[semester equivalent = 2.00 credits]



Suzanne Warner



Teachers of content areas may notice that the students who struggle the most in their classes are the ones with poor reading skills. You don’t have to become a reading teacher to give your needy students a few reading strategies which will boost their confidence and ability to engage the material. Our text, How to Teach Reading When You’re Not a Reading Teacher by Sharon Faber, has an extensive list of easy-to-use strategies which many teachers use already like graphic organizers, think alouds, and column notes.  This course is applicable to all content areas and levels, K-12 as well as early college. You will be amazed how easy it is to use a few tips your students can easily work with to improve their reading comprehension. Text about $5 from Amazon.


LEARNING OUTCOMES: Upon completion of this course, participants will have:

  • Choose and use thinking and reading strategies that will help their students comprehend the content of their subject matter
  • Create lesson plans that enhance subject-matter understanding by incorporating reading strategies
  • Access prior knowledge through a plethora of strategies thus enhance the content-area learning for all students
  • Teach the reading strategies to students so they can implement in all content-areas
  • Model thinking processes for students when reading for content

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.



Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. Completion of Integration Paper assignment 30%


CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.



How to Teach Reading: When You're Not a Reading Teacher by Dr. Sharon Faber, (2006)

None. All reading is online.


Text: How to Teach Reading: When You're Not a Reading Teacher by Dr. Sharon Faber, (2006) is approximately $4 on Amazon.


Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New York.  She has taught mathematics in the middle school, high school, and college settings, most recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents regarding her teaching and classroom management skills. Her students enjoy learning in a respectful, productive environment, where each student is in control of her/his own learning and behaviors. She strongly believes that all students want to do well, and creates a teaching environment for them to succeed. 

When not in the classroom, Suzanne enjoys spending time with her family reading, hiking, backpacking and traveling.



Allen, Janet, Tools for Teaching Academic Vocabulary, Spi Edition, Stenhouse Publishers, 2014, 52 pages, ISBN: 978-1571103802. Vocabulary teaching often becomes an isolated activity rather than an integral part of our overall teaching. When this happens, students seldom internalize those words or incorporate them into their writing or speaking. In Tools for Teaching Academic Vocabulary, Janet Allen provides strategies that will help students learn new words, become more conscious of words, and increase competence in knowing when and how to use words.

Daniels, Harvey, Steven Zemelman, and Nancy Steineke, Content-Area Writing: Every Teachers Guide, 1st Edition, Heinemann, 2007, 288 pages, ISBN: 978-0325009728. No matter what subject you teach, Content-Area Writing is for you, especially if you're juggling broad curriculum mandates, thick textbooks, and severe time constraints. It not only shows that incorporating carefully structured writing activities into your lessons actually increases understanding and achievement, but also proves how writing can save, not consume, valuable instructional time.

Robinson, Richard D., Teaching through Text: Reading and Writing in the Content Areas, 2nd Edition, Pearson, 2013, 288 pages, ISBN: 978-0132685726. Pre-service and in-service middle and secondary school teachers get a core set of instructional techniques in this evidence-based, practical resource designed to help them incorporate reading-related approaches into their classroom. The approaches are easy to follow, practical, effective, feature a strong empirical base and reflect the latest thinking in the field.

Smagorinsky, Peter, Teaching Dilemmas and Solutions in Content-AreaLiteracy, Grades 6-12, 1st Edition, Corwin, 2014, 184 pages, ISBN: 978-1452229935. Think literacy is just for English teachers? Not anymore. Nor should it be when you consider that each discipline has its own unique values and means of expression. These days, it’s up to all teachers to communicate what it means to be literate in their disciplines. Here, finally, is a book ambitious enough to tackle the topic across all major subject areas. 

Tovani, Cris, Do I Really Have to Teach Reading? Content Comprehension, Grades 6-12, 1st Edition, Stenhouse Publishers, 2004, 144 pages, ISBN: 978-1571103765. “Do I really have to teach reading? This is the question many teachers of adolescents are asking, wondering how they can possibly add a new element to an already overloaded curriculum. And most are finding that the answer is “yes. If they want their students to learn complex new concepts in different disciplines, they often have to help their students become better readers.

Urquhart, Vicki and Dana Frazee, Teaching Reading in the Content Areas: If not me, then Who? 3rd Edition, Association for Supervision & Curriculum Development, 2012, 240 pages, ISBN: 978-1416614210. This completely revised third edition of the best-selling Teaching Reading in the Content Areas seeks to help educators understand how to teach reading in their respective disciplines, choose the best reading strategies from the vast array available, and positively impact student learning. Throughout, it draws from new research on the impact of new technologies, the population boom of English language learners, and the influence of the Common Core State Standards.