EDUC 221 Content Area Reading and Differentiated Teaching and Learning

The learning of content area, secondary teacher candidates must develop competencies in instructional skills of literacy, thinking, and study in the content areas.

Textbook readings and lecture presentations

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Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the student will complete the related checklist found in the Course Overview.

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the student is required to provide a thread in response to the provided prompt for each thread. Each thread must be 300 words and demonstrate course-related knowledge. In addition to the thread, the student is required to reply to two other classmates’ threads. Each reply must be 100 words. For each initial thread, use the provided templates and copy/paste into the discussion. (CLO: A, B, C, D)

Evaluating a Text for Content and Disciplinary Literacy Assignment

The candidate will apply concepts of content and disciplinary literacy to evaluate a text for use in a specific content-area classroom. It includes analyzing the text’s alignment with Virginia SOLs, assessing readability with AI support through Microsoft 365 Copilot, and reflecting on differentiation, AI reliability, and connections to a Biblical worldview. A template is provided. (CLO: A, B, C, E)

Content Area Reading Task Assignments (4)

The candidate will practice content area literacy skills by applying and demonstrating strategies in the areas of vocabulary, questioning strategies, graphic organizers and notetaking, and creating assessments. The candidate will complete all of the content area tasks using the provided templates in the applicable module. (CLO:   A, B, C, D)

Reading Strategy Presentation and Reflection Assignment

The candidate will select a research-based reading strategy and demonstrate its use in the content areas. The candidate will write a 300-word description of the strategy including research to support it and an explanation of how to modify its use across the curriculum. The candidate will prepare a 3–5-minute demonstration video about the reading strategy that will be shared with classmates. The candidate will write a 200-word self-reflection. A template is provided. (CLO: A, B, C, D, E, F)

Literacy History Journal Assignment

The candidate will examine and reflect on their own reading beliefs and practices and how these impact their instructional decisions and learners. The candidate will create a literacy journal to demonstrate different experiences learned in relation to adolescent literacy.  The journal will include five parts, integrate AI for Part 5, and use current APA format. A template is provided for Parts 1-4. (CLO: C, F, G)

Literacy Position Statement Assignment

The candidate will develop a philosophy of literacy in the content areas. The candidate will develop a position statement articulating his/her understanding of adolescent literacy and how it connects to his/her content area. The literacy position statement must include theory, research, and best practice from the course readings and study. The position statement must include at least one scholarly source in addition to the course textbooks and the Bible. A template is provided. (CLO: A, B, C, D, E, F)

Differentiation Module Assignment

The candidate will investigate differentiation in the content areas and complete a case study from the IRIS Module “Differentiated Instruction: Maximizing the Learning of All Students.” A template is provided. (CLO: A, B, C, E, F)

Quizzes (3)

Each quiz will cover the Learn material for the assigned modules: weeks. Each quiz will be open-book/open-notes, contain 10-20 multiple-choice questions. The candidate has a 1 hour and 10 minutes time limit. (CLO: A, B, C, E)