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Adolescent Literacy: English Language Arts Comprehension Strategies
Course completed (taught October 6–November 16)
If you want to prepare students to become life-long readers and writers, your classroom must include direct instruction in developing reading skills. Reading is an essential activity for people in every walk of life. The ability to read and comprehend information is crucial in thinking critically, making decisions, and defending one’s views and opinions.
In Adolescent Literacy: English Language Arts Comprehension Strategies, you will call upon a variety of literacy skills and instruction methods, evaluating their effectiveness. You will also think critically about ways to improve student achievement, acquiring methods that will help you meet the literacy needs of all students.
Course Goal
This course will equip teachers with a variety of strategies and resources to enhance literacy instruction in the classroom in an ongoing and purposeful manner.
Prerequisites
Participants must be high school English Language Arts teachers.
Course objectives
Although a variety of activities and readings have been designed to help participants become familiar and comfortable with strategies to promote adolescent literacy, there are five objectives participants should achieve in Adolescent Literacy: English Language Arts Comprehension Strategies:
- Assess current knowledge and attitudes about adolescent literacy instruction
- Become familiar with research-based recommendations to improve reading instruction in English classes
- Understand and implement an array of resources appropriate for both student reading levels and the specific English Language Arts course
- Implement a variety of strategies to aid student comprehension
- Help striving readers by using specific strategies that support learning
Audience
This course is appropriate for high school English Language Arts teachers.
Standards Alignment
This course addresses the following North Carolina teacher standards:
- Standard 3: Teachers know the content they teach
- a. Teachers align their instruction with the North Carolina Standard Course of Study.
- Standard 4: Teachers facilitate learning for their students.
- c. Teachers use a variety of instructional methods.
- Standard 5: Teachers reflect on their practice
- a. Teachers analyze student learning.
This course also satisfies standards from the National Staff Development Council, the Interstate New Teacher Assessment and Support Consortium (INTASC), and International Educational Technology Standards for Teachers (NETS-T) from the International Society for Technology in Education (ISTE).
Materials required
The course does not require a text. Participants will be asked to use resources from their classroom to practice knowledge and skills learned in this course.
