Freed-Hardeman University
Graduate Studies in Education
Syllabus
EDU 521- Reading in the Content Area
I. EDU 521: Reading in the Content Area
3 semester hours
Instructor: Dr. Elizabeth A. Saunders
1-800-639-3480, 989-6087
Webpage: http://faculty.fhu.edu/esaunders
Textbook: Secondary School Literacy Instruction: the Content Areas, 8th ed. by Roe, Stoodt-Hill & Burns
Companion Website for Instructors and Students
http://education.college.hmco.com/
Day & Time: Tues., 5:00-8:00 P.M.
Room: GC 301
II. Course Description
This Course is designed to help preservice teachers; earn how to help secondary students improve the literacy skills necessary for the comprehension of written content materials. There is an emphasis on literacy across the curriculum, as well as creating lessons that guide students to learn processes and content. This course prepares teachers to teach students how to read and study subject matter textbooks, expository material, trade books, newspaper, and other related items.
III. Student Competencies Sought
A. The
student will demonstrate a knowledge of the processes of reading and writing,
including the skills,
concepts, purposes, development, and goals
involved.
B. The student will be able to implement various ways of integrating
literacy, skills with teaching subject
matter.
C. The student will be able to recognize specific reading problems
related to each content area, such as
specialized vocabulary, difficult
concepts, graphic materials, and symbols.
D. The student will be able to select, integrate and translate
appropriate knowledge and processes for
developing students’ literacy.
E. The student will be able to recognize specific reading problems
related to each content area, such as
specialized vocabulary, difficult
concepts, graphic materials, and symbols.
F.
The student will be able to implement strategies to develop students’ higher order comprehension
skills such as making inferences, forming
evaluations and making critical analyses.
G. The student will be able to utilize a variety of materials, such as
trade books, newspapers, magazines,
the content areas.
H. The student will be able to demonstrate the use of appropriate
strategies for developing students’
concepts and related vocabulary.
I. The student will be able to demonstrate the use of study strategies for various types of text
materials, such as mathematics, science,
physical education, or human environmental science and
adjusting the
rate of reading to the purpose for reading.
J.
The student will be able to identify assessment procedures available for literacy achievement and
diagnostic purposes at the
secondary level and how to interpret them.
K. The student will be able to recognize readability levels of textbooks and problems that result from books
that are written at high
readability levels.
L. The student will be able to plan and implement an instructional model appropriate to the needs, interests,
and abilities
of students.
M. The student will be able to plan and implement a class organization
that facilitates students’ literacy and
study skills and how to group and
adjust assignments for better instruction.
IV. Course Content
A. Content Literacy in a Changing World
B. Integrating Technology in the Content Area of Literacy Instruction
C. A Conceptual Approach to Developing Meaningful Vocabulary
D. The Process of Constructing Meaning in Texts
E. Strategies for Constructing Meaning in Texts
F. Location and Organization of Information
G. Reading-Study Strategies for Textbook Use
H. Writing in the Content Areas
I. Literature-Based and Thematic Approaches to Content Area Teaching
J. Reading in the Content Areas: I and II
K. Content Literacy for Diverse Students
L. Classroom Literacy Assessment
M. Instructional Model
V. Conceptual Framework-“Reflective Educators Seeking to Serve”
The following parts of the conceptual framework will be addressed in this course:
3. Reflective Educators Seeking to Serve continually reflect on and evaluate their choices and actions.
a. Students will demonstrate self-reflection based on assignments/projects.
(Complete a reflection guide on the micropresentation of lesson presented in class.)
4.
Reflective Educators Seeking to Serve create instructional opportunities
that are adapted to diverse
learners.
a. Students will demonstrate individual instructional techniques with measurable objectives.
(Prepare a lesson plan with measurable
objectives from a content area text using a directed
reading approach.)
e. Students will demonstrate effective use of technology when working with all learners.
(Prepare a PowerPoint presentation for the micropresentation and strategy presentation;
search websites to use in planning the lesson plans and
strategy presentations.)
5. Reflective Educators Seeking to Serve understand and use a
variety of instructional strategies that
recognize and address
variation in learning styles.
a.
Students will be able to demonstrate multiple teaching strategies to effectively address the various
learning
styles of their students via the
incorporation of those teaching
strategies into their lesson
plans.
(Prepare a lesson incorporating various
strategies and learning styles; compile a notebook of
strategies from a website.)
b. Students will demonstrate their knowledge of
various teaching strategies by presenting these
strategies to their peers for peer evaluation and
reflection.
(Prepare various reading strategies and
present a presentation to peers for evaluation and
reflection.)
c. Students will apply their knowledge of various instructional strategies by incorporating
these
strategies in lessons presented.
(Complete a textbook readability
assignment, study guide, compile a notebook of strategies
from a website, and compile chapter purpose
questions and case analyses.)
7.
Reflective Educators Seeking to Serve know and use effective verbal, nonverbal, and media
communications techniques.
a.
Students will demonstrate effective oral communication techniques in classroom
presentations.
(Presentation and critique of strategy and lesson presentations.)
b. Students will demonstrate effective written
communication skills in assigned papers,
logs, lesson plans, and other written
documents. (Prepare and submit a lesson plan.)
c. Students will demonstrate effective non-verbal
communication techniques in their
presentations
and will interpret non-verbal
communication from the audience so as to adjust their
presentations.
( Present a micropresentation of a lesson to peers for critique by instructor and peers.)
d. Students will evaluate Internet resources.
(Select and present appropriate websites to
prepare lesson plans and use in presenting
micropresentation of lesson.)
8. Reflective Educators Seeking to Serve use technology as a tool to enhance student learning.
a.
Students will demonstrate knowledge, skills, and understanding of concepts related to
technology.
b. Students will plan and design effective
learning environments and experiences supported
by
technology. (Locate interactive websites and design a
lesson plan including them.)
VI. The Standards for Reading Professional developed by the Professional Standards and Ethics Committee of the International Reading Association are identified.
A. Content Literacy in a Changing World
(Standard 1.0 Theoretical Base; 2.0 Knowledge Base)
B. A Conceptual Approach to Developing Meaningful vocabulary
(Standard 6.0 Word Identification, Vocabulary, Spelling)
C. The Process of Constructing Meaning in Texts
(Standard 7.0 Comprehension)
D. Strategies for Constructing Meaning in Texts
(Standard 7.0 Comprehension)
E. Tennessee’s Framework Instructional Model and Reflective Guide
(2.0 Knowledge Base; 16.0 Professionalism)
F. Integrating Technology in Content Area Literacy Instruction
(Standard 3.0 Creating a Literate Environment)
G. Literacy Instruction for Diverse Students
(Standard 3.0 Individual Differences)
H. Reading in the Content Area I & II
(Standard 5.0 Creating a Literate Environment)
I. Location and Organization of Information
(Standard 8.0 Study Strategies)
J. Reading-Study Strategies for Textbook Use
(Standard 8.0 Study Strategies)
K. Writing in the Content Areas
(Standard 9.0 Writing)
L. Literature-Based and Thematic Approaches to Content Area Teaching
(Standard 12.0 Curriculum)
M. Classroom Literacy Assessment
(Standard 10.0 Assessment; 11.0 Communicating Information About Reading)
VII. Student Activities
A. Attendance-Due to the course format and schedule, class attendance is required. The penalty for missing more than one class meeting will be lowering of the final grade by one letter grade. Arriving late or leaving early may result in the final grade being lowered.
B. Classes and texts-Students will be responsible for materials discussed in class as well as those found in
the text assigned.
C. Vocabulary Strategy. Given instruction, an example and
handouts distributed in class, the student will
select and
prepare a vocabulary of a lesson in his/her content area.
D. Comprehension strategy. Given instruction, an example and preparation, the student will construct a
comprehension strategy guide. This assignment is to be placed in your professional portfolio.
E. Tennessee’s Framework Model for Instruction. Given instruction, an example, a vocabulary strategy, a
comprehension guide, training in technology and
preparation, the student will develop a lesson plan using
an
instructional model and stages of a directed reading approach.
This assignment is to be placed in
your professional
portfolio.
F. Textbook Readability. Given instruction and preparation, the student will complete a textbook readability
based on a textbook used in his/her content area.
G. Micro-teaching Experience. Given instruction, a lesson plan in his/her content area to a class of his/her
peers using
Power-Point.
H. Study Guide. Given instruction and examples from chapters 10 or 11 in the textbook, the student will
prepare a study guide to supplement a lesson presentation in his/her
content area.
I. Study Strategy. Given instruction, and examples from chapter 7, the student will prepare and guide
students through
steps in a study strategy from a chapter in a textbook from his/her
content area.
J. Writing Activities. Given instruction, and examples from Chapter 9, the student will prepare and guide
students
through Steps in a writing activity from a topic in his/her
content area.
K. Content Area Reading Notebook. Using the following website address:
http://www.state.tn.us/education/ci/cistandards2001/la/cicontentreading.pdf
the student will print the strategies and compile them in a notebook.
L. An Experience in Diversity and Service. Given instruction and a handout, the student will complete an
experience in diversity and ten (10) hours of service related to the
content In chapter 12 “Content
Literacy for Diverse Students.”
M. Chapter
Purpose Questions and Case Analyses. Given procedures, purpose questions and the textbook,
the student will respond in writing to information presented in the chapters in the textbook and handouts
distributed in class.
N.
Section tests and Final Examination. Given the presentations, purpose questions, assignments, readings
from the textbook,
and discussions, the student will complete three section
tests and a final examination.
(Please note that all the above assignments must be typed when submitted for points.)
O. Make-up Examinations. Make-up examinations will be given at the discretion of the teacher.
P.
Late Work Policy. Any assignment turned in late will be assessed at a penalty of points per day, regardless
of the circumstances surrounding its lateness.
VIII. Instructional Methods
The
methods will include lecture, PowerPoint presentations, student presentations, guest speaker, class
discussion and audio visuals.
IX. Tentative Schedule
Date Tentative Schedule Assignments Due
Acquaintance Activity
Course Overview
“Factors Correlated with Reading
Competence”
“The Demands and Common
Elements of Reading”
Chapter 1: “Content Area Literacy in a Purpose Questions
Changing World” pp. 3-27
Chapter 12: “Content Literacy for Diverse
Students” pp. 389-415
Chapter 3: “A Conceptual Approach to Purpose Questions
Developing Meaning Vocabulary”
pp. 57-89
Presentation of Vocabulary Strategies Vocabulary
Strategies
Chapter 4: “The Process of Constructing Purpose Questions
Meaning in Texts” pp. 90-118 Test #1
Test #1
Chapter 5: “Strategies for Constructing Purpose Questions
Meaning in Texts” pp. 119-150
Presentation of Comprehension Strategies Comprehension
Strategies
Test #2 Test #2
Chapter 6: “Location and Organization Study Strategy
Of Information” pp. 151-173
Chapter 7: “Reading-Study Strategies for
Textbook Use” pp. 174-213
Chapter 8: “Writing in the Content Area” Writing Activities
pp. 217-256
Chapter 9: “Literature-Based and Thematic
Approaches” pp. 257-285
Test #3 Test #3
Chapter 10: “Reading in the Content Study Guide
Area I” pp. 286-338
Chapter 11: “Reading in the Content
Area II” pp. 339-385
Lesson Planning
Lesson Planning Continued
Chapter 13: “Classroom Literacy Purpose Questions
Assessment” pp. 416-467
Lesson Presentations Lesson Plan
Readability Check
---------------November 20 – 28 Thanksgiving Holidays -------------
Final Examination (Comprehensive, including chapters
10, 11. & 13)
X. Course Evaluation
Points Earned
1. Purpose questions for Chapter 1 48 ______
2. Purpose questions for Chapter 3 27 ______
3. Vocabulary Strategies 30 ______
4. Purpose questions for Chapter 4 26 ______
5. Purpose questions for Chapter 5 21 ______
6. Comprehension Strategy & Presentation 30 ______
7. Study Strategy & Presentation 20 ______
8. Writing Strategies & Presentation 20 ______
9. Study Guide & Presentation 20 ______
10. Purpose questions for Chapter 13 30 ______
11. Lesson Plan 20 ______
12. Micro-presentation & Reflection Guide 50 ______
13. Textbook Readability Check 10 ______
14. Compilation of Content Area Reading
Notebook from Website 20 ______
15. An Experience in Diversity & Service 80 ______
16. Test #1 100 ______
17. Test #2 100 ______
18. Test #3 100 ______
19. Final Examination (Comprehensive
including chapters 10, 11, & 13) 100 ______
____
Possible Points 852 ______
Grades will be assigned on the following basis:
A = The student
must have no more than one absence, participate fully in group and
individual work and receive 809 or
more points. Quality work and
thorough research are essential. (95% - 100 %)
B = The student
must have no more than one absence, participate in group and
individual work and receive 750 or
more points. (88% - 94%)
C = The student must earn 656 or more points. (77% - 87%)
D = The student must earn 596 or more points. (70% - 76%)
IX. Academic Honesty
To help
students avoid confusions as to what is considered appropriate regarding academic honesty in research
and writing, the following guidelines are provided. Each student should:
A.
collect his/her own information through independent research from primary sources (books, periodicals,
videos, etc.) and not from other individuals,
B.
write an original paper and summaries for this particular class (as opposed to using papers written for
other classes, or materials prepared by others, etc.)
C. adequately reference his/her research paper throughout the text and
D.
be careful to use his/her own wording in the paper so as to avoid plagiarism. Any form of academic
dishonesty is a serious offense in an educational program and my lead to failure in the course and dismissal
from the graduate program.
XII. Disabilities Statement
Freed-Hardeman University is committed to providing equal opportunity in education to qualified students. If
you have a disability that may
prevent you from meeting course requirements in how the course
is regularly
taught, you should inform the instructor of your disability. This should be done in first class session in order that
an Accommodation Plan may be developed. Students will be required to provide
documentation from an
acceptable evaluator in order to
receive
accommodations. The Director of Disabilities Services will assist
with the development of an
Accommodation Plan. Freed-Hardeman University will assist students who have a documented disability with
appropriate accommodations and modifications but does not guarantee success. Students must
cooperate with the University and must assume responsibility for learning.
Note: The instructor reserves the right to change course requirements, grading procedures, etc. any time during the semester. Students will receive adequate notice if such changes are made.
Reference Materials and Resources for
Reading in the Content Areas
A. Textbook: Roe, Betty D., Barbara D. Stoodt and Burns. Secondary School Literacy Instruction—the Content Area. Dallas: Houghton Mifflin Co., 2003.
B. Reference Materials in Personal Library:
Brozo, William G.
and Michael L. Simpson. Readers, Teachers,
Learners –
Expanding Literacy in
Secondary Schools.
Englewood Cliffs, New
Jersey: Macmillan Pub., Co., 1999.
Callahan, Joseph
R., Leonard C. Clark and Richard D. Kellough.
Teaching in the
Middle and Secondary
Schools.
Englewood Cliffs New Jersey:
Prentice-Hall, Inc., 1995.
Clark, Leonard and
Irving S. Starr. Secondary and Middle School
Teaching Methods.
Englewood Cliffs,
New Jersey: Prentice-Hall, 1996.
Conley, Mark W. Content Reading Instruction. New York: McGraw-Hall, Inc., 1995.
Cooter, Robert B.
and E. Sutton Flynt. Teaching
Reading in the
Areas: Developing Content Literacy for All
Students. Englewood Cliffs,
New Jersey: Prentice-Hall, Inc., 1996.
Eanes, Robert. Content Area Literacy. Albany, NY: Delmar Pub., 1995.
Eggen, Paul D.,
Donald P. Kauchak. Strategies for Teachers Teaching Content and
Thinking Skills.
Boston:
Allyn and Bacon, 1996.
Estes, Thomas H.
and Joseph L. Vaughan, Jr. Reading and Learning in the Content
Classroom. Boston:
Allyn and Bacon, 1996.
Jacobson, Jeanne.
Content Area
Reading
– Instruction With the Language Arts.
Albany, New York: Delmar
Pub., 1996.
Kellough, Richard
D. and Noreen G. Kellough. Secondary School
Teaching – A Guide
to Methods and
Resources.
Upper
Saddle River,
New Jersey: Prentice-Hall, Inc., 1999.
Kim, Eugene and
Richard D. Kellough. A Resource Guide For Secondary School Teaching.
Englewood
Cliffs, New Jersey: Prentice-Hall, 1995.
McKenna, Michael
C. and Richard D. Robinson. A Content Literacy Approach to Content
Area
Reading.
New York: Longman Publishers, 1997.
Moore, Kenneth.
Middle and Secondary School Instructional Methods. New York: The
McGraw-Hill
Companies, Inc. 1999.
Ryder, Randall J.
and Michael F. Graves.
Reading
and Learning in Content Areas.
New York: Macmillan
Publishing Co., 1994.
Slavin, Robert E. Cooperative Learning—Theory, Research, and Practice. Boston: Allyn and Bacon, 1995.
Standards for
Reading Professionals.
Newark, Delaware: Professional
Standards and Ethics Committee
of the International Reading
Association, 1998.