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RED 5340 (CRN 22587) Current Topics: Reading Education

Michele Stafford-Levy, Ph.D. Office Hours: By appointment only! 497-9393 (cell) Twitter @levymichele mslevy@utep.edu

This course is designed to offer the opportunity to develop the necessary competencies to effectively teach reading in the content areas. This may include curriculum, concepts, strategies, and skills necessary to integrate content and literacy skills.

Student Learning Outcomes Upon completion of this course, students will be able to: (1) Develop and apply a meaningful understanding of literacy in the content areas through the creation of

lesson plans and thematic units (TExES Language Arts and Reading 8-12 Standard I); (2) Examine ways to work with students to become critical, empowered, and engaged readers and writers; (3) Select and use a variety of media and texts, including trade books, textbooks, videos, and other forms of

technology, in order to engage students in content area literacy (TExES Language Arts and Reading 8-12 Standard IV);

(4) Evaluate the importance of reading for understanding and apply reading and study strategies for various types of literary and non-literary texts (TExES Language Arts and Reading 4-8 Standard IV; TExES Language Arts and Reading 8-12 Standard II, III);

(5) Demonstrate and apply writing as a recursive, developmental, integrative, and ongoing process and apply this understanding through engagement in the writing process with course assignments (TExES Language Arts and Reading 4-8 Standard V; TExES Language Arts and Reading 8-12 Standard V, VI);

(6) Demonstrate understanding of the word analysis skills and strategies in order to enhance students’ vocabulary development and conceptual understanding (TExES Language Arts and Reading 4-8 Standard III; TExES Language Arts and Reading 8-12 Standard VII)

(7) Interpret, analyze, and produce inquiry-based approaches to literacy teaching and learning and apply this understanding through the development of lesson plans and thematic units (TExES Language Arts and Reading 4-8 Standard VI);

(8) Interpret, analyze, and produce visual images and messages using multiple forms of media and technology and be able to provide opportunities for students to do the same (TExES Language Arts and Reading 4-8 Standard VII; TExES Language Arts and Reading 8-12 Standard IX);

(9) Demonstrate knowledge of the importance of oral communication and create ways to foster listening and speaking skills of students through lesson plans, book talks, and thematic units (TExES Language Arts and Reading 4-8 Standard I; TExES Language Arts and Reading 8-12 Standard VIII);

(10)Demonstrate understanding of the underlying principles of assessment (TExES Language Arts and Reading 4-8 Standard VIII).

TEXAS TEACHER STANDARDS (PPR) ADDRESSED: Course Objectives:

1. Understand how to create a classroom environment that encourages respect and rapport that fosters a climate of learning, equity, and excellence. (P & PR, ec-4, 4-8 Standard II)

2. Be knowledgeable of national and state literacy standards and the role they play in a balanced literacy curriculum. (P & PR, ec-4, 4-8 Standard I)

3. Understand the role of oral language development, phonological and phonemic awareness, alphabetic principal, word analysis and decoding skills, and apply this understanding to design appropriate instruction. (Reading/LA ec-4, 4-8 Standard I, II, III, V)

4. Demonstrate an understanding of the role of the stages of literacy development and the contexts that support that development. (Reading/LA ec-4, 4-8 Standard V)

5. Demonstrate an understanding of the role of reading fluency and comprehension and utilize appropriate strategies to foster development. (Reading/LA ec-4, 4-8 Standard VI, VII)

6. Understand the importance of being a reflective practitioner to become a flexible, adaptive, and effective instructor. (P & PR ec-4, 4-8 Standard IV)

7. Design instruction appropriate for students’ levels and abilities based on continuous and appropriate assessment. (P & PR ec-4, 4-8 Standard III)

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REQUIRED TEXTS:

Manzo, A. and Manzo, U. (2009). Content area literacy: A framework for reading-based

instruction. Hoboken, N.J.: Wiley and Sons.

Allen, Janet (2000). Tools for teaching content literacy. Portland, Maine: Stenhouse.

COURSE REQUIREMENTS:

1. Working /Learning Folder (ALL logs) 100 pts 450-500 pts = A

2. Abstract of article (your research topic) 50 pts 400-449 pts = B

3. Unit (Lesson Plans & Rdg. Strategies) 100 pts 350-399 pts = C

4. Research paper and presentation 200 pts Any incomplete assignments = F

5. Chapter Exams (10X5) 50 pts

Assignment details outlined on page four.

GRADED Assignments:

1. Working Learning Folder: See page four (4) of this syllabus. *Note: this professor spends at least an hour per student reviewing all logs, lesson plans and abstract. Please show pride and professionalism in your work!

2. Abstract of Article: The abstract is a one page summary with bibliographic info (APA) at the top of the page. You will briefly summarize the scholarly article you are going to write a research paper about. It should be about reading in your content area or, depending on the grade level you teach, emergent literacy/adolescent literacy. Your final presentation will

be about the article and you will lead the discussion. Your topic will either be approved or you will be asked to narrow the focus, reconsider, etc. Once you receive instructor approval, then you may begin to work on this topic. There are resources for this class at:

http://tne.utep.edu/tsn/milevy/index.htm

3. Research Paper and Presentation: You will prepare a presentation of your final paper and lead

the class discussion. Be sure and have engaging questions and enroll the class in a lively

discussion. See rubric and point scale on page 5 and 6 of this syllabus.

4. A Unit in Your Content Area. Write up 3-4 Lesson Plans incorporating specific literacy

strategies to support your TEKS. You may download this from Texas Education Agency:

ritter.tea.state.tx.us/teks/ Be sure to include objectives, procedures and evaluation of learning. An

interactive lesson plan template is available on my web site at:

http://tne.utep.edu/tsn/milevy/index.htm

Remember a Unit is the general topic: The Skeleton. The lessons support the Unit: Cranium (lesson 1), rib

cage (lesson 2), pelvic bones (lesson 3). Please have a reading strategy present in each of the lessons you

write and provide a copy of the grade level and content TEKS for the lesson plan you will be writing.

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Class 1 Jan. 18th

Discussion Topics (this column)

Introductions; Whose Job is It?

Learning to Read vs. Reading to Learn

Activating Prior Knowledge

In class essay

Writing Lesson

Class 2 Jan. 25th

Content Are Literacy’s Breakthrough Era

Ask Dr. Levy for the path to the Rand Study

Read M&M Ch. 1 Exam 1

Discuss Allen’s Intro K-W-L

Class 3 Feb. 1st

Social Constructivism Read Article on CAL Allen’s

Tools for Teaching Read M&M

Ch. 2— Exam 2

Class 4 Feb. 8th

Literacy Concepts and Terminology

Reader Response

Read M&M Ch. 3— Exam 3

Class 5 Feb. 15th

Elements and Frameworks for Interactive Rdg.

Assessing Reading & Content

M&M Ch. 4 & 5— Exam 4&5

Class 6 Feb. 22nd

Pre-Reading-Schema Activation

Guided Silent Reading

Read M&M Ch. 6— Exam 6

*Folder Check*

Class 7 March 1st

Post-Reading Schema

Visual Literacy

Read M&M Ch. 7— Exam 7

Class 8 March 8th

Vocabulary Bldg. Sharing readings

Read M&M Ch. 8

Exam 8 *Abstract Due*

Class 9 March 15th

Spring Break

Spring Break

Class 10 March 22nd

Critical Constructive Rdg, Writing, Thinking

Sharing Your Readings M&M Ch. 9— Exam 9

Class 11 March 29th

Review Allen’s Strategies

M&M Ch. 10 Exam 10

Class 12 April 5th

Writing to Learn M&M Ch. 11

*Folder Due*

Class 13 April 12th

Interactive Assessment

Journals/Portfolios/Lab books You Teach a Strategy Presentations Begin

Read M&M Ch. 12, 13, 14 Research Presentations

Class 14 April 19th

Study Methods and Mind Tools Research Presentations

Class 15 April 26th

Subject Specific Strategies

Collecting information Interviewing

Research Presentations

Class 16 May 3rd

Research presentations

Research Presentations

Finals May 10th

Final Exams

Research Presentations

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Working/ Learning Folder

All logs will be an essay. If you choose not to write Keepers or Ponderings, then please write a log of your learning while reading the given chapter. Post an electronic copy to Blackboard the day they are due or beforehand. The logs will be in your final working/learning folder as well.

Types of responses: Learning Log - Log of your learnings (summary, of material/ ideas new to you)

Q's & Comments - Genuine questions and/or comments you wish to discuss in class.

Personal Response - Your genuine reactions to some aspects of the readings (or class

contents). This is an essay.

Intermittent Personal Response – Above written periodically throughout the reading

Keepers - Items you wish to keep— quotes, tips, activities. Please paraphrase all but

quotes.

Ponderings- A recounting of something on your mind regarding kids or teaching or your work

with your Cooperating Teacher if you are an intern.

Before Reading Text: (Into) Due Dates Class Meeting

1. List and prioritize: (a) Goals (2-4) for your students at

semester’s end (b) Goals (2-4) for yourself as a teacher

(learning folder)

January 25th

Class #2

2. Essay: Why some children fail to read successfully

(Place in your learning folder)

January 25th

Class #2

During the Reading of Text: (Through)

3. Learning Log for M&M Ch. 1 January 25th Class #2

4. List of authorities and Ed scholars Ongoing

5. Personal Response to M&M Ch. 2 February 1st Class #3

6. Keepers, Tools for Teaching OR Ch. 3 of M&M February 8th Class #4

7. Q & Comments, M&M Ch. 4 & 5 February 15th Class # 5

After the Reading of Text (Beyond)

8. Ponderings Ch. 6 Feb. 22nd

*FOLDER CHECK*

Class #6

9. Personal Response to M&M Ch. 7 March 1st Class #7

10. Keepers, M&M Ch. 8 March 8th

Class #8

11. Learning Log, M&M Ch. 9 March 22nd

Class #10

12. Personal Response to thinking/learning in different

kinds of journal responses Ch. 10

March 29th

Class #11

13. Personal Response, Tools for Teaching OR Ch. 11 of

M&M

April 5th

*FOLDER DUE*

Class #12

14. Q’s & Comments, Tools for Teaching Ch. 12, 13 & 14

(merge 3 chapters)

April 19th

Class #13

Term Paper (200 points)

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This class is all about content literacy. We will discuss many different aspects of content literacy. Why is this an important issue for you in your specific content area? How will you apply literacy into your classroom? Your paper will be on how to integrate literacy into your content area. What aspect of literacy can you implement to improve your instruction within your content area?

Examples: pre-reading strategies for science, journal writing for math, or connecting to schema for language arts. You will research and submit, guided by your instructor, an area of interest and write a review of the research linking both current theory and direct application to your own teaching/classroom. You must have prior approval of your topic. During the first week of class, you will post your proposed topic within the class Discussion Board area for Term Paper Topic. You will need to give a rationale for the proposed topic. The format for this assignment is as follows: General Guidelines

Professionally prepared with attention to spelling and appropriate grammar/mechanics 6-8 pages (DOUBLE-SPACED) in length (including citations) with reasonable margins not to

exceed 1" with a font size of 12 pt. Submit as directed by course instructor Divide into specified sections using the subheadings below Prepared utilizing APA style guidelines

o Cover page is required o Abstract (about 100 words summarizing the research utilizing the APA style guidelines)

and due March 8th, 2011 o Direct Quotations and Block Quotes –This should not make up the majority of your

paper. You are to research and put it into your own words, but remember it is not your idea so you must give the author credit (citations). As graduate students you should not be using secondary sources. This is when one author cites another author and you cite the first one. For example: John Smith in his article is discussing the work of Vygotsky. You MAY NOT cite Smith, you must pull the original source. Meaning you must go to Vygotsky.

o Reference Page A minimum of 5 primary peer-reviewed sources is required. What is a peer-reviewed source?

Refers to a research report or "paper" that has been read and evaluated by experts in the topic. "Peer-reviewed journals" are those in which all the published articles have been reviewed by experts and determined to be of a quality and completeness that makes them acceptable for publication and distribution. (Google)

Grading Criteria for Term Paper (Rubric)

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Possible Introduction: States the purpose of the paper and gives an introduction to the topic for the reader.

30 points

Review of the research (important research related to the topic):

Current research from professional sources (peer-reviewed journals, research-based texts, monographs since 1997)

Synthesize research findings into a coherent whole Citations included in the body of paper (APA format)

(go to the following websites for APA information) www.apastyle.org/elecref.html

The various dimensions of the topic are well developed through your review of the research

70 points

Possible Implications/classroom applications

Why is this information important to educators? How is this linked to research?

How can this information be used to shape school programs/classroom practices?

What specifically will you do with this information in your own professional setting? Address how you will take this research and shape your own professional practices, etc.

70 points

Conclusion

Brief summary of your findings and your conclusions 30 points

LATE PAPERS WILL BE ASSESSED WITH 50% PENALTY

TOTAL 200 points

Classroom Policies

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1. Full attendance & participation is required. Absences exceeding 2 class meetings may result in a loss of 5 to 10 credit points. With 3 absences, the professor reserves the right to drop a student from the class. Please advise the professor in writing of absences. Students are advised to save their 2 ―allowed absences‖ for emergencies or other extenuating circumstances. It is the student’s responsibility to make up missed work when absent; this should be done within a week of the absence. Student attendance is important for full participation in the course activities.

2. Students coming in at break time should notify the professor of their presence if they wish to

receive credit for attendance for ½ of the class. It is the student’s responsibility to the professor class if they come in after attendance is taken. Students may be credited for only ½ class attendance—depending on how late they arrive to class or if they leave during the break.

3. The professor reserves the right to adjust schedules and change topics in order to meet student

needs and interests.

4. Please turn in all assignments on time. The professor reserves the right to refuse late assignments. Plan accordingly!

5. Research papers or other student products which have been submitted for other courses will not

be accepted.

6. Any student found guilty of academic misconduct shall be subject to disciplinary action as per university policies. Academic misconduct includes but is not limited to a) cheating or knowingly assisting another student in committing an act of cheating or other forms of academic dishonesty, and b) plagiarism, which includes but is not necessarily limited to, submitting reports, undocumented quotations, computer-processed materials, or other material as one’s own work when such work has been prepared by or copied from another person. The professor reserves the right to scan all student papers that are submitted for plagiarism using the designated software for detecting materials that are copied from the internet.

7. No incompletes will be given for this course unless there are extenuating circumstances. Please

talk to the professor ASAP if such a situation arises. In any case, incompletes will be given only if a student is passing the course and provides evidence of a documented illness or family crisis which genuinely precluded successful completion of the course.

8. Any student that qualifies under the ADA (Americans with Disabilities Act) should contact the

professor at once. If you have a disability you may self-identify by providing documentation to the Office for Disabled Student Services. If you have a condition which may affect your ability to exit safely from the premises in an emergency, or which may cause an emergency during class, you are urged to discuss this in confidence with the appropriate staff at the Office for Disabled Student Services.

Sign Up Sheet for

Research Paper Presentations

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Student’s Name April 26th

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Student’s Name May 3rd

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1. Working /Learning Folder (ALL logs) 100 pts 450-500 pts = A

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2. Abstract of article (your research topic) 50 pts 400-449 pts = B

3. Unit (Lesson Plans & Rdg. Strategies) 100 pts 350-399 pts = C

4. Research paper and presentation 200 pts Any incomplete assignments = F

5. Chapter Exams (10X5) 50 pts

Assignment Comments Points

Working /Learning Folder

Abstract of article

Unit and Lesson Plans

Teach a reading strategy in your subject

Quizzes (10X5)

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Recommended Readings (my web site): encoe's Rdg in CA http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/12 U.S. Dept. of Ed http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/hinkle/hinkle.pdf Thomas Bean http://www.readingonline.org/articles/art_index.asp?HREF=handbook/bean/index.html U Conn ***** http://www.literacy.uconn.edu/contlit.htm Melissa Jones http://score.rims.k12.ca.us/score_lessons/content_area_literacy/ LAB at Brown http://www.alliance.brown.edu/pubs/perspectives/adlitcontent.pdf Kendall/Hunt http://www.kendallhunt.com/contentarealiteracy/activities.html EDC http://www.literacymatters.org/lessons/contentoverview.htm ERIC Clearinghouse-Rdg. http://reading.indiana.edu/ IRA-Int'l. Rdg. Association http://www.reading.org/ McCorkel Clinard http://www.cfep.uci.edu/crlp/CONTENT_LIT.pdf Dan Katz' Learning Station http://pirate.shu.edu/~katzdani/Learning%20Station.htm REL Network http://www.relnetwork.org/2002ar/04-LAB.html Jill Kerper Mora http://coe.sdsu.edu/people/jmora/ContentReadMM/ NCELA http://www.ncela.gwu.edu/resabout/literacy/ University of Virginia http://www.teach.virginia.edu/centers/clic/ Reading Research Quarterly http://www-personal.umich.edu/~moje/pdf/Journal/WorkingTowardThirdSpace.pdf Content Literacy Info Consortium http://curry.edschool.virginia.edu/centers/clic/ Web Quests http://webquest.org/ Content Area Literacy http://ursamajor.hartnet.org/chow/integrate/subjects.htm Scholastic http://teacher.scholastic.com/ilp/index.asp?SubjectID=1 ERIC-Adolscent Literacy http://www.edgate.com/ed_research.html Barbara M. Surash link Peter Pappas http://www.edteck.com/read/ Electronic Texts http://www.georgetown.edu/tamlit/e-texts/e-texts.html#Int_e-texts English Journal http://www.cc.ysu.edu/tej/ English Language Lessons http://www.english-to-go.com/english/index.cfm?CFID=870669&CFTOKEN=67086507 ERIC on Reading http://www.indiana.edu/~eric_rec/ Exxon Mobile Masterpiece Theater http://www.pbs.org/wgbh/masterpiece/archive/programs/kinglear/ Fireblade Coffeehouse http://www.hoboes.com/html/FireBlade/Carroll/ Funny Poetry for Children http://www.gigglepoetry.com/ Grammar http://www.eduplace.com/kids/hme/index.html Guide to Grammar... http://cctc.commnet.edu/grammar/index.htm HTI American Verse... http://www.hti.umich.edu/a/amverse/ Spokane Public Library http://www2.spokanelibrary.org/bookclub/teenbookclub.asp Inkspot Writing Resource http://www1.xlibris.com/ Internet Lang Resources http://education.indiana.edu/~langed/resourc.html#readwr Internet Public Library http://www.ipl.org/youth/AskAuthor/ Just for Kids http://www3.sympatico.ca/alanbrown/kids.htm K-12 English http://www.ceismc.gatech.edu/busyt/eng.html Kathy Schrock-Literature http://school.discovery.com/schrockguide/arts/artlit.html Learning thru Language http://www.sfasu.edu/lalac/brochure.html#classroomLook Lewis Carroll http://falcon.jmu.edu/~ramseyil/carroll.htm Links-American Academy http://www.poets.org/links/index.cfm Literature and Language http://www.ala.org/parentspage/greatsites/lit.html#c Luminarium http://www.luminarium.org/lumina.htm Lyrics http://www.summer.com.br/~pfilho/html/main_index/index.html MIT Shakespeare http://web.mit.edu/ensemble/www/links.html Mrs. Alphabet http://mrsalphabet.com/wordwalls.html National Research Center... http://cela.albany.edu/newsletter.htm National Writing Project http://writingproject.org/ National Council of Teachers of Enlgish NCTE http://serv1.ncte.org/teach/Kelley31472.html New Tools for Teaching http://ccat.sas.upenn.edu/jod/teachdemo/teachdemo.html On TV-Assignment Discovery http://school.discovery.com/ontv/themes/s2001greatbooks.html Oxford English Dictionary http://www.oed.com/public/news/0012.htm Poems that Go http://www.poemsthatgo.com/index.htm Professional Links... http://www.cc.ysu.edu/tej/proflinks.htm Project Gutenberg http://promo.net/pg/ Rhetoric and Composition http://www.public.asu.edu/~kheenan/comp.htm Rhetoric http://www.cwrl.utexas.edu/~slatin/resources/rhetcomp.html Role Play Simulation http://www.roleplaysim.org/papers/ Romantic Circles http://www.rc.umd.edu/ School Newspaper Unit http://commtechlab.msu.edu/sites/letsnet/frames/bigideas/b6/b6u3.html Score Teacher Guide http://www.sdcoe.k12.ca.us/score/templates/fulltchr.html SEDL http://www.sedl.org/reading/framework/ Smithsonian http://nmaa-ryder.si.edu/t2go/ Star Systems http://www.pacificnet.net/~johnr/books/snrkpre.html Stories, Folklore, and Fairy Tales http://www.cln.org/themes/fairytales.html Teacher's Net Gazette http://teachers.net/gazette/APR01/nellen.html Teaching with Electronic Texts http://www.wam.umd.edu/~mlhall/teaching.html#examples Technology and Online Culture http://www.cwrl.utexas.edu/~daniel/309m/ Tekmom's Search Tool http://www.tekmom.com/search/index.html#Dictionaries The Young Writer's Club http://www.cs.bilkent.edu.tr/~david/derya/ywc.html The British Library http://www.bl.uk/ The Collected Works of Shakespeare http://www.cs.usyd.edu.au/~matty/Shakespeare/ The Complete Works of Shakespeare http://tech-two.mit.edu/Shakespeare/ The Enlgish Department http://the_english_dept.tripod.com/students.html The Eserver Accessible Onine Pub... http://eserver.org/ The Quotations Page http://www.quotationspage.com/ The Riggs

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Institute http://www.riggsinst.org/ Themes http://www.knownet.net/users/Ackley/themes.html Tips and Techniques http://commtechlab.msu.edu/sites/letsnet/frames/bigideas/b6/b6tips.html Vocabulary http://syndicate.com/ VVLinks http://www.uta.edu/english/V/rhetcomp.html Webtime Stories http://www.kn.pacbell.com/wired/webtime/ Word Dance http://www.worddance.com/ Word Place http://www.wordplace.com/