D. Charts, graphs, and timelines E. Graphic organizers IX. Reading skills A. Reading a text book B. Learning from artifacts C. Understanding symbols D. Evaluating information, research, and sources E. Fact and opinion F. Compare and contrast G. Understanding political and educational cartoons X. Reading, analyzing, and writing skills in content area A. Generalizations B. Solving problems C. Cause and effects D. Tables for information classification E. Predictions of outcomes F. Understanding various points of view G. Drawing logical conclusions H. Gathering and reporting of information XI. Assessments to monitor and improve instruction A. Direct instruction B. Individual learning tasks C. Partner work D. Group work E. Remediation 1. Assessment 2. Instruction XII. Planning and developing a reading and writing lesson in the content area A. Subject selection B. Instruction development C. Learner objectives D. Materials E. Procedure F. Evaluation

MCCCD Governing Board Approval Date: April 22, 2025

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.