Learning Guide 1

Module Name: Develop a wide range of instructional practices,

approaches, methods, and curriculum materials to support reading and
writing instruction.

Course Name: EDRD 7630- Literacy in the Content Areas

Learning Goals/Outcomes
Upon completion of this module, you will be able to:

Use key instructional grouping options (individual, small-group, whole

class, computer-based)
Exercise technology-based practices that promote reading and/or
writing across the curriculum.
Modify your current instructional practices, including technology-based
practices in effective reading instruction for learners

Learning Resources
Required Resources
Angay-Crowder, T. (2015). Arts in Turkey and need for multimodally-oriented
curriculum based on lived experiences. Ubiquity: The Journal of Literature,
Literacy, and the Arts, 2(1), 90-123. Available at http://edubiquity.gsu.edu/wordpress/angay-crowder-2-1/
Angay-Crowder, T., Choi, J. & Yi, Y. (2013). In the classroom: Putting
multiliteracies into practice: Digital storytelling for multilingual adolescents in a
summer program. TESL Canada Journal, 30(2), 36-45.
Albers, P. (2006). Imagining the possibilities in multimodal curriculum design.
English Education, 38(2), 75-101.
Additional Resources
Paratore, J. R. (2000). Grouping for instruction in literacy: What weve learned
about what works and what doesnt. The California Reader, 33(4), 2-10.
Cox, J. (2016). Flexible Grouping as a Differentiated Instruction Strategy
http://www.teachhub.com/flexible-grouping-differentiated-instruction-strategy
Edutopia. (2007). How to Integrate Technology. Available at
http://www.edutopia.org/technology-integration-guide-implementation
Kern, R. (2006). Perspectives on technology in learning and teaching languages.
Tesol Quarterly, 40(1), 183-210.

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Learning Activities
Activities for This Lesson

Plan and implement grouping options that accommodate cultural and

linguistic diversity & Model and scaffold procedures.
Engage in discussions about technology-based practices & Discuss the
rubric for evaluating the video production & Create a video (iMovie or
Moviemaker) of approximately 10 minutes that presents your
knowledge of planning, teaching, and assessment in your content area.
Create a multimodal instructional tool based on classroom reading. The
aim is to help teachers engage students in transformative practices &
Discuss the rubric and model how you engage in self-evaluation.

Discussion Questions

How do you use different instructional grouping options (individual,

small-group, whole class, computer-based) in your classroom?
Which technology-based practices are effective? Why?

How would you implement multimodal practices and/or

instructional tools into your curriculum?

Self-Assessment
Check your understanding. Can you .
pull together the information and resources you need for
implementing grouping options, creating the video and the
multimodal instructional tool?

Lesson Evaluation: Graded Assessments

Discussions on grouping option.

Video: Planning, Instruction, and Assessment: You create a video
(iMovie or Moviemaker) of approximately 10 minutes that presents
your knowledge of planning, teaching, and assessment in your content
area. This video will include photos, video, audio clips, special effects
(etc.), and voice narration of your classroom and your teaching

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Learning Guide 2
Module Name: Working with a Hypothetical Case Study
Course Name: EDRD 7630- Literacy in the Content Areas
Learning Goals/Outcomes
Upon completion of this module, you will be able to:

Design and develop ideas, practice, and strategies for working with a
case study that you select based upon your reading of the course
textbook

Learning Resources
Required Resources
Rodriguez, T. L. (2015). A Content Area Reading Course Re-Imagined: A
Situated Case Study of Disciplinary Literacies Pedagogy in Secondary
English Teacher Education. Literacy Research And Instruction, 54(2),
163-184.
Strachan, S. L. (2015). Kindergarten students social studies and
content literacy learning from interactive read-alouds. The Journal Of
Social Studies Research, 39(Informing Learning and Teaching in Social
Studies Education through Quantitative Research), 207-223.
doi:10.1016/j.jssr.2015.08.003
Madden, L., Peel, A., & Watson, H. (2014). The Poetry of Dandelions:
Merging Content-Area Literacy and Science Content Knowledge in a
Fourth-Grade Science Classroom. Science Activities, 51(4), 129-135.
Additional Resources
Arrastia, M. C., Jakiel, L. M., & Rawls, E. S. (2013). Reading across the
Content Areas Course: A Case Study of Two Secondary Preservice
Teachers. Journal Of Content Area Reading, 10(1), 95-119.
Hertzberg, F. f., & Roe, A. (2016). Writing in the content areas: a
Norwegian case study. Reading & Writing, 29(3), 555-576.
doi:10.1007/s11145-015-9607-7
Orr, A. M., & Kukner, J. M. (2015). Fostering a creativity mindset in
content area pre-service teachers through their use of literacy
strategies. Thinking Skills And Creativity, 1669-79.
doi:10.1016/j.tsc.2015.02.003
Sewell, W. C. (2013). Preservice Teachers' Literacy Strategies
Preferences: Results of a Two-Year Study of Content Area Literacy
Students. Journal Of Content Area Reading, 10(1), 121-149.
Brozo, W. w., Moorman, G. m., Meyer, C. m., & Stewart, T. s. (2013).
Content Area Reading and Disciplinary Literacy: A Case for The Radical

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Center. Journal Of Adolescent & Adult Literacy, 56(5), 353-357.

doi:10.1002/JAAL.153
LORANGER, A. L. (1999). The Challenge of Content Area Literacy: A
Middle School Case Study. Clearing House, 72(4), 239.
Warren, J. j. (2013). Rhetorical Reading as a Gateway to Disciplinary
Literacy. Journal Of Adolescent & Adult Literacy, 56(5), 391-399.
doi:10.1002/JAAL.151

Learning Activities
Activities for This Lesson
Analyze the case studies provided to you with Required Resources
above
Select one of the case studies presented to you at the beginning of the
course to work with throughout the course
Identify and analyze at least five resources (include complete APA
biographic information) that would support this case study (e.g.,
childrens literature, expository texts, other texts [art, music, video,
music, etc.])
Identify and present 5 strategies that would work with this case study
and why these strategies would be most appropriate
Discussion Questions
Discuss case studies that were provided to you. What are the strengths
and weakness in the strategies provided?
How do the resources that you found will/can support your case study?
What strategies would work with your case study and why these
strategies would be most appropriate?

Self-Assessment
Check your understanding. Can you .
pull together the information and resources you need to work with your
case study (i.e., strategies, reading materials/articles, 5 supporting
resources)?

Lesson Evaluation: Graded Assessments

Discussions posts

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.

Your strategies that work with the case study

Resources that would support your case study

Form adapted from Smith, R. M. Conquering the Content. San

Francisco: Jossey-Bass, 2008.