This course explores advanced theory and practice to support academic literacy among urban learners in secondary classrooms. First, through readings, discursive presentations, and applied exercises, participants in this course will acquire techniques to assist struggling readers and writers. Alongside these skills, course participants will learn how to engage secondary urban learners in assuming responsibility for literacy self-development. Third, the course will include review and development of a variety of materials to teach diverse middle and high school students whose reading and developmental levels vary widely.Note: Admission to Urban Teacher Program as a post-baccalaureate student or Department approval required to register. Students are required to have completed at least 12 credits in the teaching major-Math, Life Science, Social Studies or English. Clinical field experience hours are part of the course requirements. This course is offered concurrently with EDU 400.
3 Graduate credits
Effective January 9, 2006 to present
Meets graduation requirements for
- 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.