READING 3513 050
Reading in the Content Areas
Deborah
Jinkins, Ph.D. Phone:
519-5474
Office
Hours: Vary by semester email:
jinkins@tarleton.edu
Office: TSU – CT, Room 124
Program Goal:
This course provides an understanding of factors which influence
learning from content text and teaches specific instructional strategies which
promote comprehension, vocabulary, development, effective study strategies, and
test-taking skills. Includes ways to
modify text for diverse learners.
Attention is given to the principles of research-based reading
instruction.
Textbooks:
Fox, M. Radical Reflections
Readence, J.; Bean, T. and Baldwin, R. Content Area Literacy: An Integrated Approach
Other materials as specified from TEA and SBEC.
http://www.tea.state.tx.us/sbec
Course Goals and Objectives:
Upon successful completion of this course students will recognize
the importance of and have the skills to address specific reading needs of
students within their content area classrooms. The learner will be able to:
§
exhibit knowledge of research-based reading theory,
§
demonstrate a knowledge of current issues
associated with reading instruction,
§
demonstrate knowledge of reading strategies,
§
exhibit knowledge of the characteristics of diverse
readers,
§
demonstrate knowledge of the principles and
practices of assessment and remediation of students as readers,
§
evaluate textbooks,
§
investigate the
§
demonstrate an understanding of the Learner
Centered Proficiencies and Competencies and relate these to content area
reading,
§
demonstrate the ability to use technological
support provided by the Texas Education Agency and State Board of Educator
Certification,
§
demonstrate the ability to
use computer-based technologies such as the web browser to access,
manage, and use information to support instruction.
Course Expectations and Policies
Technology:
Content
and assignments for this course reflect ISTE Standards including: using
terminology, operating computer systems, using productivity tools, collecting
data and information, and practice of ethical and legal uses of technology.
Attendance:
Attendance
is required. No penalty will be assessed for two absences. (In the short
course, this is the equivalent of one class day.)Each additional absence will
result in a deduction of five points from the final grade. Two tardies will be counted as an absence. In the event that
you will not be in class, call me.
TURN
OFF CELL PHONES PRIOR TO BEGINNING OF CLASS. In the case of emergencies, make
prior arrangements with the instructor.
All
work is to be word-processed, typed, or produced with desk top publishing. In
class tasks and journals are the only exceptions to this rule. Late work will be accepted within 24 hours
of its due date for half credit. After the 24 hour grace period work will not
be accepted. A ‘0’ will be recorded.
Philosophy of Literacy in Your Content Area: 50 points
What is your philosophy of literacy within your content area? (1) Why do
students need to be able to read and write to be successful within your content
area class. TEKS (2) How will a lack of reading and writing skills keep
a student from being successful in your field?
WEB (3) What were your experiences in reading and writing within
the classroom of the subject that you intend to teach? (4) What will you do to
ensure that your students have opportunities to become literate in your content
area classroom? Be sure to quote
specific TEKS to support your arguments. You will need to access information
from the web concerning your content area to support your argument
TEKS/TAAS/ExCET 50 points
What
are the TEKS, ExCet, and TAAS, and how can knowing about these help you become
an effective teacher? This task will
allow you to demonstrate your understanding of the vision that
Textbook
Evaluation: 50 points
Using one textbook that is in CURRENT ADOPTION IN PUBLIC SCHOOLS, you
will write an evaluation that will include a Raygor
readability and correlations to the TEKS and TAAS. You will really get in and dig around to see
if this content is appropriate and accurate.
Radical
Reflections: 50 points
Provide proof that you read and understand this book.
Documentation may be anything from a traditional book report to a poem, song,
video, or other product. Be creative.
Exams: 200 points
A mid-term and a comprehensive final each worth 100 points.
Reading
Strategies Notebook: 100 points
As we study reading strategies in class you will need to keep an on-going notebook of them. Use your textbook as a guide. On each typed page list the strategy, how to use is, when to use it, and an example that would be appropriate in your content area. In addition, you will need a table of contents for this notebook.
Topic Papers and
Lesson Designs: 250 points (5 X 50)
You will write a 1-2 page
topic paper on each of the designated lesson topics. For each, you will design a lesson that
incorporates the research into the lesson cycle. The topics include 1) Literature and Bloom’s
Taxonomy, 2) Comprehension Strategies, 3) Vocabulary Strategies, 4) Word
Recognition Strategies, and 5) Study Guides. A template and a rubric will be
provided.
Professional Conduct: (10 points.
May be awarded or deducted. Either may occur, neither should be expected.)
You are expected to conduct yourself as a professional. Dedication, intellectual curiosity, the ability to work with others, and a willingness to learn are some of the qualities that are important. Quality of communication (written and oral) is essential. Your demonstrated ability to accept feedback and make improvements in your performance, to engage fully in the processes required in the learning tasks, and to prepare quality products and responses to all tasks. Points may be awarded or deducted from the final average for unprofessional conduct. Either may occur but neither should be expected.
The
professor reserves the right to modify the syllabus and assignments for this
course.
Course
Grades:
Letter
grades will be assigned at the end of the semester on the following basis:
A = 93-100%
B = 80-92%
C = 70-79%
D = 60-69%
F = less than 60%
PROFESSIONAL STANDARDS FOR
THE DEPARTMENT OF CURRICULUM AND INSTRUCTION
Candidates
for teacher certification at
Communication
>
Communicate appropriately and effectively with
colleagues, supervisors, students, parents and members of the community. Uses good oral and written communication
skills.
Collaboration
>
Work collaboratively with colleagues, mentors and
supervisors to achieve the local, state and national goals of education. Shows courtesy to peers, public school
students and teachers, and the professor.
Commitment
>
Demonstrate commitment to the teaching profession
and exercise leadership for the advancement of the profession and public
education. Shows enthusiasm in class for learning and the educational process.
>
Be responsible, punctual, regular in attendance,
and prepared to participate in all aspects of professional development. (see
details below)
Professional Development
>
Assume responsibility for utilizing professional
teaching practices and constantly strive to improve through professional
growth. Accepts constructive feedback
and demonstrates a willingness to make improvements in attitude and performance
if needed.
Ethical
Conduct
>
Uphold the Code of Ethics for
>
Demonstrate respect and maintain ethical conduct in
relations with professional colleagues, students, parents, and members of the
community. Exhibits honesty and personal integrity. Violations of ethics
results in failure of this course.
Academic
Conduct:
-
Professional behavior and commitment to teaching are the
expectations. Attendance and punctuality
are required. More than 2 (1 class in
short term) absences or 2 tardies results in lowering the final grade. Students missing class will be responsible
for notes, handouts, assignments and any changes in schedules. Being prepared to participate includes
completing assigned reading and bringing necessary textbooks, assignments and
materials to class. All assignments for
this course are due at the beginning of the class period. Grades may be lowered beyond the
professionalism points in extreme cases.
For example, more than six unexcused absences or cheating will result in
failure of the course.
The
Americans with Disabilities Act:
If
there is any student in this class who has special needs because of learning
disabilities or other disabilities, please contact Dr. Steve Vitucci, Academic Dean,
TSU-CT, Office #101A,1901 Clear Creek, Killeen, TX (254) 519- 5494
or Dr. Dwayne Snider, ADA Compliance Officer
in Room 239 of the Administration Building, Stephenville Campus, Phone
(254)968-9373.
Tentative
Course Calendar:
Date Course
Content Assignment
Due
Day 1 Introductions, Course Overview, Four Questions,
Nelson Denny
Content Area Literacy: WHY? History of MS/HS Literacy Programs
Day
2 Language, Culture, and
Diversity & Literacy Processes Ch.3,
TEKS/TAAS/ExCet
TEKS/TAAS/ExCet Philosophy
Piece
Day
3 Teaching/Learning Cycle,
Conditions for Learning
Cognitive Framework,
Reading Process, Writing Process
Day
4
Evaluating Textbooks and
Materials
Day
5 Unit and Lesson Planning
Day
7 :Bloom’s Taxonomy and
Building Literate Thinking
Day
8 Comprehension
Processes and Instruction Ch.
9-10
Day
9 Vocabulary Processes and
Instruction Ch.
8
Day 10 Reading in the Content Areas Chapter
9-10
Day
11 Writing in the Content Areas
Day
12 Word Recognition Teaching
and Learning Strategies
to Support the
Struggling Older Reader
Day 13 Study
Skills,
Reading Strategies
Notebook.
Day
14 Thanksgiving
Day
15 Final Exam