REED 317 Content Area Reading Spring Credits

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1 REED 317 Content Area Reading Spring Credits Instructor: Dr. Emily K. Milleson Office Hours: M 12:00-1:00 PM Office: FR 216 T 2:00-3:00 PM W 12:00-2:00 PM Phone: TH 2:00-3:00 PM Required Texts: 1. Tovani, C. (2004). Do I Really Have to Teach Reading? Content Comprehension, Grades Portland, ME: Stenhouse Publishers. 2. Daniels, H. & Zemelman, S. (2004) Subjects Matter: Every Teacher s Guide to Content- Area Reading. Portsmouth, NH: Heineman. Recommended Text: 3. Billmeyer, R. & Barton, M.L. (2002). Teaching Reading in the Content Area: If Not Me, Then Who?. 2 nd Edition. Aurora, CO: McRel (Content Specific Versions) Course Description This course identifies the essentials of the reading process for content reading. Instructional strategies and best practices are explored, including student centered instruction, motivation, and assessment. Course Purposes This course will outline the essentials of the reading process necessary for secondary students to become proficient readers. It will provide the opportunity for students to become familiar with the types of texts and purposes for reading and include the discussion and practice of strategies for interpreting narrative and expository texts. The course will introduce content in the following areas: Purposes and Types of Reading, Assessment, Cognitive Strategies in Reading, Strategy Instruction, and Motivational Development. This course will contribute to the candidates position in the profession as Instructional Leaders and Educational Advocates for students with reading challenges. Course Outcomes and Assessment: Upon successful completion of this course, the candidate will be able to demonstrate the following outcomes, as determined by the International Reading Association s Standards for Reading Professionals, in collaboration with the National Council for Accreditation of Teacher Educators, as well as the knowledge base required by the Maryland State Department of Education. The outcomes also reflect the characteristics of the Educational Professions Department Unit Outcomes: Dedicated Professional (DP), Continuous Assessor (CA), Instructional Leader (IL), and Collaborative Bridge Builder (CB).

2 Outcomes: Candidates will demonstrate Assessment: Candidate performance will be measured by: Conceptual Framework READING INTASC KNOWLEDGE Demonstrate understanding of the three purposes of reading: reading for literary experience, reading to be informed, and reading to perform a task. a. Reading Responses b. Group Responses DP, IL : 1. 1, 3.1 V.5 1d, 1e, 4a, 4j, 5a, 5h, 5i, 5m, 8j Describe the interactive nature of the reading process in the content areas a. Reading Responses b. Group Responses DP, IL, CBB 1.2, 1.4, 4.1 1d, 5i, 5j, 5r, 4b, 4d, 4o, Demonstrate knowledge of various methods for assessing student reading. Are familiar with the features and structure of text and use developmentally appropriate trade books for content area study. SKILLS Are able to modify or accommodate reading instruction based on student needs. Demonstrate a variety of strategies for developing intrinsic motivation for reading in the content areas Demonstrate the use of reading strategies when planning content area instruction. a. Strategy Notebook b. Strategy Presentation and Lesson Plan a. Text Set Assignment a. Strategy Presentation and Lesson Plan b. Final Exam Exercise a. Strategy Presentation and Lesson Plan b. Final Exam Exercise c. Reading Respones Video Cast Assignment Strategy Presentation and Lesson Plan CA IL, DP IL IL IL 4.2, 6.1 V.6 1.2, 3.3, 3.4, 3.5, 6.3 V.2, V.5 2.3, 4.3, 4.4, 4.5, 4.6, 4.7, 5.2, 5.6, 6.2, , 2.1, 2.2, 2.3, 2.4 V.2, V.3, V.4, V.5 1.4, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.3, 4.4, 4.6, 4.7,5.1, 5.2, 5.2, 5.4, 5.5, 5.6, 5.7 II.A.1, II.B1, IIB2, IIB3 1a, 6a, 6b, 6e, 6f, 6g, 6j, 6k, 6o, 6q, 6r, 6t 1b, 1d, 1e, 2g, 4a, 4f, 4g, 4j, 4l, 5a, 5c, 5l, 5p, 8e, 8g, 8n, 8o 1a, 1b, 1h, 1i, 2a, 2b, 2c, 2c, 2d, 2f, 2g, 2h, 2j, 2j, 2k,2l, 2m,3e, 4e, 4f, 4k, 5s, 7b, 7d, 7e, 7j, 7k, 7l, 7m7n, 7q, 8a, 8b, 8k, 8s, 9h 3a, 3b, 3c, 3e, 3f, 3i, 3j, 3k, 3l, 3m, 3n, 3o, 3p, 3q, 3r 4h, 4l, 5a, 5c, 5e, 5h, 5i, 5j,5n, 5r, 5s, 7a, 7h, 7k, 7m, 8a, 8e, 8h, 8i, 8j, 8l, 8m, 8o,

3 Outcomes: Candidates will demonstrate Considers the need to establish a context for reading, the importance of prior knowledge, and strategies for vocabulary instruction when planning content area instruction. Considers the use of multiple texts, searching for information, and employing cognitive strategies as they construct, examine, and extend the use of texts in content area study. DISPOSITIONS Demonstrate an awareness of ways to assist students who are delayed in reading to make meaning by using a variety of texts and approaches. Are aware of the role of intrinsic and extrinsic motivation for reading and the need for the development of self- directed learners. Diversity: Assessment: Candidate performance will be measured by: Strategy Presentation and Lesson Plan Strategy Notebook Conceptual Framework IL READING 1.2, 2.3, 4.1, 4.2, 4.3, 4.4, 4.5, 4.6, 4.7 Text Set Assignment IL 1.1, 3.1, 3.2, 3.3, 3.4, 3.5, 4.3, 5.3, 5.4, 5.7, 6.3, 6.4] V.2, V.5 Reading Responses Group Responses Strategy Presentation and Lesson Plan Reading Responses Group Responses DP, IL IL, CBB 1.1, 1.5, 4.3,4.4, 4.6, 4.7, 5.2, 5.6, , 2.1, 2.2, 2.3, 2.4 INTASC 1b, 1d, 1e, 1f, 1g, 2a, 2c, 2d, 2j, 4a, 4b, 4c, 4d, 4e, 4h, 4l, 4k, 4m, 4n,4o, 5a, 5b, 5c, 5d, 5e, 5h, 5i, 7a, 7b, 7k,8a, 8h, 1b, 1d, 1e, 2g, 4a, 4f, 4g, 4j, 4l, 5a, 5c, 5f, 5g, 5h, 5l, 5p, 8e, 8g, 8n, 8o 1a, 1b, 1e, 1h, 1i, 1j, 2a, 2j, 2m, 2n, 2o, 4f, 4r, 7b, 7e, 7j, 7m, 7n, 7q, 8a, 8b,8e, 8l, 9h, 9l 3a, 3b, 3c, 3e, 3f, 3i, 3j, 3k, 3l, 3m, 3n, 3o, 3p, 3q, 3r It is essential for an educator to have an awareness of diversity and develop strategies to meet the needs of all learners. In this course, teacher candidates will explore the cultural and social influences on literacy learning in the content areas. Teacher candidates will study the social, cultural, and environment factors that can impact literacy skills. The course will investigate the application and critical thinking necessary to apply literacy skills to the content areas and teacher candidate will consider differentiation with regards to specific learners and their needs. Teacher candidates will also identify differences in regards to various learning styles and preferences among adolescent learners. Specific activities that will explore diversity topics include in class activities, the Raising Cain gender discussion, and assigned readings. Teacher candidates will be assessed on their understandings of these topics through written exams, the strategy presentation and lesson plan, the text set assignment, and written reading responses.

4 Course Requirements/ Policies: ACADEMIC DISHONESTY: The University considers academic dishonesty to be impermissible and subject to disciplinary actions. Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes, but is not limited to, such acts as stealing or altering testing instrument; falsifying the identify of persons for any academic purposes; offering, giving or receiving unauthorized assistance on an examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral material in a manner which conceals the true source of documentary material; or the representation of material which uses hypotheses, conclusions, evidence, data, or the like, in a way that the student appears to have done work which he/she did not, in fact do (The Pathfinder, Frostburg State University). DISRUPTIVE STUDENT BEHAVIOR: The University will not tolerate disorderly or disruptive conduct which substantially threatens, harms, or interferes with University personnel, orderly processes, and functions. A faculty member may require a student to leave the classroom when his/her behavior disrupts the learning environment. A student found responsible for disruptive behavior may be administratively withdrawn from the course. (Student Code of Conduct) While peer or instructor is presenting, candidates will be expected to focus on that presenter without discussion to other members of the class. Candidates engaged in extensive talking or other behavior that is disruptive to the learning environment will be asked to leave. If you are asked to leave, it will be treated the same as an absence. DISABILITY: If a student has a disability, one that may require special consideration by the instructor, and has been confirmed by Office of Student Services, he/she should provide information in writing to the instructor that includes suggestions for assistance in participating in and completing class assignments. This should be accomplished no later than the end of the second week of class. ATTENDANCE/PUNCTUALITY: Students are expected to attend each class session and come prepared to participate. If a student must be absent from class, he/she is responsible to communicate with the instructor either prior to or immediately following the absence. More than ONE unexcused absence will result in the lowering of a student s grade as determined by the instructor. After one Missed day, a percentage deduction will be calculated from your FINAL grade. There will be a 5% deduction for the second missed day, a 10% deduction for the third missed day, a 15% deduction for the fourth missed day, and a 20% deduction for the fifth missed day. Six or more absences will result in automatic failure in the course. For every two (2) times that a student is late to class, or leaves class early, he/she will receive one unexcused absence. A written appeal

5 with appropriate documentation (for example note from a Doctor or Brady health center) can be submitted to reverse the point deduction. All appeals must be written and submitted to the instructor within one week of the absence. An attendance sheet will be distributed promptly at the start of each class session. Tardy students will be required to sign in with the instructor at the end of class. Signing for a classmate is unethical and will result in both students being marked as tardy/absent. PROFESSIONAL BEHAVIOR: This course adheres to the university disruptive student policy. In addition, teacher candidates are expected to demonstrate dispositions of professional educators. They must be dependable in matters such as attendance, punctuality, and responsibility. They must demonstrate attitudes and behaviors consistent with professional conduct and reflect a seriousness of intent in learning to teach. Teacher candidates are held accountable for their actions and are expected to be respectful of all individuals. The course instructor has developed clear descriptions and grading tools for class assignments. If you have a question or concern about assignment expectations or grading please feel free to ask at any time. The course instructor is available through , office hours, and would be happy to schedule additional meeting times. If there is a disagreement or question regarding scoring of any assignment, please arrange to meet with the course instructor to discuss the assignment outside of class time or following a class session. LATE ASSIGNMENTS: All assignments and projects are due on the date scheduled. If an assignment is late, the student s grade for the assignment will be lowered two points for each day (including Saturdays and Sundays) it is late. Assignments submitted more than one week late will NOT be accepted. Assignments should be word- processed. It is expected that any assignment would be submitted free of grammatical and spelling errors. The professor reserves the right to take additional points off for grammatical and spelling errors even when not previously indicated on the grading rubric for the assignment. TECHNOLOGY USAGE: Cell Phone usage and/or text messaging is prohibited during class sessions. All cell phones should be turned off or on vibrate during class meetings. Exceptions will be made only when concerning family or medical emergencies and the need for these exceptions should be communicated to the instructor prior to the start of the class session. Leaving the classroom during instructional time to answer a cell phone (if not previously discussed with the course instructor) will be considered an absence from class. Students caught texting during class will be reprimanded verbally; additional texting after this warning will result in the student being asked to leave the classroom. If you are asked to leave the classroom due to inappropriate technology usage, this will be considered an unexcused absence.

6 Laptop computers/ tablets may be used for note-taking during class sessions if permission has been granted by the instructor in advance. The use of laptops/tablets/cell phones for social networking, , or internet surfing is not permitted during class. Inappropriate use of laptops/tablets during instruction will result in a verbal warning. Continued use after this warning will result in the student being asked to leave the classroom. If you are asked to leave the classroom due to inappropriate technology usage, this will be considered an unexcused absence. Course Assignments and Assessment: Class Attendance and Professionalism 20 pts Candidates will attend class and participate fully in class discussions and activities. Candidates will complete assigned readings and writing activities prior to class and be prepared to share ideas and interpretations with others. Reading Reflections 30 pts (10 activities at 3 pts each) Candidates will complete 10 reflection activities in relation to the assigned readings. These activities will be in addition to the reflective journal. These will focus on chapter content and be provided by the instructor in advance of the readings. In Class /Online Group Discussion 25 pts (5 responses at 5 pts each) Candidates will complete thoughtful discussion regarding course readings and topics. All Candidates MUST read assigned materials prior to class session and should contribute to the group discussion in a meaningful manner. A group response sheet will be submitted following discussions. Strategy Notebook- 30 pts Throughout the course, students will be provided handouts, information, and usage suggestions regarding comprehension and reading strategies. Candidates will compile these resources sequentially in an organized notebook. Each strategy handout should be filed in the notebook and accompanied by a brief description (written by the student) explaining the strategy and elaborating on when the strategy could be used in a content area course. Text-Set Assignment- 25 pts Candidates will create a text set for a content topic of their choice. The text set should include both text materials and electronic texts. The text set will contain several texts about a topic that vary in length, format, and genre. Specific guidelines for the text set will be given by the instructor. Strategy Video-Cast Assignment- 40 pts Students will script, plan, and film a short (1-2 minute) video cast that will feature the definition and practical usage of a fix up reading strategy. Videos will be filmed in class using flip cameras. Students will submit a written script and edited video clip, and a written reflection about the activity.

7 Strategy Presentation and Lesson Plan 40 pts each (80 pts total) (25pts for plan, 15pts for presentation and handout) Candidates will select a strategy for instruction in each of the following areas: Vocabulary Instruction and Informational Text. They will then develop a lesson plan and handout featuring the selected strategy. Each candidate will share their selected strategy with their classmates in a brief presentation. Exams: Midterm- 30pts Final- 40pts Total points= 320 pts A 90% to 100% Outstanding achievement; for only the highest accomplishment B 80% to 90% Praiseworthy performance; above average C 70% to 80% Average; for satisfactory performance D 60% to 70% Below average achievement F Below 60% Very unsatisfactory performance REED 317 Course Schedule by Session: Spring 2014 Session 1 1/28 Session 2 1/30 Session 3 2/4 Session 4 2/6 Session 5 2/11 Session 6 2/13 Topic Course Introduction Defining Content Area Reading Carousel Brainstorming Common Core Standards: Influences and Priorities Thinking and Fix Up Strategies Ineffective Readers Activity Three Interactive Elements of Reading Reader, Climate, Environment, Text Features Considering the Reader: Effective Readers and Struggling Readers Misunderstood Minds Introduce Video Casting Assignment Selecting Meaningful Text A Text You Connected With Candidate Requirements Small Group organization- Group Resume Activity Group Response 1 (in class) Daniels and Zemelman: Reading for Real Tovani- Introduction Reading Response 1 Due Group Response 2 (in class) Billmeyer and Barton- Three Interactive Elements of Reading (Optional Reading) Reading Response 2 Due Daniels and Zemelman: How Smart Readers Think Reading Response 3 Due Daniels and Zemelman: Why Textbooks Are Not Enough Draft of Video Cast Script Due

8 Session 8 2/18 Session 9 2/20 Session 10 2/25 Session 11 2/27 Session 12 3/4 Session 13 3/6 Session 14 3/11 Session 15 3/13 3/18 and 3/20 Session 16 3/25 Session 17 3/27 In-Class Work Day Creating and Editing Video Casts Sharing and Scoring Video- Casts Text Set (review assignment) Accessible Text NO CLASS Independent/ Online Work Day on Text Set Double Entry Diaries So What? Double Entry Marking Text Thinking Activity w/informational Text Midterm Exam Strategic Teaching Previewing and Planning with a text NO CLASS Online Learning Activity Spring Break Mental Modeling Staying w/ a Text Defining Good Reading Reading For Purpose Activity Review Strategy Presentation Assignment Select Vocab. Strategies Creating and Editing Video Casts Tovani- Chapter 4- Connecting Students with Accessible Text/ Multiple Texts Daniels and Zemelman: Towards a Balanced Diet of Reading Reading Response 4: Reflection on Video Cast Due Tovani- Chapter 4- Connecting Students with Accessible Text Daniels and Zemelman: Towards a Balanced Diet of Reading Reading Response 5 Due Accessible Text Article- Rotation Discussion Tovani- Chapter 4- Connecting Students with Accessible Text Tovani- Chapter 2- So What? Of Comprehension Midterm Exam Text Set Assignment Due Billmeyer and Barton- Section 3 Strategic Teaching (Optional reading) Daniels and Zemelman: How to Use a Textbook Reading Response 6 Due Online Learning Response 1 Due Tovani- Chapter 3- Parallel Experiences Reading Response 7 Due Tovani- Chapter 5- Why Am I Reading This? Group Response 3 (in class)

9 Session 17 4/1 Text-Based Questioning Group Response 4: In Class Common Core Standards Session 18 4/3 Session 19 4/8 Session 20 4/10 Session 21 4/15 Session 22 4/17 Deep Reading of Complex Text Formats for Response Vocabulary Strategy Presentations Select Informational Text Strategies Tovani Chapter 9 Models for Discussion Fishbowl Jigsaw Activity Assessment Strategies Growth over Time Reading Response Logs Tovani- Chapter 6- Remember and Reuse Common Core Standards Independent Work Date: Informational Text Strategies/ Strategy Notebook Daniels and Zemelman: Tools for Thinking Billmeyer and Barton- Vocabulary Strategies (optional resource) Vocabulary Strategy Lesson Plan and Presentation Due Tovani- Chapter 7- Group Work Daniels and Zemelman: Building a Community of Learners Tovani- Chapter 8- Assessment that Drives Instruction Group Response 4 (in class) Reading Response 8 Due Session 23 4/22 Session 24 4/24 Session 25 4/29 Session 26 5/1 Session 26 5/6 Session 27 5/8 A Teacher of Reading Across the Content Areas Reading in YOUR Content Area Gender Issues in Reading Education Raising Cain Film Informational Text Strategy Presentations Reflection Strategies Facilitating Argumentative/Persuasive Writing with Reading Motivating Struggling Readers Tovani- Chapter 9- Last Thoughts Content Area Focus: Article as Assigned Group Response 5 Reading Response 9 (in class) Daniels and Zemelman: Tools for Thinking Billmeyer and Barton- Informational Text Strategies (optional resource) Informational Text Strategy Lesson Plan and Presentation Due Billmeyer and Barton Reflection Strategies (optional reading) Common Core Standards Reading Response 10 Daniels and Zemelman: Help for Struggling Readers Strategy Notebooks Due Session 27 Motivating Readers Motivation Article 5/13 Final Exam Final Exam: 5/19 11:15-1:45 PM

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