This course examines the many aspects of literacy which arise in urban secondary classrooms. Through course readings, presentations, discussions, and applied written and oral exercises, students explore ways to teach a variety of materials to diverse middle and high school students whose reading and developmental levels vary widely. Students explore techniques of how to encourage learners both to engage with reading and writing and to assume responsibility for literacy learning. Through instructional techniques and integrated learning models which focus on various content areas, the information learned in this course prepares the teachers to assist struggling readers and writers. Clinical field experience hours are part of the course requirements.
3 Undergraduate credits
Effective August 15, 2022 to present
- Articulate a working definition of literacy as it pertains to urban adolescent learners who often require varied levels of competence and instructional needs.
- Become knowledgeable of issues related to English Language Learners (ELL).
- Demonstrate an understanding of diverse urban adolescent learners in terms of such variables as family, race, class, gender, and community.
- Demonstrate an understanding of how to use assessment appropriate materials as a way to enhance instruction and classroom learning.
- Develop an awareness of research, theories, and practices of literacy instruction for urban learners at the middle and secondary levels.
- Increase the ability to plan instructional activities that accommodate individual learning differences.
- Learn to how to implement strategies to prepare urban learners for literacy tasks in reading and writing.
- Understand knowledge of specialized literacy requirements in relevant content disciplines.