Reading and Writing in the Content Areas

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1 EDUC 312 fall EDUC 312 (Writing Intensive) Reading and Writing in the Content Areas Fall 2012 WITTENBERG UNIVERSITY Educational Leaders for Constructive Social Change Wittenberg University Teacher Education Program Mission Statement Wittenberg s Teacher Education Program strives to integrate the ideals of moral responsibility, social consciousness, and vocational commitment into the lives of teachers in such a way that their character, competence, and community involvement establishes them as leaders for social constructive change. Instructor: Dr. Roberta Linder rlinder@wittenberg.edu Office: Cell: Office: Blair 219 Office Hours: Mondays: 12:30 3:00; T-TH a.m. Course description This class provides preparation for teaching literacy in middle school, high school, and multi-age classrooms. The focus is on planning, selecting, and using research-based strategies for literacy instruction and assessment, and creating a literate environment in content-area classrooms. Strategies for content area reading, vocabulary instruction, questioning skills, and development of student study skills are emphasized. A directed, supervised field experience of 30 contact hours is required and involves observing and integrating literacy skills into content area instruction. This is also a writing intensive course. Prerequisite: admission to teacher education and EDUC 305, Curriculum and Instruction in the Middle Grades, or EDUC 306, Curriculum and Instruction in the High School. Required Text Vacca, R. T., Vacca, J. L., & Mraz, M. (2011). Content area reading: Literacy and learning across the curriculum (10 th ed.). Boston, MA: Pearson.

2 EDUC 312 fall Ohio Academic Content Standards for your major(s) or concentration areas. Common Core State Standards Mathematics and English Language Arts ( Helpful Resources SF Writer 3/e (Scott Foresman) or A Writer s Reference 5/e (St. Martin s) Benjamin, A. (2007). But I m not a reading teacher: Strategies for literacy instruction in the content areas. Larchmont, NY: Eye On Education. Fisher, D., Brozo, W. G., Frey, N., & Ivey, G. (2007). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Merrill/Prentice Hall. Moss, B., & Loh, V. S. (2010). 35 strategies for guiding readers through informational texts. New York, NY: Guilford. Spencer, B. H., & Guillaume, A. M. (2009). 35 strategies for developing content area vocabulary. Boston, MA: Pearson. Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Professional Journals Science Mathematics Language Arts Science Teacher--NSTA (high school) Science Scope--NSTA (middle school) The Physics Teacher AAPT American Biology Teacher NABT Journal of Chemistry Education ACS Journal of Geoscience Education and AGU and NAGT Mathematics Teaching in Middle Schools NCTM Mathematics Teacher NCTM Voices from the Middle (middle school) NCTE English Journal, Classroom Notes Plus, and English Leadership Quarterly (high school) NCTE

3 EDUC 312 fall Social Studies General Journal of Adolescent & Adult Literacy IRA Middle Level Learner (NCSS) Social Education (NCSS) Middle School Journal--AMLE Course goals, essential questions, and objectives Reading and Writing in the Content Areas develops the knowledge and pedagogical tools for increasing the development of the literacy skills needed by students in various content areas. The course explores the nature and meaning of comprehension, strategic teaching and learning, and what it means to learn with texts. The emphasis is on the development of ways to think about comprehension and content reading strategies within the context of effective instruction. Theoretical and foundational considerations help frame the exploration, modeling, and practice of a range of strategies. Candidates develop an awareness of the literacy demands of various content areas and build a beginning repertoire of strategies to help students meet the demands of reading, writing, and discussion in the content areas and across the curriculum. To meet these ends, the broad goals of the course are to: Understand how students comprehend and learn with text and how teachers can assist them in this process Consider the literacy demands of various content areas Discover how effective teachers use reading and writing in strategic ways to teach subject matter more effectively The essential questions examined in this course include: What does it mean for people to be literate in our society and within the content areas? What are the critical literacy demands within particular disciplines? How can teachers use oral language, reading, and writing in strategic ways to teach content area materials more effectively to all students? What are some theoretical principles that support the development of my evolving philosophy about literacy? How do issues of literacy relate to equity issues? As a leader for constructive social change, how should I respond to these issues?

4 EDUC 312 fall The objectives for this course are to: Recognize the literacy demands of your content area, including the strengths and limitations of content textbooks, and the implications for student learning. Understand the reading process, based on current theory and research, and be able to describe the interactive nature of the reading process in the content areas. Develop and implement a repertoire of instructional strategies, including the effective use of technology, that provide all students access to content area information. Design and implement appropriate content lessons and assessments that consistently and effectively integrate literacy strategies into instruction to achieve content area goals. Recognize and respond to classroom diversity by scaffolding and differentiating instruction. Explain the relationship between vocabulary and concept development and student learning in the content areas. Demonstrate the ability to utilize effective instruction to facilitate vocabulary development and build academic background knowledge. Use writing process and visual tools (such as graphic organizers) to facilitate learning and help students explore, clarify, and think critically about the ideas and concepts they encounter in their reading. Be committed to the belief that all teachers are teachers of content literacy and have a responsibility for the literacy development of every student. Engage in activities related to professional development (e.g., read articles from professional journals; attend campus or department seminars, colloquia, speakers; be active in an education organization, etc.) in order to gain more content knowledge, more pedagogical knowledge, or more professional experiences.

5 EDUC 312 fall Relationship of Course to Teacher Education Program and Mission This course contributes to the teacher education program and mission by providing candidates with knowledge, skills, and dispositions related to competence, character, and community involvement. Assessment of each candidate for the following performance outcomes will be reported to the education department. If concerns in any of these outcomes surface during the course, I will discuss those concerns with you in order to develop a plan for improvement. The teacher candidate: 1-Demonstrates a commitment to professional growth and teaching excellence. 2-Demonstrates the ethics and values associated with the teaching profession. 3-Demonstrates thorough content knowledge. 4-Plans effective instruction. 5-Implements instructional practices that support the achievement of all learners. 6-Uses assessment to guide classroom instruction and evaluate learning. 7-Establishes a safe, nurturing, accessible, and just learning community. 9-Demonstrates global awareness of sensitivity towards issues affecting schools, communities, nations, and the world.

6 EDUC 312 fall Course Requirements Assignments More details will be provided at the time each assignment is discussed in class. Points See detailed expectations in the assignment descriptions and grading rubrics on Moodle. Professionalism (in class and in field experience) Attendance: see details in syllabus Participation & Preparation: must be ready to thoughtfully discuss all assigned reading and to participate in activities; will be assessed by the instructor s observations and evidence of involvement and contributions Courtesy: Cell phones remain turned off or on vibrate; remain stored in purses, backpacks, or pockets Field Experience: punctual and consistent in attendance (as documented on time log), professional dress and demeanor, prepared with materials 80 Attendance at a professional development event (20 points): A one-page summary and a program from the event Professional Journal Article paper (WI assignment) Read an article from a professional journal in your field that describes an instructional strategy; write a summary; explain how literacy was utilized in the content area Refer to the list in the syllabus 45 Constructing Lesson Plans (20 points each) Writing lesson (based on chapter 9) B-D-A lesson (based on chapters 6, 7, 8) 40 Test Mid-term test 75 Textbook Analysis Determine textbook readability using different methods Complete Textbook Readability Checklist Summarize and evaluate Summary of Classroom Context (WI Assignment) Paper that summarizes observations of the classroom teacher, the students, and the classroom environment. May also include information from discussions with your classroom teacher

7 EDUC 312 fall Assignments Points Field Experience Documents Time Log (10 pts.) Signed by cooperating teacher Totals at least 30 hours Weekly block 10 pts. each (30 pts.) Daily lesson plans for 3 weeks (60 pts.) Reflections on each lesson including implications for next lesson based on an analysis of the assessment data Address the required types of lessons/literacy strategies Any accompanying worksheets 125 Peer Observation Form (25 pts.) Observation forms from university supervisor and cooperating teacher **Concerns raised during this field experience may have consequences for student teaching (e.g., excessive difficulty with instruction / classroom management; deadlines not met; lesson planning incomplete or incorrect; lack of content knowledge; attendance issues; difficulty with oral or written communication, etc.) Take-Home Final Exam (WI assignment) Discuss and evaluate your performance/growth during the field experience 100 Establish goals and areas on which you would like to focus during student teaching TOTAL 600 Grading Scale A % B % C % D % F=59% A 93-97% B 83-87% C 73-77% D 63-67% and below A % B % C % D %

8 EDUC 312 fall Course Objectives and Alignment to Student Outcomes, Course Requirements, and Standards Course objectives Student outcomes Course requirements Recognize the literacy demands of your content area, including the strengths and limitations of content textbooks, and the implications for student learning. Understand the reading process, based on current theory and research, and be able to describe the interactive nature of the reading process in the content areas. Develop and implement a repertoire of instructional strategies, including the effective use of technology, that provide all students access to content area information. 3, 4, 5 Classroom written responses Textbook analysis Mid-term 3 Mid-term Classroom discussion 4, 5, 9 Lesson Plans: course assignment and part of field experience Field experience observations Final exam Design and implement appropriate content lessons and assessments that consistently and effectively integrate literacy strategies into instruction to achieve content area goals. 4, 5, 6 Lesson Plans: course assignment and part of field experience Field experience observations Final exam Recognize and respond to classroom diversity by scaffolding and differentiating instruction. 2, 4, 7 Description of Classroom Context Lesson Plans: course assignment and part of field experience Field experience observations Final exam Explain the relationship between vocabulary and concept development and student learning in the content areas. Demonstrate the ability to utilize effective instruction to facilitate vocabulary development and build academic background knowledge. 3, 4, 5 Mid-term Classroom discussion and participation Field experience observations

9 EDUC 312 fall Course objectives Student outcomes Course requirements Use writing process and visual tools (such as graphic organizers) to facilitate learning and help students explore, clarify, and think critically about the ideas and concepts they encounter in their reading. Be committed to the belief that all teachers are teachers of content literacy and have a responsibility for the literacy development of every student. Engage in activities related to professional development (e.g., read articles from professional journals; attend campus or department seminars, colloquia, speakers; be active in an education organization, etc.) in order to gain more content knowledge, more pedagogical knowledge, or more professional experiences. 4, 5 Lesson Plans: course assignment and part of field experience Field experience documents 1, 2 Classroom responses Field experience observations 1, 2 Professional journal article summary and critique Attendance at a professional activity during the course Wittenberg Policy on Class Attendance and Excused Absences (excerpted from the faculty manual) All Wittenberg students are expected to attend class unless there are reasons of ill health, travel mishaps, illness or death in the family, or observance of religious holidays that prevent class attendance. From time to time legitimate educational activities or participation in Universitysponsored extracurricular activities may result in student absences. In such cases, the faculty or staff members planning these activities should weigh carefully their educational benefits. Student absences from class due to any of the above circumstances are considered excused. Students are expected to meet their academic responsibilities in each course, even though they may be excused from class. Faculty members are expected to cooperate in helping students to meet their responsibilities. In each case, students should contact the appropriate faculty members to explain the circumstances of their absence and to request assistance in meeting their academic responsibilities. This should be done before the absence if possible. Faculty members are expected to cooperate in helping the student to meet these requirements. Late Assignments Assignments turned in after the established due date will receive a 10% grade deduction per day. (100 point assignment will be reduced by 10 points per day; 70 point assignment will be reduced by 7 points per day.)

10 EDUC 312 fall Writing Intensive Grade All written assignments must be word processed (Times New Roman, 12 pt font) on 8-1/2 x 11 white paper using APA formatting unless otherwise stated. You must display a willingness to revise work as needed, collaborate in peer evaluations and/or visit the Writing Center. Writing Intensive credit is assigned as a grade (satisfactory or unsatisfactory) separately from the course grade. Field Experience You will: This is the final field experience prior to your student teaching semester. Observe and write a summary of the classroom context (i.e., the teacher, students, classroom environment) this is similar to a component of the Evidence of Effective Teaching project and will serve as a preparation for your instruction in this classroom Communicate with your teacher about the content of instruction that will take place during the 3-week block prior to Thanksgiving Transition into taking over a class during the 3-week period (e.g., co-plan the first week; co-teach some lessons written by the teacher) you will deliver lessons; design worksheets/admit or exit slips, etc. that are part of your lesson, score the assignment, record the results as part of your reflection on your lesson plan, and use the results of the assignment in your next lesson Complete a block plan for each of the 3 weeks and write individual lesson plans for your instruction The final exam will involve a self-assessment of your performance during the field experience in the 4 areas addressed by the student teaching rubric: planning, environment, instruction, professionalism. Based on your self-critique, you will then describe 3 5 areas in which you plan to focus your efforts during your student teaching semester and how you plan to address those areas. Resources Moodle will be used to facilitate communication and provide information. Contact the Solutions center for help at Solutions@wittenberg.edu or in person at Synod Hall. Writing Center The Writing Center is located at 112 Hollenbeck Hall. Trained student tutors will help you with any stage of the writing process. Find out more at: The Oral Communication Center--Located in Thomas Library 210, the Oral Communication Center provides consulting services to all students who are preparing for any kind of oral assignment on any topic, including but not limited to participating in discussions,

11 EDUC 312 fall leading a class session, giving an individual or group presentation, or taking part in a debate. The OCC is open Sunday through Thursday evenings from 7:00 11:00 p.m., starting on September 13 th, and you may drop in or call (x7870) at any time during those hours. Academic Services Office Your learning in this course is important to me. I invite you to talk with me about ways to ensure your full participation in this course. Please be aware that Wittenberg is committed to providing reasonable accommodations for students with documented disabilities. If you are eligible for course accommodations because of a disability, you need to register with the Academic Services Office, 206 Recitation Hall. After you register, give me your self-identification memo from Academic Services and arrange to talk with me about your learning needs privately in a timely manner. Early identification at the start of the term is essential to ensure timely provision of services. If you have questions or would like more information about services for students with disabilities, please contact Vancenia Rutherford, Assistant Provost for Academic Services, 206 Recitation Hall, extension 7891 or by at vrutherford@wittenberg.edu. Academic Honesty I promise to be truthful and treat you with respect. I will come to class fully prepared every day. I will be thoughtful and fair in preparation and assessment of assignments and exams. I will provide a variety of frequent opportunities for you to demonstrate your learning in this class. I will work toward creating an atmosphere where mistakes are opportunities to learn. I expect you to be truthful and respectful with your classmates and me (including not having your cell phone out during class). I expect you to come to class each day fully prepared. Read all books carefully and thoughtfully and prepare all assignments with attention to detail. I expect you will perform honest work that is your own at all times. I expect you to take some action if you witness cheating or dishonest academic behavior. I expect you will ask me for clarification if you are uncertain about Academic Honesty in this class. Be aware of Wittenberg's honor code. See more about academic integrity at:

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