EDSE 4060: CONTENT AREA READING IN SECONDARY …



EDSE 4060: CONTENT AREA READING IN SECONDARY SCHOOLS

Spring, 2017

Instructor:

Dr. Alexandra G. Leavell-Carter

Office: 206Q Matthews Hall

940/565-3397 (Office)

E-mail: alexandra.leavell@unt.edu

**alexleavell@

Office Hours: T/R 11:00-3:00

Class Meets: T/R 9:30-10:50am in MH 114

REQUIRED TEXTS ****Bring your texts to class every day!!!!!!!

1. Alvermann, D. E. & Phelps, S. F. (2013). Content Reading and Literacy: Succeeding in Today's Diverse Classrooms (7thEd.) Needham Heights, MA: Allyn & Bacon.

2. 50 Instructional Routines to Develop Content Literacy (3rd Edition) (Teaching Strategies Series)Feb 21, 2014

by Douglas Fisher and William G. Brozo

3. Selected Readings. These will be posted on Blackboard or handed out in class.

3. TEKS. The Texas Essential Knowledge and Skills for your content area teaching field. You are responsible for obtaining a copy of these. The URL for the TEKS is:

PURCHASE TK20

All students in this course must purchase access to Tk20. Please go to the following link for directions on how to purchase Tk20. Announcements regarding training on use of the Tk20 system will also be posted on this website.

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|COURSE DESCRIPTION |

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|This course was designed to help teacher candidates and practicing teachers in all content areas maximize students' learning by enhancing their |

|reading, writing, listening, speaking, viewing, and visual representation skills and strategic knowledge. While there is a primary emphasis on learning |

|from printed materials, learning effectively from all forms of text (visual media, audio, and so on) will be included. The course will build |

|understanding of the importance and the process of recognizing and assessing the typically diverse population of classroom learners, and using that |

|information to scaffold learning and differentiate instruction. For each course topic, relevant theory and research will be provided, however, practical |

|application of course material to your future or current classroom is emphasized. The overarching goal is enhanced instructional-decision making through |

|all phases of the instructional framework. |

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|[pic] COURSE OBJECTIVES |

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|Upon completion of this course students should be able to: |

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|Appreciate the value of an informed and reflective mindset about his or her instructional decision-making. |

|Identify characteristics of adolescents (ages 10-18) which will impact motivation and ability to learn. |

|Analyze content to determine desirable learning outcomes in terms of relevant standards, student factors, and content/disciplinary demands. |

|Distinguish the varying demands of text types and text structures in terms of the four cueing systems: phonological, semantic, syntactic, and pragmatic. |

|Demonstrate ways in which teachers can mediate inconsiderate and complex text. |

|Delineate the differences between Learning to Read and Reading to Learn. |

|Analyze the purpose and potential learning benefits of various content literacy strategies. |

|Define Writing to Learn; choose and employ WTL strategies that enhance learning in their content area. |

|Define Disciplinary Literacy and explain it in terms of its core concepts, ways of thinking, terminology, and ways of sharing knowledge specific to the |

|students’ chosen discipline. |

|Identify tools useful for assessing Student, Text and Context. |

|Explain how formative and summative assessments in Literacy do/not inform their instruction. |

|Incorporate content/disciplinary literacy strategies into instructional planning. |

|Explain the purpose of, and select various tools for, scaffolding literacy and learning processes. |

|Define cognition and metacognition. Link instructional and learning strategies to the cognition process in their discipline. |

|Plan instruction which facilitates and scaffolds students' learning from various text forms. |

|Incorporate content-relevant texts and other resources as teaching/learning tools. |

|Identify professional literature and technology resources to enhance literate thinking in his/her specific content area. |

|Choose and teach content vocabulary in ways that enhance concept development and independent vocabulary learning. |

|Demonstrate an understanding of differentiation and tiering techniques that support students with reading and learning differences. |

|Purposefully choose and incorporate selected content literacy and disciplinary literacy strategies into his/her instructional-decision making. |

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GENERAL EXPECTATIONS/REQUIREMENTS

All of the following are expected and will be considered for your final grade:

a. Attendance. Come to class. It is impossible to recreate class experiences outside of class. You will enhance your own learning and likely that of others through your active presence. If you know in advance you will be absent, the courtesy of a phone call or email will be appreciated. Excessive absences as determined by the instructor will lower your final grade in the class.

b. Preparation for class, especially study of the assigned text, supplemental readings, and completion of content literacy strategies will greatly enhance your learning experience.

c. Participation in class. Participation includes asking questions, making comments, working with your group to build understanding and integrate information, and making informal presentations.

d. Completion of all assignments and exams is required and will be considered for your final grade. Assignments must be completed prior to coming to class and turned in ON TIME to receive full credit unless other arrangements have been made with the instructor PRIOR TO the due date. Late assignments will result in a loss of points.

Please note that a grade of "A" cannot be earned for the course if any assignment remains unsubmitted at the end of the semester.

e. Scholastic honesty on the part of every student is assumed. Cheating, plagiarism, collusion, and falsification constitute scholastic dishonesty. All assignments are processed through the “Turn It In” plagiarism detection software. Such conduct will result in a grade of zero on the activity, test, or assignment. A repeat offense will result in a grade of "F" for the course.

UNIVERSITY POLICY STATEMENT: The University of North Texas College of Education does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment of faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. Copies of the College of Education ODA Compliance Document are available in the Dean's Office, 214 Matthews Hall. The student has the responsibility of informing the course instructor of any disabling condition which will require modifications to avoid discrimination. Please let me know what I can do to optimize your learning experience.

This syllabus is a tentative agreement between the professor and the students enrolled in this course and in no way represents a binding contract. The professor reserves the right to make changes to this document.

ASSIGNMENTS/EVALUATION:

Evaluation in this course will be based upon your performance in the following areas: (Late assignments will result in loss of points.)

1. Course Notebook (5 Points) You will need a new or used 2” wide 3-ring binder. You must bring this to class each day. I will provide you with an index for your notebook as well as the majority of the contents.

2. Personal Literacy History (10 points)

3. Content Literacy Strategies. (5 points each/50 total). Content literacy strategies are designed to foster retention, comprehension, and reflection. For each weekly reading, you will complete a content literacy strategy or activity related to what you have read. I will provide the CLS for you. The purpose of this assignment is to help you try out teaching and learning strategies which you may then consider in your own teaching. CLSs must be completed prior to coming to class each day as these entries will form the basis for small group dialogue or peer response.

Grading Rubric:

1 point =attempted but not completed

2 points=completed

3-4 points=completed; evidence of some thought and effort

5 points=completed; obvious evidence of effort to analyze and consider how the concepts and ideas relate to you as a teacher, your content, and to your future classroom/students

4. Learning Log. (15 points) This assignment will give you the opportunity to try out various Writing to Learn activities, serve as a central location for reflection on in-class activities, etc. A spiral notebook will be provided for you. Do not use this space for any other purpose than this class.

5. .Planning Experience (50 points) While this class is not a traditional "methods" class, the purpose of the class is to help you apply content literacy strategies as needed to your content area curriculum. Details for this assignment will be provided in class.

4.. Annotated Articles (10 points total) Familiarity with your professional literature is what keeps you fresh and current in your discipline. You will find two articles from a professional publication, annotate them and share them with your Home Group. Details for this assignment will be provided in class.

5. Quiz (10 points) You will take a quiz toward the beginning of the semester on the 9 Essential Thinking Processes. This is a fairly simple model of cognition during learning. Understanding thinking processes during learning is an essential understanding for teachers in EVERY discipline. Learning strategies are chosen based on the kind of thinking students must engage in to achieve curricular objectives. Therefore, committing these basics to memory will facilitate classroom conversations about evaluating learning tasks and making informed instructional decisions.

6. Final Experience (30 points) The final will include questions modeled after the types of questions you will encounter on the TExES test. Final format is TBA

Grading Scale

A = 162-180

B = 144-161

C = 126-143

D = 108-125

F =

107 and below

College of Education Policies and Procedures

TK20

This course requires an assignment (the planning chart and objectives) that must be uploaded and graded in the UNT TK20 Assessment System. Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This will require a one-time purchase of TK20. Student subscriptions will be effective for seven years from the date of purchase. Key assignments must be uploaded into the TK20 system for instructors to assess. Please go to the following link for directions on how to purchase TK20:



Announcements regarding training on use of the TK20 system will also be posted on the COE website.

Disabilities Accommodation:

“The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Academic Integrity/ Scholastic Dishonesty:

Cheating, plagiarism, collusion and falsification constitute scholastic dishonesty. The first incident of scholastic dishonesty will result in a grade of F for the assignment. A second offense will result in the assignment of F for the course grade. Students are encouraged to become familiar with UNT’s policy on academic integrity: . Academic dishonesty, in the form of plagiarism, cheating, or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Student Conduct:

Expectations for behavior in this class accord with the Code of Student Conduct: “Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Center for Student Rights and Responsibilities to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc.” See unt.edu/csrr.

Attendance/Assignment Completion:

You are expected to attend all classes. Excessive absenteeism as determined by the instructor, tardiness or obvious lack of familiarity with readings or materials which have been assigned for class discussion will result in a lowering of your final grade.

• All assignments should be completed by the beginning of class on the due date designated. Late assignments or assignments completed during class will lose points.

• If any assignment is missing at the end of the semester, you will receive a grade no higher than a B.

Cell Phones and Laptop:

Students should turn off cell phones when they are in class. This means vibrate as well as ring modes. Also, there should be no texting during class. Laptops may be used in class for taking notes and for engaging in learning activities for the course.

SETE:

The Student Evaluation of Teaching Effectiveness (SETE) is expected for all organized classes at UNT. This brief online survey will be made available to you at the end of the semester, providing you a chance to comment on how this class is taught. I am very interested in the feedback I get from students, as I work to continually improve my teaching. I consider the SETE to be an important part of your participation in this class.

Collection of Student Work:

In order to monitor students' achievement, improve instructional programs, and publish research findings, the Department of Teacher Education and Administration collects anonymous student work samples, student demographic information, test scores, and GPAs to be analyzed by internal and external reviewers.

Eagle Mail

All students should activate and regularly check their Eagle Mail (e-mail) account. Eagle Mail is used for official communication from the University to students. Many important announcements for the University and College are sent to students via Eagle Mail. For information about Eagle Mail, including how to activate an account and how to have Eagle Mail forwarded to another e-mail address, visit



Ethical Behavior and Code of Ethics The Teacher Education & Administration Department expects that its students will abide by the Code of Ethics and Standard Practices for Texas Educators (Chapter 247 of the Texas Administrative Code sbec.state.tx.us) and as outlined in Domain IV: Fulfilling Professional Roles and Responsibilities of the Pedagogy and Professional Responsibilities (PPR) Texas Examination of Educator Standards (TExES); and as also addressed in codes of ethics adopted by professionals in the education field such as the National Education Association (NEA) and the American Federation of Teachers (AFT).

National Council for the Accreditation of Teacher Education (NCATE)

UNT is an NCATE-accredited institution. The educator as an agent of engaged learning” summarizes the conceptual framework of UNT’s basic and advanced programs. The program of educator preparation at UNT is based on the following key concepts: (1) content and curricular knowledge, (2) knowledge of teaching and assessment, (3) promotion of equity for all learners, (4) encouragement of diversity, (5) professional communication, and (6) engaged professional learning.

Conceptual Framework: The Educator as Agent of Engaged Learning

Improving the quality of education in Texas schools and elsewhere is the goal of programs for the education of educators at the University of North Texas. To achieve this goal, programs leading to teacher certification and advanced programs for educators at the University of North Texas 1) emphasize content, curricular, and pedagogical knowledge acquired through research and informed practice of the academic disciplines, 2) incorporate the Texas Teacher Proficiencies for learner-centered education, 3) feature collaboration across the university and with schools and other agencies in the design and delivery of programs, and 4) respond to the rapid demographic, social, and technological change in the United States and the world.

The educator as agent of engaged learning summarizes the conceptual framework for UNT's basic and advanced programs. This phrase reflects the directed action that arises from simultaneous commitment to academic knowledge bases and to learner centered practice. "Engaged learning" signifies the deep interaction with worthwhile and appropriate content that occurs for each student in the classrooms of caring and competent educators. "Engaged learning" features the on-going interchange between teacher and student about knowledge and between school and community about what is worth knowing. This conceptual framework recognizes the relationship between UNT and the larger community in promoting the commitment of a diverse citizenry to life-long learning. In our work of developing educators as agents of engaged learning, we value the contributions of professional development schools and other partners and seek collaborations that advance active, meaningful, and continuous learning.

Seeing the engaged learner at the heart of a community that includes educators in various roles, we have chosen to describe each program of educator preparation at UNT with reference to the following key concepts, which are briefly defined below.

1. Content and curricular knowledge refer to the grounding of the educator in content knowledge and knowledge construction and in making meaningful to learners the content of the PreK-16 curriculum.

2. Knowledge of teaching and assessment refers to the ability of the educator to plan, implement, and assess instruction in ways that consistently engage learners or, in advanced programs, to provide leadership for development of programs that promote engagement of learners.

3. Promotion of equity for all learners refers to the skills and attitudes that enable the educator to advocate for all students within the framework of the school program.

4. Encouragement of diversity refers to the ability of the educator to appreciate and affirm formally and informally the various cultural heritages, unique endowments, learning styles, interests, and needs of learners.

5. Professional communication refers to effective interpersonal and professional oral and written communication that includes appropriate applications of information technology.

6. Engaged professional learning refers to the educator's commitment to ethical practice and to continued learning and professional development.

Through the experiences required in each UNT program of study, we expect that basic and advanced students will acquire the knowledge, skills, and dispositions appropriate to the educational role for which they are preparing or in which they are developing expertise.

A broad community stands behind and accepts responsibility for every engaged learner. UNT supports the work of PreK-16 communities through basic and advanced programs for professional educators and by promoting public understanding of issues in education.

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