Faculty & Staff > EDUC 354/EDT 654

EDUC 354/EDT 654

Reading in the Content Area

Walsh University

Division of Education

Course Syllabus

Course Number/Title:EDUC 354/EDT 654 Reading in the Content Area

Credit Hours:3

Semester:Spring 2004

Room/Time Assignment:HC 112; Th 6:00-9:00 p.m.

Instructor:Dr. Michelle Lenarz

Office Phone:(330) 490-7328

E-mail:mlenarz@walsh.edu

Office Hours:HC 111B; M 1:30-4:00 p.m.; W 1:00-2:30 p.m.; other hours available by appointment

Catalog Description:

Survey of principles, strategies, and practical techniques used to assist students to deal effectively with reading/study materials in the content areas.Emphasis on, but not limited to, middle school and AYA education strategies.

Field Experience Requirements:

Each student will complete a minimum of 20 hours of field experience working with an individual student, or group of students, in need of supportive reading instruction.Specific details on this assignment will be provided separately [see rubric].The student will describe his or her field experiences using various topics from our textbook (the assign and tell strategy v. an alternate teaching strategy; a comparison of two texts used together in the content area classroom; the physical setting of the classroom; high-stakes, formal standardized testing v. authentic, informal assessment; vocabulary strategies in the content area classroom; comprehension strategies in the content area classroom; comprehension strategies in the content area classroom; writing strategies in the content area classroom; and study strategies and/or study guides in the content area classroom) in an Interactive Observation Journal.The Interactive Observation Journal should be a two-three page, typewritten, double-spaced paper in paragraph form using correct grammar, spelling, punctuation, etc.

The student will submit the Application for Approval of Field Experience Placement to the professor for approval; the professor will then submit it to the Placement Office Director, Mr. Peter Markovich, for approval.The student will describe his or her field experiences with diversity in student abilities, cultural differences, integrated technology, and interaction with parents through the Field Experience Reflective Analysis.The assigned cooperating teacher will validate (via his/her signature and initials) the completion of this assignment through the Verification of Field Experience/Service Learning form and will complete an evaluation form concerning the preservice teacher?s performance (Evaluation of Teacher Candidate Performance).

All field-based paperwork must be completed by January 22nd.

Students must complete all 20 filed experience hours by Thursday, April 22nd, in order to receive a letter grade for the course.Students who do not complete all 20-field experience hours by the deadline will fail the course.

Mandatory Background Check

It is mandatory that ALL education students have a criminal background check prior to entering ANY classroom for observations, field experiences and/or pre-student/student teaching.No exceptions are made for any student.Those students currently teaching or enrolled in evening classes are not exempt from this policy.Failure to submit a clear background check results in an ?Incomplete? for your grade in this course.Questions about this policy can be directed to the Education Placement Office, Hannon Center #110.

All students should be aware that prior criminal convictions, whether or not the conviction has been expunged, can affect his/her ability to obtain a license to teach in the State of Ohio and/or affect his/her ability to obtain employment in a pre-school program, parochial school, public school district or chartered non-public school.It is the student?s responsibility to determine whether he or she is eligible for licensure and/or employment as a teacher in the State of Ohio.Each Walsh University education student is responsible for maintaining the high moral and ethical standards necessary to be included in field experiences, pre-student/student teaching and to become licensed to teach in the State of Ohio.

Academic Policy

Walsh University reserves the right to change its academic policies and procedures.Changes will be publicized to minimize inconvenience to faculty, staff, and students.

Beginning with fall 2003, all education students shall take and pass Praxis II Content before student teaching.

Beginning with fall 2003 all education students are required to have a B- minimum grade in these classes for these programs:

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Alignment:

As part of its mission, the Division of Education is committed to diversity, service learning, and the Judeo-Christian traditions upon which Walsh University was founded.Additionally, we recognize the essential role that technology plays in preparing future teachers.Therefore, this course will address these driving principles by expecting each student to:

Diversity:

*accommodate the diverse needs of students in the Field-Based Lesson.

* understand and respect cultural, linguistic, language and dialect, and achievement differences and recognize the positive contributions of diversity through the interactive observation journal.

Judeo-Christian values:

*maintain conduct of a student learning professional qualities of an educator.

*demonstrate the Judeo-Christian value of empathy and caring towards his or her classmates.

Service Learning:

*complete the field experience requirements as a service to the local school systems and students.

Technology:

*use technology as a tool for completion of thematic unit.

Instructional Objectives:

KNOWLEDGE

Each student will:

1.understand the problems elementary, middle, and high school students face with reading content area textbooks.

2.understand readability and how it affects reading in the content areas.

3.learn how to use formal and informal methods of assessing students? comprehension and retention of content area materials.

4.learn how to guide students to use writing as a learning tool.

5.become knowledgeable about a wide variety of quality nonfiction and fiction books which can enrich and enhance students? understanding of concepts presented in content area textbooks.

6.learn about appropriate strategies and materials to use with diverse learners to improve their reading, writing, and learning with content area texts.

7.understand and respect cultural, linguistic, language and dialect, and achievement differences and recognize the positive contributions of diversity.

8.demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader?s existing knowledge, the information suggested by written language, and the context of the reading situation.

SKILLS

Each student will:

1.demonstrate a working knowledge of the language, principles, and reading/study strategies in content area reading by responding through the interactive observation journal.

2.plan and teach reading/study strategies designed to enhance the vocabulary knowledge, comprehension, and study skills of elementary, middle, and high school students in the field.

3.demonstrate planning and organizational skills by designing content-based thematic units.

4.demonstrate his/her comprehension of the text and class presentations by successfully completing a written midterm exam.

5.use general textbook readability checklist assessment based on content area texts to evaluate authenticity for reading skill and content mastery.

6.demonstrate knowledge of basic models of reading and the classroom applications of these models through journal article reviews and oral presentations.

DISPOSITIONS

Each student will:

1.appreciate the potential benefits of developing the reading and writing skills and attitudes of all students.

2.be confident of his/her ability to successfully inspire literacy development.

3.be committed to fostering and supporting a life-long appreciation for reading and writing in his/her students.

Required Texts and/or Instructional Materials:

Ohio Department of Education (2002).Academic content standards:K-12 English.Columbus, OH:Author.

http://www.ode.state.oh.us/academic_content_standards/pdf/ELA%2012-16--FINAL.pdf

Ohio Department of Education (2002).Academic content standards:K-12 mathematics.Columbus, OH:Author.

http://www.ode.state.oh.us/academic_content_standards/pdf/Mathematics12-12FINAL.pdf

Ohio Department of Educaiton (2003).Academic content standards:K-12 science.Columbus, OH:Author

http://webapp1.ode.state.oh.us/science_comment/word/Indicator_chart_11-23.doc

Ohio Department of Educaiton (2003).Academic content standards:K-12 social studies.Columbus, OH:Author

http://webapp1.ode.state.oh.us/social_studies_comment/word/Gr_k12_mail%20out.doc

Vacca, R. T., & Vacca, J. L.(2001).Content area reading (7^th ed.).New York:Addison Wesley Longman.

Recommended Texts and/or Instructional Materials:

Mager, R. F. (1997).Preparing instructional objectives: A critical tool in the development of effective instruction (3^rd ed.).Atlanta:Center for Effective Performance.(Available on library reserve).

Course Content, Schedule, and Assignment Due Dates:

The professor reserves the right to adjust the following schedule depending on class needs.

DateTopic/ActivityAssignment(s)

Th Jan 8Course Syllabus/Overview

Th Jan 15Reading MattersVacca & Vacca, Ch-1

Th Jan 22Learning with Textbooks, Trade Vacca & Vacca, Ch-2

Books, and Electronic Texts

Th Jan 29Bringing Students and TextsVacca & Vacca, Ch-4

Together

Th Feb 5Making Authentic AssessmentsVacca & Vacca, Ch-3

Content Area Reading

Assessment

Th Feb 12Struggling ReadersVacca & Vacca, Ch-11

Th Feb 19Midterm ExamMidterm Exam

Th Feb 26Vocabulary and ConceptsVacca & Vacca, Ch-5

Thematic Unit

Lesson Plan #1

Th Mar 4NO CLASS ? SPRING BREAK

Th Mar 11Prereading StrategiesVacca & Vacca, Ch-6

Field-Based Lesson Sharing

Journal Article Review

Th Mar 18Talking to LearnVacca & Vacca, Ch-7

Thematic Unit

Lesson Plan #2

Field-Based Lesson Sharing

Th Mar 25Writing to LearnVacca & Vacca, Ch-8

Field-Based Lesson Sharing

Th Apr 1Study StrategiesVacca & Vacca, Ch-9

Study Guides Vacca & Vacca, Ch-10

Thematic Unit

Lesson Plan #3

Field-Based Lesson Sharing

Apr 8NO CLASS ? EASTER BREAK

Th Apr 15Field Experience SharingInteractive Observation

Journal

Th Apr 22Thematic Unit SharingThursday, 6:30-8:30 p.m.

Thematic Unit

Lesson Plan #4

Thematic Unit

Course Evaluation Methods/Final Grade Determination:

1.Attendance and Participation30 points

You are expected to attend every class, to be on time, and to participate in the discussions.Three points will be deducted for each absence; one point for each time late or early departure.Additional points will be deducted for major participation activities on days missed.Emergency situations or extenuating circumstances will be considered.[Please see p. 48 of the 2003-2004 Walsh catalog for university-sponsored activities in which students are excused from class].Please call and leave a message at (330) 490-7328.Late work may not be accepted.If accepted, the grade will be lowered.At the end of the semester, incomplete work will have the points deducted from the total and the overall course grade will be lowered.You are responsible for any material covered in a missed class.Please find a classmate to take notes and collect handouts in your absence. After one written warning, the instructor may administratively withdraw a student from a course after nine cumulative hours of unexcused absence ? see p. 48 of Walsh catalog.

2.Content Area Reading Assessment40 points

Each student will complete the general textbook readability checklist (pp. 109-111) after selecting an appropriate content area textbook to his/her present grade level or his/her future desired grade level.The student will evaluate the content area textbook based on its understandability, usability (external and internal organizational aids), and interestability as well as assessing its overall rating and strengths and weaknesses.These checklists will be shared in small group settings that are appropriate to the student?s particular content area.The content area reading assessment will also be evaluated on its correct grammar, spelling, punctuation, etc. and its overall neatness, attractiveness, and professionalism [see rubric].

Due:February 5th

3.Field-Based Lesson52 points

Each student must make arrangements to work with a content area classroom teacher in a field setting and develop and teach one content area reading lesson plan.This will be documented as part of the 20 hours of field experience and will include meeting with the teacher to develop your lesson plan and getting to know the students prior to teaching your plan.The actual teaching of the lesson plan should be no less than 45 minutes in length [unless the grade level does not make this possible].Your lesson plan and teaching will be evaluated by your instructor and the cooperating teacher.

Each student will design, develop, and submit one lesson plan.The lesson plan will include before, during, and after language arts? strategies.All the strategies must come from your textbook.Your lesson plan should include the grade level for which the plan is intended; the language arts strategies used; a behavioral objectives? section with at least three objectives which contain a behavior, a condition, and a criterion; a rationale section with explanations and definitions of the language arts? strategies used and indicators, standards, and organizers from the Academic Content Standards appropriate for the particular content area and grade level; a materials? section including APA Manual citations for the texts(textbooks, trade books, electronic texts, etc); procedures to be followed including before, during, and after language arts? strategies; and an evaluation section which measures each of your behavioral objectives.A sample lesson plan will be provided in class.No student may resubmit a plan that he/she developed for another course.Your lesson plan will be graded according to the Field-Based Lesson rubric [see rubric].

You will also need to find the readability level of your selected text (trade book, electronic text, etc.) using the Flesch-Kincaid readability level of your text or perform an abbreviated General Textbook Readability Checklist on your selected textbook (2 understandability criteria, 4 usability criteria including 2 external and 2 internal organizational aids, and 2 interestability criteria).In addition, you will need to locate your selected text on www.amazon.com to find an editorial review of your text.Both of these documents, the Flesch-Kincaid Readability Statistics or the abbreviated General Textbook Readability Checklist and the search on www.amazon.com will be handed in with your lesson plan.You will also need to hand in any language arts? strategies for before, during, and after reading which accompany your lesson plan.During the course of the semester, you will share and model 10 minutes of your lesson plan for the class.Due:March 18^th, 25^th, April

1^st [see sign-up date]

4.Interactive Observation Journal44 points

Each student will complete a minimum of 20 hours of field experience working with an individual student, or group of students, in need of supportive reading instruction.The student will describe his or her field experiences using various topics from our textbook (the assign and tell strategy v. an alternate teaching strategy; a comparison of two texts used together in the content area classroom; the physical setting of the classroom; high-stakes, formal standardized testing v. authentic, informal assessment; vocabulary strategies in the content area classroom; comprehension strategies in the content area classroom; comprehension strategies in the content area classroom; writing strategies in the content area classroom; and study strategies and/or study guides in the content area classroom) in an Interactive Observation Journal.The Interactive Observation Journal should be a two-three page, typewritten, double-spaced paper in paragraph form using correct grammar, spelling, punctuation, etc.

Due:April 15th

5.Midterm Exam50 points

A multiple choice and essay midterm exam will be given. The exam will cover assigned readings, class discussions, lectures, activities, and handouts.The primary purpose of this exam is to assess your competency with the concepts and methods described in your textbook.Therefore, it is essential that you thoroughly read and process this content in a timely manner.The assigned chapters that appear on your course schedule are to be read prior to that day?s class.This should help you avoid trying to read and learn excessive and impossible amounts of information just prior to the exams.Due:February 19th

6.Thematic Unit & Four Lesson Plans60 points

Please refer to the Thematic Unit guidelines and the attached rubric.

Due:February 26, March 18, April 1^st, April 22nd, 6:30-8:30 p.m.

7.Journal Article Review32 points

Each student will select and read at least one article about content area reading from the major professional reading journals (The Reading Teacher, Language Arts, Primary Voices K-6, Voices from the Middle, Journal of Adolescent and Adult Literacy, English Journal, ALAN Review, College English, Reading Research and Instruction, Reading Horizons, Research in the Teaching of English, and Reading Research Quarterly).Walsh University subscribes to several of these professional reading journals.Each student will select one article from these journals that is of interest to the student and relates to content area reading.

After reading the article, the student will submit a two-page typewritten, double-spaced critique of the article (grammar and spelling will be assessed).The critique should include:

a.one brief paragraph that synthesizes the gist of the article.

b.at least two paragraphs that give the students? pre-professional or professional opinion of the article from practical, research, and/or theoretical viewpoints.

c.one paragraph that indicates whether or not the article would be useful for other preservice teachers to read and why

d.a copy of the article must be included with the critique

e.a reference citation of the article adhering to the American Psychological Association Manual format at the end of the article, e.g.:

Leu, D. J. (2002).Internet workshop:Making time for literacy.The Reading Teacher, 55(1), 466-472.

The article will be professionally shared and discussed in class, through an informal group setting.Sharing and discussion should last approximately 10 minutes and focus on the practical use of the article.Due:March 11th

Evaluation Criteria for Graduate Students

Points will be awarded for each assignment as follows for undergraduate students:

1.Attendance and Participation30 points

2.Content Area Reading Assessment40 points

3.Field-Based Lesson52 points

4.Interactive Observation Journal44 points

5.Midterm Exam50 points

6.Thematic Unit 60 points

7.Journal Article Review32 points

Grading scale for graduate students is shown below:

A=308-296 pointsC=255-241 points

A-=295-287 points

B+=286-281 points

B=280-268 points

B-=267-262 points

C+=261-256 points

Evaluation Criteria for Undergraduate Students

Points will be awarded for each assignment as follows for undergraduate students:

1.Attendance and Participation30 points

2.Content Area Reading Assessment40 points

3.Field-Based Lesson52 points

4.Interactive Observation Journal44 points

5.Midterm Exam50 points

6.Thematic Unit 60 points

Grading scale for undergraduate students is shown below:

A=276-265 pointsC=229-216 points

A-=264-257 pointsC-=215-207 points

B+=256-252 pointsD+=206-202 points

B=251-241 pointsD=201-196 points

B-=240-235 pointsD-= 195-188 points

C+=234-230 pointsF= 187-0 points

According to the Division of Education, the grading standards are as follows:

A Superior 4.0 96-100%

A- Excellent 3.7 93-95%

B+ Very good 3.3 91-92%

B Good 3.0 87-90%

B- Above average 2.7 85-86%

C+ Average 2.3 83-84%

C Average 2.0 78-82%

C- Below average 1.7 75-77%

D+ Poor 1.3 73-74%

D Very poor 1.0 71-72%

D- Extremely poor 0.7 68-70%

F Failure 0.0 67% or less

Additional Information:

1.Please read and follow the Academic Integrity Policy from the Walsh University Undergraduate Catalog.

Students are responsible for their academic work.Plagiarism and other forms of cheating or dishonesty may result in a failing test or course grade, or suspension.A classroom paper of any type must be the work of the student submitting it.The student is responsible for paraphrasing and attributing any material taken from other sources, including books, magazines, newspapers, electronic media, private letters, interviews, other individuals? work, etc.This means that the source must be identified through footnotes, quotation marks, and other forms of documentation.Copying sources without credit, through quotation marks, footnotes, or other documentation, is plagiarism, a major form of academic cheating.

A classroom paper must not be a series of phrases, sentences, or paragraphs copied from a source or sources. This is also considered to be plagiarism.

2. This course requires several projects.It is expected that the students will not copy the works of publications, unless part of the work is included in the project and credit is given to the original source.

It is expected that the students will not use coursework that has been prepared for another course, in this course.All work should be original.

?Cheating? on exams or any other assignments will not be tolerated.Exam cheating involves copying answers from another source or having someone else complete the work for you.

Plagiarism will not be tolerated.Plagiarism involves copying the works of others without giving credit to the original source.

If deviation occurs from the above standards, the professor will confer with the student(s) involved.The student(s) will have an opportunity to defend themselves, with another witness from the Division of Education.The professor will reserve the right to lower the student(s) grade by at least one letter grade, based on professional judgment.The student always has the right to take the issue to the Office of Student Affairs.

3.Please read and follow the Guidelines for Professional Practice:A Handbook for Pre-Service Teachers? Field Experience Placements for your preparation for, appearance during, interactions with students during, working with school professionals during, and evaluation of your field experience.

Assignment Specifications:

See attached rubrics.

Reading in the Content AreaProfessor:Dr. Michelle Lenarz

EDUC 354/EDT 654 Spring 2004

Running Readability Statistics

1.Choose a children?s or adolescent book to analyze for readability levels.

2.Select three 100-word passages form the text (one from the beginning, one from the middle, and one from the end of the text).

3.Type these three passages into your word processing program (Microsoft Word, etc.)

4.Highlight the first passage and click on ?spelling and grammar? which is either on your toolbar or under ?Tools.?

5.After running both spelling and grammar checks (if the program suggests changes, click ignore, as you do not want to alter the text), the program should allow you to check the readability and, in fact, may run it for you automatically.If it does not offer readability after the grammar check, click on ?Tools,? then click on ?Options,? and then click on ?Show Readability Statistics.?At this point, run the spelling and grammar checks again, and it will give you a read out.

6.You will see a readout entitled ?Readability Statistics.?In it you will find a variety of information.We are focusing on the last section labeled ?Readability.?Find the category named ?Flesch-Kincaid Grade Level.?It will give you a number such as 4.3 (this stands for 4th grade at three months in the school year).

7.This rating gives you an idea of the readability level of this passage of your text.Bear in mind that this level is an approximation and that a more appropriate readability rating is generally two grades higher than this program reports.

8.Highlight the second and third passages and repeat the above steps.

9.For this assignment, you should turn in your typed passages with the Flesch-Kincaid Grade Level statistic ratings and your name, course title, and the date in the upper right-hand corner.

THEMATIC UNIT

Thematic Unit60 points

This thematic unit is designed to provide a mini-curriculum for middle childhood and adolescent students.It is recommended that the student select a thematic unit that suits his or her individual interests regarding content area reading. The student will use the lesson plans he/she develops for the unit for teaching in his/her classroom or at his/her future student teaching placement.All materials should be placed neatly and attractively in a three-ring binder.Use sheet protectors to hold bulky items.

Include the following written information for your theme.All materials should be geared toward the grade level you teach.

A.Grade Level of Students

B.Theme Title:(Examples:?Sounds All Around,? ?Let?s Eat,? ?Journeys through Time and Space,? ?Changes,? ?Explorations,? and ?Exploring Our Roots.?Here are a few websites that might be helpful in finding theme-related sources:www.stemnet.nf.ca-Theme-related resources on the World Wide Web.www.education-world.com-Education World (Thematic units and related sites).www.ed.sc.edu/caw/THEME.HTML-Enhancing Thematic Units with Technology:Examples of Software and Web Sites list resources for often-taught themes.Also see Box 2.3, ?Nothing but Net:Selected Web Sites Across the Curriculum? (pp. 60-61), and Appendix A, ?Internet Addresses for Content Areas? (pp. 420-432) in your Vacca & Vacca textbook.

C.Subject Area:List them - language arts, math, science, social studies, etc.

D.Goals of the Unit:These should be broad.For example:Students will learn about space travel by reading and discussing nonfiction books.Students will develop their reading comprehension of informational material through the use of strategies such as KWL and DRTA.

E.Vocabulary:List terms that students will need to be taught as they explore the thematic unit.Choose key words that come from the books the students will read.Be sure to also include the definitions of the words.You are required to have a minimum of 40 (4X10=40) vocabulary words for the unit.

F.Texts:All texts used in the unit must be related to the theme you choose.The texts must be high quality texts.Also see ?Trade Book Selection Guide for Children and Adolescents? (pp. 44-45) in your Vacca & Vacca textbook.

Include the following information on the books:

a.Nonfiction Books (You must have at least 4.Integrated Language Arts or Language Arts must have at least 2).

1.List the author, date of publication, title, city of publication, and publisher for

using American Psychological Association format.

2.Cite the source that has recommended the book.Examples:BookLinks, The Horn Book Magazine, www.chebucto.ns.ca Electronic Resources for Youth Services:Book Reviews-this site links to more than a dozen websites that review children?s books, www.ncrel.org-this site reviews multicultural books for children, including African-American, Asian-American, Hispanic-American, and Native American titles, www.carolhurst.comChildren?s Literature Site-this site has book reviews of children?s literature.

Give FULL CITATION for the source that has recommended the book.For a magazine, cite the author, date, title of the article or review, name of the magazine, volume, number, and page numbers.For a book, cite the author, date, title, place of publication, and publisher.For an Internet site, cite the author, date, title of the review, and Internet address.

3.List the readability level of each book obtained on Microsoft Word (See attached directions for obtaining a readability on a book).

4.For each book, write a one-paragraph rationale explaining why you selected the book.Consider the 5 A?s:authority of the author; accuracy of the text; literary artistry; appropriateness for this age group; and appeal of the book for children.

5.For each book, write a second paragraph discussing the unique features of the book such as interesting visuals, maps, graphs, charts, index, table of contents, back matter, etc.

b.Fiction and Poetry (Integrated Language Arts or Language Arts must have at least 2).

1.List the author, date of publication, title, city of publication, and publisher for each book using American Psychological Association format.

2.Cite the source that has recommended the book.

3.List the readability level obtained on Microsoft Word for each book.

4.For each book, write a one-paragraph rationale explaining why you selected the book.For fiction, consider the literary quality of the book in terms of characters, setting, theme, plot, and use of language.For poetry, consider the literary quality of the poems in terms of imagery, rhythm, rhyme, and appeal to children.

G.Internet:Find one Internet site that children could use that is related to the theme of your unit.List the Internet address and write a one-paragraph summary of information and activities included in the site.Also attach a printout of the first page of this site.An excellent place to start is:www.yahooligans.com.This site has activities for children at different grade levels related to science, nature, language arts, social studies, math, etc.

H.Other Technology:List other technology sources that can be used with this unit such as videos, CD Roms, films, etc.Give the author, title, and producer of these sources.

I.Artifacts:Create a list of artifacts that can be used with the unit.Examples:National Geographic maps, rock kits, drums, rain sticks, etc.Nature stores are very useful for these items.

J.Community Resource:List at least one community resource that could be used for a field trip or speaker.Include the following:

a.Name of site

b.Telephone number and address

c.Days/hours of operation

d.Brief description of what students will see, learn, and do

Examples:Summit County Historical Society, Inventure Place, Akron Art Museum, Akron Zoo, Cleveland Rainforest, etc.

L.Lesson Plans:You must include at least 4 lesson plans in your unit.Follow the Sample Lesson Plan handouts from class.Each one of your lesson plans must have content area reading strategies from our textbook for before, during, and after reading.These will be due throughout the semester; please consult course due dates.