Syllabus: Teaching Reading in the Content Areas



Syllabus

Course #: MAT 642

Name of Course: Literacy Instruction for Secondary Education

Semester/Year:

Instructor: Julie H. Lester, Ph.D.

Office Location: TEC 218

Office Hours: TBA, by appointment

Phone: (985) 549-5271

E-Mail Address: jlester@selu.edu

Course Description:

A study of theories and methods for integrating literacy instruction in content area classrooms. Reading assessments and literacy strategies that are designed to increase vocabulary learning and comprehension of expository text are introduced and practiced.

Textbook: (Required) (May be purchased at the Southeastern Louisiana University Bookstore or online at )

Readence, J. E., Bean, T. W., & Baldwin, R. S. (2001). Content area literacy:

An integrated approach (7th ed.). Dubuque, IA: Kendall/Hunt.

*You will also need a secondary (7-12) textbook and a trade book (young adult literature).*

(Supplemental) Publication Manual of the American Psychological Association, 5th Ed

Prerequisites: SARTE Status Requirement: Full SARTE Status; MAT 610-Fundamentals I. Additionally, for online course: Full time in-service teacher in the desired certification area in a regionally accredited secondary school (grades 7-12).

Statement of Conceptual Framework:

In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (BPP), and content knowledge (CK).

Course Goals and Objectives

After completing the course, the candidate will have the capability to

1. facilitate students’ understanding of expository text materials and content-specific vocabulary. KL, BPP, CK

2. plan for and provide a literate classroom environment to meet the diverse literacy needs of all students. KL, CK

3. plan meaningful literacy experiences that integrate reading, writing, listening, and communicating competencies in content area teaching. BPP, CK, SBI

4. interact with students, colleagues, parents, and community to enhance literacy development. BPP

5. model effective oral and written communication. BPP

6. demonstrate a basic understanding of reading assessments for students and text. KL, CK

MAT 642, Page 2, Lester

7. apply the Louisiana Content Standards Foundation Skills in instructional planning. SBI, BPP, CK

8. incorporate instructional technology into the preparation and teaching of lessons to enhance literacy development. SBI, BPP, CK

9. use critical and creative thinking skills relevant to course content and appropriate to student needs in planning lessons. SBI, KL, BPP, CK

10. identify and address the special needs of students from diverse cultures, socioeconomic levels, and other groups throughout the curriculum. KL, BPP

Relating the Course Goals and Objectives to the Louisiana Components of Effective Teaching: Objective LA Components of Effective Teaching

1 I; III

2 I; II; III

3 I; III

4 IV; V

5 III

6 I; III

7 I; III

8 I; III

9 I; II; III

10 I; II; III

Artifacts Appropriate for Portfolio: All Master of Arts in Teaching students will complete a portfolio to demonstrate achievement of program objectives. Information will be provided during the first semester of course work. The portfolio will be updated during each subsequent semester. For this course, you may choose portfolio artifacts from Activity 3. Other activities may be selected with approval from the instructor.

Activities Field Experiences:

Hours: Ten hours (10) in a secondary classroom to facilitate learning with content literacy strategies

Types: Observations/Direct Teaching

Documentation: Cooperating Teacher/Cooperating Principal/University

Instructor

Absences: Attendance Policy: The university class attendance regulations as stated in the current SLU General Catalog will be followed. Excuses for absences must be submitted, in writing, directly to the instructor before absence, if possible.

Late Work/Make Up Work: Late assignments will receive a 50% grade penalty if received during the week after the due date. Weekly assignments turned in over one week late will not be accepted. **Any assignments turned in are to be typed in APA style.**

Evaluation (based on quality of work): 500 points possible

1) Course activities 100 pts. A=94-100%

2) Modules 150 pts. B=87-93

3) Teaching packet 100 pts. C=80-86

4) Mid-term exam 100 pts. D=73-79

5) Final exam 50 pts. F=72% and below

MAT 642, Page 3, Lester

Note: Course delivery (online or on-campus) may require modifications of this syllabus.

1) Course activities – 100 points: Course Activities and other information such as class notes will be posted for three weeks: the week prior to, the week of, and the week after the assignment. Due dates and times will be posted with the directions each week an assignment is due. The work may be turned in before the due date. Late assignments will receive a 50% grade penalty if received during the week after the due date. Weekly assignments turned in over one week late will not be accepted.

2) Modules – 150 points: Module assignments will be posted early (usually several weeks in advance) and can be turned in at any point before the designated due dates.

3) Teaching packet – 100 points: Criteria for the packet will be posted early in the semester, and the packet will be due at the end of the semester.

4) Mid-term exam – 100 points

5) Final exam – 50 points

Last Day to Withdraw from Class:

Policies:

Cell Phone Policy: Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required. Classroom behavior that is deemed inappropriate and cannot be resolved by the student and the faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review as per the Code of Student Conduct, which may be found at .

Children in the Classroom: If children require care, then the employee/student is expected to provide that care in an environment other than Southeastern office/classroom space.

Self-identification for Students with Disabilities: If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Disability Service, Room 203, Student Union. No accommodations will be granted without documentation from the Office of Disability Services.

University Correspondence Policy: Uses of non-Southeastern e-mail addresses for communication with students regarding University business or educational matters are not acceptable as security and confidentiality for off-campus accounts are unknown. Use your Southeastern E-mail address for this course.

MAT 642, Page 4, Lester

Knowledge Base

Books

Alvermann, D. E., & Phelps, S. F. (2002). Content reading and literacy:

Succeeding in today's diverse classrooms (3rd ed.). Boston: Allyn and

Bacon.

Armstrong, T. (2003). The multiple intelligences of reading and writing: Making

the words come alive. Alexandria, VA: ASCD.

Barr, R., Kamil, M. L., Mosenthal, P., & Pearson, P. D. (Eds.). (1991).

Handbook of reading research Volume II. New York: Longman.

Brozo, W. G., & Simpson, M. L. (2003). Readers, teachers, learners: Expanding

literacy across the content areas (4th ed.). Upper Saddle River, New Jersey: Merrill.

Christ, H. I. (1993). Achieving competence in reading and writing (2nd ed.).

New York: Amsco School Publications, Inc.

Herber, H. L., & Herber, J. N. (1993). Teaching in content areas with

reading, writing, and reasoning. Boston: Allyn and Bacon.

Hoffman, J. V., Schallert, D. L., Fairbanks, C. M., Worthy, J., & Maloch, B.

(Eds.). (2001). Fiftieth yearbook of the National Reading Conference.

Chicago: National Reading Conference.

McKenna, M. D., & Robinson, R. D. (2002). Teaching through text: Reading and

writing in the content areas (3rd ed.). Boston: Allyn and Bacon.

Richardson, J. S., & Morgan, R. F. (2000). Reading to learn in the content

areas (4th ed.). United States: Wadsworth.

Rubin, D. (1983). Teaching Reading and Study Skills in Content Areas. New

York: Holt, Rinehart and Winston.

Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (1994). Theoretical

models and processes of reading (4th ed.). Newark, DE: International Reading Association.

Ryder, R. J., & Graves, M. F. (2003). Reading and learning in content areas (3rd

ed.). NY: John Wiley & Sons, Inc.

Secada, Walter G. (Ed.). (2001). Review of research in education 25.

Washington, DC: American Educational Research Association.

Tierney, R. J., Readence, J. E., & Dishner, E. K. (2000). Reading strategies

and practices: A compendium (5th ed.). Boston: Allyn and Bacon.

Vacca, R. T., & Vacca, J. L. (2002). Content area reading (7th ed.).

Glenview, IL: Scott, Foresman and Company.

Journals

American Educational Research Journal

Journal of Adolescent and Adult Literacy

Journal of Reading Behavior

Journal of Teacher Education

Reading Research and Instruction

Reading Research Quarterly

Other Materials

Garrett, S. D., McCallum, S., Yoder, ME., & Hobbs, R. Mastering the message.

Educational Services, The Advocate. Baton Rouge, LA.

CD from Readence, J. E., Bean, T. W., & Baldwin, R. S. (2001). Content area

literacy: An integrated approach (7th ed.). Dubuque, IA: Kendall/Hunt.

MAT 642, Page 5, Lester

STUDENT TEACHING AND GRADUATION POLICIES

Praxis Requirement--- Fall Semester 2003 and After (page 201 of the 2003-2004 catalog)

Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003. This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.

Student Teaching Requirements for Elementary and Secondary Education

Refer to the web page for the Office of Performance Assessment:

selu.edu/Academics/Education/opa.htm

Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog)

(MAT Students: See current applicable MAT portfolio requirements.)

Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating.

During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio. The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.

Important Reminders

• Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests.

• Attend a workshop presented by the Teacher Development Center prior to taking the PLT.

• Remember to code Southeastern (RA 6656) to send your official scores to the College

of Education and Human Development Dean’s office. The Dean’s office must have original copies.

• Include your social security number on all Praxis registration forms.

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