Developmental Reading in the Content Areas

I. COURSE DESCRIPTION

Prerequisite: 5500:245
This is one of the intermediate courses in a series of four designed to prepare pre-service teachers to teach reading skills relating to content subjects through reading, writing, speaking, and listening in an integrated manner. Methods and materials needed to promote reading achievement in content subjects by the elementary classroom teacher. Ten service learning hours are required outside of class. The use of technology in the literacy classroom will be integrated throughout the course. (IRA 5.7, 12.4)

II. RATIONALE
Research indicates that competent readers actively construct meaning through an integrative process in which the "interact" and "transact" with text, integrating new information with pre existing knowledge structures (Rosenblatt, 1939, 1982). In content area classrooms, a potentially powerful use of reading is to pursue and acquire knowledge through the study of texts. The reader's prior knowledge, attitude, experience and perspective affect the way the reader processes information. Content area teachers are crucial in guiding the application of reading strategies to reach the ultimate goal for students: reading to learn. This course will discuss the basic components of the reading and the writing processes and aid in the development of techniques to help student s construct meaning from both expository and literature texts across the various disciplines. The knowledge of the skills involved in all types of communication involving diverse communities of learners will provide a foundation for students to make appropriate decisions about instruction based on principles of learning. (IRA 1.2, 3.1, 3.2, 3.4, 12.2)

III. COURSE OBJECTIVES

Recognize and learn how to adjust reading assignments in an effort to meet individual student needs. (IRA 3.4, INTASC #3)

• Employ effective techniques and strategies for the ongoing development of independent vocabulary acquisition. (IRA 6.6, INTASC #I)

• Learn basic methods for increasing comprehension at all levels such as modeling questioning and monitoring strategies, and the role of prior knowledge. (IRA 7.1, 7.2, 7.3, 7.4, INTASC #1, #4)
• Learn how to teach students various study strategies for test taking, reading for a purpose and effective time management. (IRA 8.1, 8.2, 8.3, 8.4, 8.5, INTASC #1)
• Identify and align instructional activities with the State Language Arts Standards and International Reading Association Standards
• Promote the integration of language arts in all content areas (IRA 5.6)
• Use instructional and informational technologies to support literacy learning. (IRA 5.7, fNTASC #6)
• Understand, respect, and value cultural, linguistic, and ethnic diversity. (IRA 1.2, 3.2, fNTASC #3)
• Understand the interrelation of reading and writing, and listening and speaking. (IRA 2.5, 2.6)
• Be able to provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes. (IRA 5.4)
• Use texts and trade books to stimulate interest, promote reading growth, foster appreciation of the written word, and increase the motivation of learners to read for information, pleasure and personal growth. (IRA 5.2, INTASC #5)
• Learn how to teach students how to use the writing process and different writing to learn strategies to enhance content area learning. (IRA 9.1, 9.2)

IV. COURSE OUTLINE

Rationale for Content Area Reading

A. Review Behaviors of Effective Readers
B. What's Wrong with Assigning and Telling?
C. Thinking with Text
D. Matching a Diverse Population with Texts.

1. Language Diversity
2. Cultural Diversity
3. Linguistic Diversity

V. The Role of Prior Knowledge

A. Schema Theory, Scaffolding, Metacognition
B. Pre Reading Strategies

VI. Learning with Textbooks, Trade Books, and Electronic Texts

A. Textbooks in Today's Classrooms
B. Using Trade Books to Enhance Content Texts

1. Nonfiction
2. Fiction

C. Using Electronic Texts to Enhance Learning

IV. Vocabulary and Concept Development

A. Understanding the Relationship Between Vocabulary and Comprehension
B. Words as Labels for Concepts
C. Strategies that Activate What Students Know About Words
D. Strategies that Reinforce Vocabulary

V. Comprehension

A. Student Text Interaction
B. Discussion Strategies

VI. Writing To Learn

A. Rationale for Teaching Reading and Writing Together
B. Exploratory Writing
C. Journal Writing
D. The Writing Process

VII. Study Guides and Study Strategies

A. Text Structure & Graphic Representations
B. Teaching Students How to Take Notes
C. Creating Study Guides

VIII. Meeting the Needs of Diverse Learners/Struggling Readers

A. Scaffolding Instruction
B. Strategies to assist struggling readers

V. Required Texts

Vacca, R. T. & Vacca, J. Content Area Reading. 2002 (7 1h Edition). New York: Harper Collins.

VI. Instructional Strategies/Activities

**According to Carnegie unit standards, university students are expected to study two hours outside of class for every hour they are in class. You can expect to spend 112.5 hours (3 7.5 in class, 75 outside of class) completing the requirements for this course. Of those hours, ten will be spent on service learning.

VII. Assignments

Attendance & Participation: Participation: 20 points
All participants in this class have something of value to contribute to the education of others. Our wisdom is enhanced by the presence and voice of each and every member of the community. Prior to some classes and during others, we will be using content area strategies such as writing to learn to respond to or reflect on readings. These CANNOT be made up; if you miss class, you miss the activity. Therefore, attendance is important. Two points will he deducted from the final grade for each absence after two. Participation requires you to attend class, participate in activities, and contribute to discussions. In addition, late assignments will be deducted one letter grade.

Service Learning: 65 points
All participants are required to volunteer 10 hours of service to an assigned class or community organization where you will work with a diverse population of children. Although many students already work or volunteer in schools, this does not replace the service learning component of the course. No exceptions will be made. Upon completion, you will need to write a summary of your experience.

Lesson Plans: 25 points each
You will write two lesson plans over the course of the semester using the PRAXIS lesson plan format that incorporates before, during and after reading strategies presented in your text. Ohio's English Language Arts Standards, IRA Standards for Reading Professionals, and any other relevant learned society standards (Science, Math, etc.) must also be referenced. You must include technology in each lesson as well as how you will meet the needs of individual students.

Strategy Portfolio: 125 points
This project will be a compilation of your learning throughout the semester and should be a reflection of all you have learned. You will be asked to choose a chapter or unit in a content area textbook. You will select and construct specific strategies to enhance your content area textbook for each topic we cover in this class as well as ways you will meet the needs of diverse learners. In addition, you will select trade books and electronic texts to go with your textbook, as well as many other relevant resources. Upon completion of the course you will have a content area unit developed that incorporates effective reading strategies to help students construct meaning from both expository and literature texts. A separate, detailed handout will be given outlining this semester long project that should demonstrate your understanding and application of course content. To complete this project
you will need to be comfortable with technology and the Web.

Journal: 75 points
It is your responsibility to read the assigned chapters before coming to class. As you read the chapter, use sticky notes to jot down points of interest, quotations, or questions that occur to you. Keep a journal of your thoughts, incorporating your sticky notes into your text as appropriate. Reflect on what you have read, what you have learned, what you're thinking, etc. This can be done electronically or in hard copy. Please take notes (or type) in black, and then use one other color of ink for reflections, thoughts, comments and questions. Write out one statement that stood out to you while reading, and be prepared to talk about it. Bring your journal entry to class to be discussed in rotating small groups each week. Be sure to pay specially attention to the vocabulary presented in each chapter, and be prepared to discuss the entries on the day the readings are due.

Midterm: 50 points
Final: 50 points

Total Points Possible: 410

VIII. Evaluation

Midterm & Final Exam: A midterm and final will be given over material covered from the text, class notes and discussions.

The Portfolio is to be a demonstration of understanding and application of course content.

The lesson plans and portfolio require students to become familiar with Ohio's English /Language Arts Standards.

Journals, Vignettes, and Responses will not only assess learning but demonstrate ways students can respond to texts.

The lesson plans will assess understanding of key objectives of this course such as meeting the needs of individuals, motivating students, extending text, and scaffolding instruction.