Required Textbooks:

Brozo, W.G., & Simpson, M.L. (2002). Readers, teachers, learners: Expanding literacy across the content areas (4^rd Ed.). New Jersey: Merrill Prentice Hall.
 
 
 
 

ONE book from the following list of adolescent/young adult literature is required for the field experience assignment:  http://edtech.wku.edu/~spowers/444bib.htm.  Read the description of this assignment below before selecting the literature.

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: LTCY 444/G, LTCY 421/G will provide middle & secondary education majors with an overview of the instructional strategies for teaching and integrating reading into the content areas at the middle & 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 middle & 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: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

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: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

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. On-line discussion boards, reflective entries, electronic presentation, on-line resources review

1. Scoring guides
2. Scoring guides

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: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Cognitive tests

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: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

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: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

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

KERA Standards:  Goal 1:  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.  Goal 5:  Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.  Goal 6:  Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past experiences to acquire new information through various media sources.

 

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. On-line discussion boards, reflective entries, electronic presentation, on-line resources review
2. On-line discussion boards, reflective entries, electronic presentation, on-line resources review
3. On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Scoring guides

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

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. 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 discussion board. 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. You will be instructed at the end of the semester as to which assignments must be submitted to your WKU Electronic Portfolio.  All materials for this course must be submitted electronically to the Instructor.

Evaluation and Grade Assignment

Assessments will include written assignments, discussion boards, and evaluation of literature-based reading experience. The student must achieve minimum competency, otherwise the course must be repeated.

Final grades for MGE/SEC 421/421G and 444/444G will be based on a 500 point scale:
 

  NOTE:  All assignments must be typed in Microsoft WORD (I cannot open WordPerfect, WORKS, etc.).  If you do not have WORD, you need to send your assignments in rich text format (.rtf).  PowerPoint presentations and html documents are also accepted as indicated within the directions for certain assignments below.

    I hope to learn more about you soon.  Blackboard offers us several special benefits ... one of those being the ability to meet each other via Student Homepages found under the Communication button.  To design your homepage, click Student Tools, then click on Edit Student Homepage.  If you have a photo that you would like to include - I do like a face with a name - you can upload a digital file.  If you don't have a digital picture of yourself, you can scan a photo and create one.  If you don't have the necessary hardware/software to scan a photo, mail your photo to me and I will create the digital image for you and email you the file to upload.  Click HERE to find the directions for what to include on your Student Homepage.

     SPEAKING of email ... you will be receiving a lot from me, especially at the beginning of the course.  You need to make arrangements to check your email every day.

There are TWO (2) CRITICAL PERFORMANCES for this course:  Electronic Research and Literature-Based Instruction.    These assignments MUST be posted to the Electronic Portfolio before a final grade can be given for this course.  These assignments need to be produced electronically either in MS WORD (doc) or in Rich Text Format (rtf) so they can be uploaded to the Electronic Portfolio and opened by your instructor (Exception:  The Electronic Research may be in html format or as a PowerPoint presentation).  Remember, you must complete this requirement to receive a final grade in the course.

Professionalism, Participation, Collegiality (20 points)

Participation in this course is  mandatory! This also includes collegiality, effort, etc. If you miss a discussion board you are responsible for reading all student submissions and responding within one week.  You are required to regularly check your email and to check Blackboard daily (or VERY often) for announcements, explanation of assignments, recommended resources, etc. You are also expected to communicate regularly with the Instructor and other students via email.  You are expected to chat "live" with the Instructor via the chat capabilities in Blackboard at least once during the semester.  Instructions for using this chat facility are found on the FAQ page http://edtech.tph.wku.edu/~spowers/444faq.htm) ... it is easy, don't worry. You must put a homepage in Blackboard by June 5 (see above for directions). Click HERE for RUBRIC used for scoring this assignment.

Electronic Research (100 points)

Students will use on-line searches to locate professional readings and resources (minimum of five sites) related to topics of study in this course.  Topics for this research are listed below.  You must provide the URLs for the information you have located, an annotation of each site and a presentation of the information you have gathered.   This presentation may take the form of a PowerPoint presentation, a web-site, a "visual" adaptation of a Microsoft Word document, or possibly other methods of delivery.  The purpose is for each student to become an "expert" on a particular topic and to be able to share information with others.  The on-line resources should be supplemented by print materials (via an APA-style bibliography).   Students must sign up for a topic of interest.  I will accept email messages requesting topics starting on May 13th - please provide 1st and 2nd choices - since we have so many students TWO people can have the same topic.  You MUST select your topic by Monday, may 15th.  This assignment must be sent to the put on a web page, or sent to the Instructor as an email attachment  or put on a web page by the due date.  The Instructor will post these assignments so that all students may view the presentations and provide feedback for others.  You can see an example of what this project should look like by clicking here:  Middle and Secondary Students and Literacy. Click HERE for RUBRIC for scoring this assignment.

The following are examples of resource sites to facilitate your on-line searches:

1. Topics will Include: (red text means the topic is no longer available)
 

1.  Motivating middle school students to read - Aliteracy (chapter 1)
2.  Learning is a social process (chapter 1)
3.  Cultural diversity and the teaching of reading and effective teachers (chapter 11)
4.  Literacy assessments: formal and informal measures of assessment (chapter 4)
5.  Reading comprehension: curriculum, instruction, strategic reading, student learning (chapter 3)
6.  Vocabulary development and instruction in the general content areas (chapter 6)
7.  Vocabulary development in Math (chapter 6)
8.  Vocabulary development in Science (chapter 6)
9.  Vocabulary development in Social Studies (chapter 6)
10.  Vocabulary development in art/music (chapter 6)

11.  Study skills and reading strategies for content area reading (chapter 9)
12.  Math (chapter 9)
13.   Science (chapter 9)
14.   Social Studies (chapter 9)
15.  Integrating literature into content area reading (chapter 8)
16.   Math (chapter 8)
17.   Science (chapter 8)
18.   Social Studies (chapter 8)
19.  Writing and reading processes: facilitating literacy in the content areas (chapter 7)
20.  Writing in Math (chapter 7)
21.  Writing in Science (chapter 7)
22.  Writing in Social Studies (chapter 7)
23.  Technology and literacy (chapter 10)
24.  Active Learning Strategies (chapter 2)
25.  Initiating Students to new learning (chapter 5)
26.  Becoming an Effective Literacy Professional (chapter 11)

• NOTE:  All resources/readings should be geared toward middle and secondary learners. 

• Demonstrating your "expert" knowledge on the selected topic
• Discussion board reactions and discussions based on your findings.  This will allow you to react to the reading as well as what you have learned. (Reactions and responses are to be based on evidence rather than on feelings.)
• "Grand conversations" via the Discussion Board based on your well developed explanation or description of how you will use what you have learned.

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.
         Boston:  Abbott and Smith.

Discussion Boards (180 points)

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 engage in Discussion Board entries responding to the assigned prompt.  The purpose of this assignment is to
allow students to reflect, explore and dialogue with the university instructor and with each other concerning
topics and issues discussed in class or as these issues relate to the experiences of the student.  The discussion
boards take place on BlackBoard (http://bb1.wku.edu). This forum provides with a means of communication and exploration of topics/assignments.  The two textbooks for this course will guide our discussions.

Scoring for this assignment will be based on the following criteria:

   1.thoughtful insights
   2.all responses posted by DUE dates
   3.sharing of experiences specific to topic of discussion
   4.specific references to information from our text or other outside readings (references must
     accompany) N
   5. NO "drive-by," "hit-and-run" or "token" responses

Each student will be assigned to one topic that coordinates with chapters from our texts and will be
responsible for submitting the discussion prompt for that topic.  The list is posted below (corresponding
dates indicate date that the prompt MUST be sent to Dr. Powers via email).  The discussion prompt you
write must be based on the assigned chapter, must be thought-provoking, challenging, and direct us to
the "heart" or thrust of the chapter(s).  Students should reply more than once - as in a class discussion
or grand conversation on these topics.  If your prompts are boring, the replies will be boring.  The
instructor reserves to right to edit the submissions for clarity and accuracy.  All points (max of 10) for
these submissions will be added as bonus points to your final score.  Credit will also be given as "class
participation."

This table tells when you are to SUBMIT the prompt for YOUR assigned chapters.  For DUE dates for the
Discussion Board, please scroll down to the calendar.  Your instructor should receive your prompt by 4:00 p.m. CDT.
 
 

Complete directions for responding to the Discussion Board:

A.  1.  Click on Communication.

      2.  Click on Discussion Board.

      3.  Click on the TITLE of the prompt (i.e., Chapter One)

      4.  You will see a list of student names who have already responded.  Read those.

      5.  If you want to reply to any particular student(s), click on the TITLE of their response

      6.  If you just want to post your response, click on NEW THREAD.

      7.  You will see a text box ... type in your response and click SUBMIT.

      NOTE:  This is just a word to the wise.  Type your response in WORD
     (any word processing program will work for this) and COPY and PASTE it into Blackboard.  In the
     unlikely event that Blackboard OR YOUR SERVER goes down WHILE you are composing in Blackboard,
     you will merely have to copy and paste again instead of COMPOSING it all over again!  Make sense?
 

 Click HERE for RUBRIC for scoring this assignment.

Literature-Based Reading Strategies - 200 points

You are required to work with a middle school or high school student on a literature-based reading experience.  This reading experience should provide you with skills to teach comprehension strategies (chapter 3), provide vocabulary development (chapter 6), model writing as responding (chapter 7),  develop an appreciation of literature and reading to learn (chapter 8).  This field experience should also help you learn how to use a piece of quality literature to reinforce concepts in your curriculum.  You should begin this field experience as soon as you have located a student and have had your selection of literature approved by the Instructor of this course.
Use THIS form to plan your instruction with your student.  Click HERE for RUBRIC for scoring this assignment.

NOTE:  Family members are not acceptable subjects for this teaching experience.  For a variety of reasons teaching a sibling, your own child, or a niece/nephew generally does not provide an authentic teaching experience.  If you do not know students of the appropriate age/grade level for this assignment, please let me know and we will try to help you locate someone.

1)  You should select a piece of quality adolescent or young adult literature (one copy of the book for you and one for your student) ... the Instructor must approve your selection of literature.  A list of appropriate literature is provided for your convenience (also listed below is a somewhat expanded list).  It may be to your advantage to select a piece of literature that you have read before ... you will need to re-read the book in order to discuss it in detail with your student, but it will help you make initial decisions regarding content if you know the book before you begin this field experience.  (NOTE:  In the "real world" you would NEVER include a book in your instruction that you had not previously read and found to be of high quality and appropriate for your students.) The book you select should support your area of emphasis (i.e., if you are majoring in science the book should have enough practical references to scientific concepts so as to compliment your curriculum and lead to REAL learning).  More than one 444/421 student can select the same book from the list below:

Dangerous Skies
The Rifle - Shane
Nothing but the Truth : A Documentary Novel
Shabanu : Daughter of the Wind
Holes
Bud, Not Buddy (Newbery Medal Book)
One Bird
Julie of the Wolves
Shiloh
Bridge to Terabithia
Number the Stars
Maniac Magee : A Novel
The Giver
Walk Two Moons (Trophy Newbery)
Out of the Dust
The True Confessions of Charlotte Doyle
Missing May
Wringer
Dicey's Song
The Ear, the Eye, and the Arm
The Watsons Go to Birmingham - 1963
Touching Spirit Bear
The Lion, the Witch, and the Wardrobe
Holes
The Night of the Twisters
The Sisterhood of the Traveling Pants

2)  You and the student should decide how many pages you will read between each meeting - you must meet with the student a minimum of 5 times.  Each of you should keep a journal in which you respond to the reading (note the double-entry journals on pages 271-272 in your text).  Each should begin each session by discussing your journals ... you are trying to engage in "grand conversations" (explained later).  You should be ready to capitalize on elements of the book that relate to your content area.  Ask questions, make comments, prompt for higher order thinking as you help your student comprehend the book and the concepts you have identified.  Keep a log of curricular topics you find throughout the book that would tie to your curriculum.  Use THIS form to plan your instruction with your student.

3)  Supplement your sessions with your student by bringing in textbooks or other expository literature to help your student understand concepts in the book.  Use strategies from chapters 7, 3, 5, and 6 in working with your student.

4)  At the end of your field experience you will turn in the following materials:

A.  Your double-entry journal (do this in WORD so you can send the document to me electronically). This journal should include all bibliographic (APA) information on the book on the first page.  Your journal should include dates, starting and stopping times, and the meeting place.

B.  The materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).  If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

C.  The materials you used to insure comprehension of the book (must be based on a strategy in chapter 3).  If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

D.  The materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8). If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.

E.  A bibliography of all literature (narrative and expository) used in this assignment.

F.  A one page reflection from you on your field experience.  This reflection should include:

    i.  dates and times (starting and stopping times) you met with your student

    ii.  one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)

    iii.  one paragraph describing the positive aspects of using this particular book as a springboard for teaching
         comprehension strategies and content material

    iv.  one paragraph describing any changes you would make the next time you use this book with students

G.  A Lesson Plan Format for EACH session with your student: Use THIS form to plan your instruction with your student.

H.  A one page letter to me (the Instructor) from your student in his or her own handwriting.  This letter should include:  (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project.  You should provide the student with a stamped envelope addressed to me.  Make sure this is mailed to me (Dr. Sherry Powers, WKU, College of Education & Behavioral Sciences, Tate Page Hall 364, Bowling Green, KY  42101) in plenty of time for me to receive it before the end of the term (I must receive this letter by May 30).

Dates	Topics and Readings	Assignments DUE
Monday, May 12, 2003	Course Overview; Homepage; Syllabus; Calendar; Topic Assignments; Discussion Board (Blackboard); Email address in Blackboard (see FAQ);  Assignments:  1)  Read Chapter One & Two;  2)  Respond to prompt for Chapter 1 & 2; 3)  Develop Personal Page in Blackboard (click here to see what information to include)	DUE:  Email to Dr. Powers to confirm that you have found this website and understand the requirements for this course.  sherry.powers@wku.edu
Thursday, May 15, 2003	OptionalSHORT meeting at Tate Page Hall 340  at 10:00 a.m. to answer questions and discuss syllabus.	DUE:  Personal Page in Blackboard Due:  Discussion Board for Chapter One
Friday, May 16, 2003	Assignments: 1)  Read Chapter Three & Nine  2)  Respond to prompt for Chapters Three & Nine	DUE:  Discussion Board for Chapter Two
Monday, May 19, 2002 (click on COLLAPSE)	Assignments:  1)  Read Chapter Seven & Eight 2)  Respond to prompt for Chapters Seven & Eight	DUE:  Discussion Board for Chapter Three & Nine You must email your RESEARCH topic to the instructor by midnight May 18, 2003.
Wednesday 21, 2003	Assignments:  1)  Read Chapter Six 2)  Respond to prompt for Chapter Six	DUE:  Discussion Board for Chapters Seven & Eight
Thursday, May 22, 2003	Assignments:  1)  Read Chapter Four 2)  Respond to prompt for Chapter Four	DUE:  Discussion Board for Chapter Six
Friday, May 23, 2003	1)  Read Chapters Five & Ten 2)  Respond to prompt for Chapters Five & Ten	DUE:  Discussion Board for Chapter Four
Monday, May 26 2003	Assignments:  1)  Read Chapter Eleven 2)  Respond to prompt for Chapter Eleven	DUE:  Discussion Board for Chapters Five & Ten DUE:  Electronic Research Project
Tuesday, May 27, 2003	1) Read, review, and respond to Electronic Research	DUE:  Discussion Board for Chapter Eleven
Wednesday,28, 2003	1)  Read, review, and respond to Electronic Research	DUE:  Send at least 5 email messages to other students (cc to Instructor) providing feedback on Electronic Research Projects
Thursday, May 29, 2003	1)  Read, review, and respond to Electronic Research	DUE:  Send at least 5 email messages to other students (cc to Instructor) providing feedback on Electronic Research Projects  DUE:  Handwritten and signed letter from your student sent to Instructor via snail mail.
Friday, May 30, 2003		DUE:  All field experience materials

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/

Pam Petty's Educational Websites:  http://www.pampetty.com

Child-oriented sites:

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

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/

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.