Instructor: Dr. Sherry W. Powers             Office: 119 Tate Page Hall

Office phone: (270) 745-4452                 E-mail: sherry.powers@wku.edu

Home phone: (270) 843-3986                 FAX: (270) 745-6474
 

Required Textbook:

Brozo, W.G., & Simpson, M.L. (1999). Readers, teachers, learners: Expanding literacy across the content areas (3^rd Edition). New Jersey: Merrill Prentice Hall.

Selected articles and materials on reserve in the ERC (Education Resource Center - 3^rd floor Tate Page Hall).
 
 

Course Description: Principles, psychology, and methodologies for teaching both the general and specialized reading skills in the secondary grades. This course is required for secondary English.

Rationale: SEC 444/444G will provide secondary education majors with an overview of the instructional strategies for teaching and integrating reading into the content areas at the secondary levels. Students will develop a conceptual understanding of reading processes and appropriate instructional strategies, which emphasize reading skills necessary for the learning content area information in secondary schools.
 
 

The goal of this course is to present information on various aspects connected with secondary reading instruction and develops both conceptual and practical perspectives appropriate for teaching in secondary schools. The course objectives are stated corresponding to Kentucky New Teacher Standards for Preparation and Certification.

The course objectives and suggested instructional methods and activities to meet these objectives are listed with suggested assessment strategies. However, additional methods/activities and assessment strategies that meet these course objectives could be employed.

The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will plan reading experiences that challenge, motivate, and actively involve the reader.

Methods and Activities: A class discussion, lesson plan, class presentations.

Assessment: Scoring guides, cognitive tests

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: Exhibit enthusiasm for the learning and teaching of reading.

Methods and Activities: Reflective journals, class discussion

Assessment: Scoring guides

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objectives:

1. The student will develop a concept of "at-risk" students and appropriate strategies to teach various literacy needs at secondary levels.
2. The student will develop multiple teaching strategies to facilitate content area literacy.

1. Reflective journals, class discussion, class lectures

1. Scoring guides, cognitive tests
2. Scoring guides, cognitive tests

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will develop a concept of assessment appropriate for various teaching and learning situations.

Methods and Activities: Class discussion, reflective journals

Assessment: Cognitive tests, scoring guides
 
 

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Objective: The student will reflect on the various instructional strategies in secondary schools and the relevance in their own content areas.

Methods and Activities: Reflective journals, class discussion

Assessment: Scoring guides, cognitive tests

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will develop a concept of reading as a common denominator of learning and develop strategies for reading across the content areas to enhance content area learning.

Methods and Activities: Reflective journals, class discussion

Assessment: Scoring guides, cognitive tests

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Objectives:

The student will:

1. develop a concept of reading comprehension and strategies for instruction
2. develop a concept of vocabulary and strategies for instruction
3. develop a concept of reading/study skills and strategies for instruction

1. Class discussion, reflective journals, class presentation, article review
2. Class discussion, reflective journals, class presentation, article review
3. Class discussion, reflective journals, class presentation, article review

Cognitive tests, scoring guides

KERA Elements Addressed:
 Learning goals and academic expectations
 Performance tasks
 Performance assessment
 Integrated curriculum
 Expanded use of technology
 Primary program (where applicable)

Topics Relevant to the Course:

Language acquisition and reading processes

Cultural diversity and the teaching of reading

Literacy assessments: formal and informal measures of assessment

Reading comprehension: curriculum, instruction, strategic reading, student learning

Vocabulary development and instruction in the content areas

Study skills and reading strategies for content area reading

Integrating literature into content area reading

Writing and reading processes: facilitating literacy in the content areas

Technology and literacy
 
 

Professionalism, Attendance, Participation, Collegiality(15 points)

Attendance and participation in class are mandatory! This also includes punctuality, participation, collegiality, effort, etc. More than one unexcused absence for the course will result in the lowering of your final grade. If you miss a class you are responsible for the work missed. Two unexcused tardies (arriving late or leaving early) in class amount to one unexcused absence from class. A formal doctor’s excuse must be presented to the instructor for excused absences from class.

Assignments

It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. During the semester a date will be announced in class stating the last day in which late work can be submitted for a grade in the course. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.

It is expected that you will read and reflect on required course readings prior to each specific class session. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas.

Keep a copy of all assignments in your electronic portfolio. If an assignment is lost, the burden of proof that you completed the assignment rests with you.

Evaluation and Grade Assignment

Assessment will include written assignments, cognitive tests, performance events, and evaluation of student plans for reading instruction. The student must achieve minimum competency, otherwise the course must be repeated.
 
 

Final grades for SEC 444/444G will be based on a 310 point scale:
 

Grade	Percentage	Points
A	91-100 %	282-310
B	81-90%	251-281
C	71-80%	220-250
D	61-71%	189-219
F	60% or below	188 or below

 

Article Critiques (20 points each; 60 points total)

Students will engage in self-selected readings from professional educational journals within the last seven years (1993-2000) and write critiques of three articles. You must select an article that is not listed for the required course readings. A Xerox copy of the article must be attached to each critique. The critiques are to be typed, double spaced, cited (using APA style), and should be limited to no more than three double-spaced typed pages. A list of suggested journals is provided in the syllabus.

Topics:

Article critique #1 topic: Reading instruction in the content areas

Article critique #2 topic: Reading comprehension

Article critique #3 topic: Vocabulary development and content area reading

Critiques are to include:

• A summary of the article synthesizing the contents
• Your reaction to the reading as well as what you have learned. (Reactions and responses are to be based on evidence rather than on feelings.)
• A well developed explanation or description of how you will use what you have learned as a classroom teaching working with students

Reading Research Quarterly Language Arts Reading Improvement

Journal for Adolescent and Adult Literacy The Reading Teacher English Journal

Journal for Literacy Research Reading Horizons Journal of Teacher Education

Reading Research and Instruction Reading Psychology

Journal of Reading Behavior Journal of Negro Education

Action in Teacher Education Harvard Educational Review

Journal of Reading Urban Education

Educational Researcher Review of Educational Research

The Instructor, Teacher Magazine, Reading Today and the Clearing House will not be acceptable for these article critiques. These are not peer reviewed professional educational research journals. The instructor must approve articles used from sources not listed above.
 
 

Example of APA format:

McCallum, R. (1998). Don’t throw the basal out wit the bath water. The Reading Teacher, 42(3), 204-208.

OR

Irvin, J., & Connors, N. (1989). Reading instruction in middle level schools: Results of a U.S. survey. Journal of Reading, 32(4), 306-311.
 
 

Dialogue Journals (20 points each; 40 points total)

To facilitate students’ ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships and application of educational theory into classroom practices students will complete two journal entries responding to assigned prompts. Journal prompts will be sent to students through e-mail. It is essential that you have access to your university e-mail account or a home e-mail account. It is your responsibility to secure the assigned prompt for the each journal entry. Due dates are listed on the course calendar.

Journal entries must be double-spaced and typed. Assignments will not be accepted when work fails to meet these guidelines.

Content Area Reading Strategy Unit (75 points)

You are expected to select a reading strategy and utilize an appropriate graphic organizer designed to increase students’ comprehension of a specific expository text. You are to create a lesson plan (e.g., lesson objective, KERA goals/learner outcomes, description of students, materials needed, lesson procedures, assessment and reflective summary), identify the text you will utilize (and cite using APA), include a blank black line master of the graphic organizer and a completed example demonstrating a model of the strategy as you will use it with students. You are expected to teach this (45 minutes to 1 hour) lesson to either a whole class or a small group of middle school or high school students prior to the unit due date. Documentation of your classroom field experience is required (this will be discussed/provided in class). You will present a very abbreviated form of your lesson in class (specific expectations will be discussed in class). You must complete each component of this assignment to receive a final grade in the course.

Examination of a Basal Series (20 points)

You will are expected to peruse a secondary basal series in a content area. Specific characteristics and features of the series, which are to be evaluated, will be discussed in class prior to the due date. A two to three page, double-space typed evaluation/reaction paper will summarize your findings.

Final Examination (100 points)

The final examination will be used to evaluate the mastery of course objectives and academic expectations. The exam will focus on students’ ability to apply higher level thinking and problem solving in the literacy instructional process.
 
 

Website Address: (for your resource file)

Teacher-oriented sites:

Kentucky Department of Education: http://www.kde.state.ky.us

International Reading Association: http://www.reading.org

Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Child-oriented sites:

Kids on the Web: http://www.zen.org/~brendan/kids.html

Jan Brett’s Home Page: http://www.janbrett.com

Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html

K-12 English: http://www.ceismc.gatech.edu/BusyT/eng.html

English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html

16^th Century Renaissance English Lit: http://www.luminarium.org/renlit/

Mr. William Shakespeare and the Internet: http://www.palomar.edu/Library/shake.html

Supplementary Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.

Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading Association.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: Harper Collins College Publishers.

Final Examination – See schedule in 2000 Fall Bulletin

*Article(s) on reserve in the ERC under course number and name of instructor.

Articles on reserve in the ERC:

Au, K. (1993). Literacy instruction in multicultural settings. Orlando, FL: Harcourt Brace College Publishers. (You need to look for Chapter 2, which is copied in the same format as other articles listed.)

McCarthey, S.J. (2000). Home-School connections: A review of the Literature. Journal of Education Research, 93(3), 145-152.

Moje, E.B., Dillon, D.R., & O’Brien, D. (2000). Reexamining roles of learner, text, and context in secondary literacy. Journal of Education Research, 93(3), 165-180.

Murray, M. (1993). The little green lie. Reader’s Digest, 7(1-3), 100-104.

Tierney, R.J., Johnston, P., Moore, D.W., & Valencia, S.W. (2000). Snippets: How will literacy be assessed in the next millennium? Reading Research Quarterly, 35(2), 244-250.

Wood, K.D., & Robinson, N. (1983). Vocabulary, language and prediction: A pre-reading strategy. The Reading Teacher , 392-395.

* Articles on reserve in the ERC under course number and name of instructor.

Articles on reserve in the ERC:
        Au, K. (1993).  Literacy instruction in multicultural settings.  Orlando, FL:  Harcourt Brace College Publishers.
        McCarthey, S.J. (2000).  Home-school connections:  A review of literature.  Journal of Education Research, 93 (3), 145-152.
        Moje, E.B., Dillon, D.R., & O'Briend, D. (2000).  Reexamining roles of learner, text, and context in secondary literacy.  Journal of Education Research, 93 (3), 165-180.
        Murray, M. (1993).  The little green lie.  Reader's Digest, 7 (1-3), 100-104.
        Tierney, R.J., Johnston, P., Moore, D.W., & Valencia, S.W. (2000).  Snippets:  How will literacy be assessed in the next millennium?  Reading Research Quarterly, 35 (2), 244-250.
        Wood, K.D., & Robinson, N. (1983).  Vocabulary, language and prediction:  A prereading strategy.  The Reading Teacher, 392-395.

** In addition, you will need to make a copy of the materials in the Materials - Graphic Organizers file.  You will need these handouts during class throughout the semester.