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Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 338
Course Title: Teaching Reading in the Content Areas
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of teaching reading in differing content areas. Students analyze materials in various content areas and demonstrate the ability to use levels of comprehension, patterns of organization and questioning, and vocabulary-building skills to enhance learning. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course.  $40 lab fee. Prerequisites: EDUC 300, or EDUC 505; and admission to the Teacher Certification Program. Offered Fall


Prerequisite(s) / Corequisite(s):

EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

Course Rotation for Day Program: Offered Fall.
Text(s): Most current editions of the following:

Classroom Strategies for Interactive Learning
By Buehl, D. (International Reading Association)
Course Learning Outcomes
  1. Demonstrates accurate use of content language and facilitates students’ acquisition of academic vocabulary.
  2. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  3. Engages students in the methods of inquiry and research in the discipline.
  4. Creates interdisciplinary lessons that are aligned with content standards.
  5. Designs instruction that is developmentally appropriate.
  6. Identifies learning goals and national/state standards and uses them to guide instructional planning.
  7. Selects appropriate strategies to facilitate student attainment of learning outcomes; identifies appropriate strategies based on student characteristics.
  8. Knows and understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  9. Demonstrates knowledge of researched-based models of critical thinking and problem- solving, including various types of instructional strategies, to support student engagement in higher level thinking skills.
  10. Demonstrates knowledge of current instructional resources to support complex thinking and technological skills.
  11. Can demonstrate knowledge of strategies for facilitating multiple configurations for student learning including cooperative, small group and independent learning.
  12. Knows how classroom management, motivation, and engagement relate to one another and has knowledge of strategies and techniques for using this to promote student interest and learning
  13. Demonstrates competence in managing time, space, transitions, and activities to create an effective learning environment.
  14. Identifies the influence of classroom, school and community culture on student relationships and the impact on the classroom environment and learning.
  15. Clearly articulates in writing his/her plans for instruction (teacher and student directions).
  16. Plans instruction that facilitates students’ expression through speaking, writing, and other media.
  17. Incorporates technology into instructional design.
  18. Develops effective formative and summative assessments.
  19. Applies strategies for collecting information through classroom interactions and higher order questioning.
  20. Reflects on instructional design process in order to improve.
  21. Identifies and understands the use of an array of professional learning opportunities including those offered by educator preparation programs, school districts, professional associations, and/or other opportunities for improving student learning.
  22. Is knowledgeable of and demonstrates professional, ethical behavior and is aware of the influence of district policies and school procedures on classroom structure.
  23. Recognizes the importance of developing relationships and cooperative partnerships with students, families and community members to support students’ learning and well-being.
Major Topics/Skills to be Covered:
  • Strategies for content areas
  • Graphic representations
  • Directed reading (thinking) activities
  • Text and study guides
  • Motivation and prior knowledge
  • Using and responding to literature
  • Vocabulary knowledge/concepts
  • Writing to learn activities
  • Activities for learners with special needs
  • Comprehension and assessment
  • Constructing content area units
  • Overview of field experience
  • Observation participation
  • Performance-based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection

Recommended maximum class size for this course: 20

Library Resources:

Online databases are available at You may access them from off-campus using your CougarTrack login and password when prompted.

Prepared by: Paul Hanna Date: August 27, 2015
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course learning outcomes and cover the subjects listed in the Major Topics/Skills to be Covered section. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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