Reading and Writing Across the Content Areas
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1 Course/Program Syllabus Summer 2006 Reading and Writing Across the Content Areas Geared towards teachers of students in grades 3-12 and for teachers of students with special needs Instructor: Location: Schedule: Candie Lehto (work) (home) (cell) Oconto Falls District Office Annex Tuesdays, Wednesdays, Thursdays, June 20, 21, 22; and June 27, 28, 29, 2006 (12:30 5:30 p.m.) ENROLLMENT OPTIONS: Two Graduate Credits Course Number: ED & HUD 795-6, 738, 0209C *Tuition: $ Prerequisite: Graduate Standing (Must have earned a bachelor s degree) Noncredit Option Program Number: 0209C Fee: $325 Prerequisite: None *For participants who qualify as a Wisconsin resident for tuition purposes. This amount does not include activity/segregated fees that are charged for on-campus courses. Segregated fees are waived unless you are enrolled on-campus during the same semester/session. Please note that all of our Summer 2006 Education Outreach courses are considered off-campus courses for fee purposes. Fees are due at the time of registration unless you pay by credit card. Description: Educators will study both strong and struggling readers and determine the skills and factors that influence student comprehension. Participants will then learn best practice instructional to promote students active engagement with content area text for increasing comprehension and maximizing learning. Rationale: Since reading and writing are two of the most important skills needed for life-long learning, it is important that students become proficient in both areas. Much research has been done verifying the use of for increasing reading comprehension and writing fluency. According to Dr. Bill Daggett, students must learn to read and write in the content areas and use the vocabulary of 1
2 the subject. This course/program will give teachers a first-hand awareness of reading and writing problems that are encountered by students and assist them with that will help their students comprehend. This course/program will also address best instructional practices for maximizing student learning and the reading and writing that correlate. Knowing how students learn and respond to content will help teachers know which reading and writing to use in order to increase reading comprehension in the content areas and raise student achievement. Objectives: Identify the main concepts and literature in the field of content area reading and writing instruction and how to integrate into practice, findings from this literature Understand the skills and factors that influence comprehension Identify the main concepts and literature in the field of instructional for increasing student achievement Learn how to select and use specific for reading and writing in the content areas to increase comprehension Understand the relationship of using best practice instructional to promote students active engagement with content area text Required Readings: Marzano, Robert. (2001). Classroom instruction that works: Research based for increasing achievement. Rutherford, Paula. (2002). Instruction for all students. Various websites on cooperative learning techniques (student found) Requirements: Participate actively in all class sessions and complete all assigned readings Conduct interviews with both strong readers and struggling readers. Identify the skills and factors influencing the students comprehension. Prepare findings and present to class. Read, review, and present one article at each class session (beginning with the second session) using one of the discussed in the previous class session. Written reviews should be two pages in length and will be presented at each class. Prepare and present a lesson incorporating reading and writing tied to best practice instructional 2
3 Evaluation and Assessment: Active class participation and attendance (3 point each day = 18 points) Student Interviews, write-up, and presentation (30 points) Article Reviews (6 points each = 30 points) Preparation and presentation of lesson incorporating reading and writing (22 points) Scale for Credit Students: points = A points = B points = C points = D Noncredit participants: Noncredit participants will be awarded a certificate of completion upon completion of the requirements as stated in this program/course syllabus and upon recommendation of the instructor. Reading and Writing Strategies which will be taught and practiced throughout this course/program: Building Background Knowledge Purpose Setting Corners First Paired Reading Anticipation Guide Graphic Organizers Venn Diagram Semantic Feature Analysis Non-Linguistic Representations Making Inferences Summarizing and Review Concept mapping Note taking 3 Column 2 Column Concept Mapping Power Reading and Writing Probably Passages Question/Answer Response Various Vocabulary Development Activities 6 Trait Writing Rubrics Self Analysis of Writing Journaling Techniques 5 Paragraph Essay RAFT Framed Writing Transitions Voice and Getting It Idea Getting 3
4 Schedule: Day 1: Class overview and introduction of strategic reading and the writing process Identification, discussion, and practice of various reading and related writing Identification, discussion, and practice of various instructional for increasing student achievement Discuss the relationship of using best practices in instructional for the promotion of active student engagement with content area text Day 2: Discuss reading interview assignment Discussion, demonstration, and practice of vocabulary building Discuss requirement of integration of reading and writing into lessons Discuss idea getting for writing Demonstration of writing with practice Day 3: Discussion, demonstration, and practice of various during-reading and related writing Day 4: Demonstration and practice of various during reading and related writing Day 5: Demonstration and practice of various during reading and related writing Day 6: Discuss reader s and writer s workshop Demonstration and practice of various during reading and related writing 4
5 Wisconsin Standards for Teacher Development and Licensure: Standard 1: Teachers know the subject they are teaching Standard 2: Teachers know how children grow Standard 3: Teachers understand that children learn differently Standard 5: Teachers know how to manage a classroom Standard 6: Teachers communicate well Standard 7: Teachers are able to plan different kinds of lessons Standard 9: Teachers are able to evaluate themselves RESEARCH BASE: Marzano, Robert Marzano, Robert Marzano, Robert and Debra Pickering Rasinski, Timothy and Nancy Padak Building Background Knowledge for Academic Achievement: Research on What Works in Schools, 2004 What Works in Schools: Translating Research Into Action, 2003 Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement, 2001 Effective Reading Strategies: Teaching Children Who Find Reading Difficult, 2003 Rutherford, Paula Instruction for All Students, 2002 Tate, Marcia Vacca, Richard, and Joanne Vacca Worksheets Don t Grow Dendrites: 20 Instructional Strategies that Engage the Brain, 2003 Content Area Reading Literacy and Learning Across the Curriculum Wong, Harry and Rosemary Wong The First Days of School, 1998 Last updated April 17, CL 5
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