COURSE TITLE:
READING: How to teach it When Youʼre Not A Reading Teacher
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
SUZANNE WARNER, MS
503/617-6432
sw11235@yahoo.com
WA CLOCK HRS:
OREGON PDUs:
30
30
ASSIGNMENT CHECKLIST
This assignment checklist will help you plan your work. Please check off completed items.
CLOCK, PDU, 400 LEVEL, or 500 LEVEL ASSIGNMENTS
A.
Information Acquisition:
___ #1: Read Chapters 1 – 3.
___ #2: Write a 1-2 page paper. Send to instructor.
___ #3: Read Chapter 4.
___ #4: Teach a lesson incorporating one of the Reading Strategies.
___ #5 Write a 1-page paper. Send to instructor.
___ #6: Read the rest of the text.
___ #7: Write a 1-2 page paper. Send to instructor.
If you are doing this course for Clock Hrs or PDUs, then you are done.
For University Quarter Credit continue on with the following assignments.
400 & 500 LEVEL ASSIGNMENTS
B.
Learning Application:
___ #8: Write a lesson plan explicitly teaching a reading strategy. Send to instructor.
___ #9: Implement what you learned. Evaluate and write a 2-3 page reflection. Send to instructor.
500 LEVEL ASSIGNMENT
___ #10: In addition to the 400 level assignments, complete one of the following and send to instructor:
• Create a PowerPoint Presentation to be used at an in-service.
• Do additional research on effective reading instruction. Write a 2-3 page paper of your
findings, with ideas for implementing them in your classroom.
• Read one of the books listed in the bibliography. Write a 2-3 page summary.
400 & 500 LEVEL ASSIGNMENT
C.
Integration Paper:
___ #11: Complete a 2-3 page Integration Paper as described in the syllabus. Send to instructor.
NOTES:
• You may work collaboratively with other teachers and submit joint assignments on all but the final
Integration Paper, which must be individually authored and submitted.
• Alternatives to written assignments (video, audio tape, photo collage, a collection of products,
letters to editor, brochure and Web pages) may be submitted as substitute assignments with the
instructorʼs prior approval.
• To maintain privacy, please do not refer to students in your papers by their actual names, but
rather use an alias or designation such as “Student A.”
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COURSE TITLE:
READING: How to teach it When Youʼre Not A Reading Teacher
NO. OF CREDITS:
3 QUARTER CREDITS
[semester equivalent = 2.00 credits]
INSTRUCTOR:
SUZANNE WARNER, MS
503/617-6432
sw11235@yahoo.com
WA CLOCK HRS:
OREGON PDUs:
30
30
COURSE DESCRIPTION:
This independent study course will offer you countless strategies of how to incorporate reading skills into
your classes, regardless of the subject you teach. You will learn what current research says in regard to
content area reading, and the characteristics of a good reader.
Over twenty reading strategies are explained in detail, with in depth examples and templates for you to
customize for your classes. You will also learn how to explicitly teach the reading strategies to your
students, so that they also learn how these reading strategies will help them in class. The result is a
classroom full of students who are not only better readers, but who also comprehend the unique
vocabulary and language of your content area.
This class is appropriate for teachers of any specialized content area, grades K-12.
The required text is How To Teach Reading When Youʼre Not a Reading Teacher by Dr. Sharon H.
Faber. ISBN: 0-86530-000-3. It is available new or used at www.amazon.com, starting at around $3 used,
or $6-$14 new. Shipping is additional.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. An understanding of what research says about good readers.
2. Insight into the characteristics of a good reader.
3. A multitude of reading strategies that can be utilized in any content area.
4. The knowledge of how to build a lesson that explicitly teaches a reading strategy.
5. The ability to create better readers among their students.
6. An appreciation that all teachers are reading teachers, regardless of content area.
COURSE REQUIREMENTS:
Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute
does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 30 Washington State Clock Hours or 30 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs.
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UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
Teachers who register for Antioch University Seattle 400 or 500 Level Credit will be required to:
1. Complete Section A: Information Acquisition assignments
30%
2. Complete Section B: Learning Application assignments appropriate for your levels
40%
3. Complete Section C: Integration Paper assignment
30%
CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is stated on the back of the
transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits for
your purpose.
ADDITIONAL COURSE INFORMATION
REQUIRED TEXT:
How To Teach Reading When Youʼre Not A Reading Teacher by Dr. Sharon H. Faber. ISBN: 0-86530000-3. Available new or used at www.amazon.com, starting at around $4 used, or $6-$14 new. Shipping
is additional.
HEADING REQUIRED FOR ALL ASSIGNMENTS:
A heading is required; please use the following format.
Your Name:
Course Number:
Date:
Assignment #:
Reading: How To Teach It
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Instructor Name:
Course Name:
Level: Clock/ PDU/ Credit (400 or 500)
Rev 7/26/2011
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
Read Chapters 1 – 3 of How To Teach Reading When Youʼre Not A Reading Teacher. Complete the
“What is Your Reading I.Q.” Quiz on page 19.
Assignment #2:
Write a 1-2 page paper summarizing what you read. Include your results of the Reading Quiz on page 19
and reflect on what you got correct/incorrect as well as what surprised you about the correct answers.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #2ʼ.
Assignment #3:
Read Chapter 4 of How to Teach Reading When Youʼre Not A Reading Teacher.
Assignment #4:
Teach a lesson incorporating one of the Reading Strategies.
Assignment #5:
Write a 1-page paper reflecting on how the lesson went – what worked, what did not work, what you
learned. Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #5ʼ.
Assignment #6:
Read the rest of the text.
Assignment #7:
Write a 1-2 page paper summarizing the text, what you learned, and how you will use your new
knowledge. Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #7ʼ.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
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ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
In this section you will have an opportunity to apply your learning to your professional situation. This
course assumes that most participants are classroom teachers who have access to students. If you are
not teaching in a classroom, please contact the instructor for course modifications. If you are a classroom
teacher and start or need to complete this course during the summer, please try to apply your ideas when
possible with youth from your neighborhood, at a local public library or parks department facility, (they will
often be glad to sponsor community-based learning), or with students in another teacherʼs summer
classroom in session.
Assignment #8: Write a lesson plan explicitly teaching a reading strategy, similar to those in chapter 5
of your text. (Please using a different reading strategy than those already presented in the chapter.)
Submit the lesson plan and any accompanying material, along with a 1-page reflection of the lesson.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #8ʼ.
Assignment #9:
Implement what you learned from the text within your classroom. After a 2 to 3 week period, describe and
evaluate the effectiveness of the reading strategies that you used in your classroom. Share thoughts of
what went well, what was challenging and any additional thoughts. Write a 2-3 page paper.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #9ʼ.
500 LEVEL ASSIGNMENT
Assignment #10: (500 Level only)
In addition to the 400 level assignments, complete one of the following:
Option A): Create a PowerPoint presentation about the reading strategies that could be used as an inservice to colleagues in your school.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #10-Aʼ.
OR
Option B): Do additional research on effective reading instruction. Write a 2-3 page paper of your
findings, with ideas for implementing them in your classroom. Include a bibliography of your sources.
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #10-Bʼ.
OR
Option C): Read one of the books listed in the bibliography of this syllabus or the textbook. Write a 2-3
page summary comparing and contrasting the premise of your chosen book with How To Teach Reading
When Youʼre Not A Reading Teacher by Dr. Sharon H. Faber. ISBN: 0-86530-000-3. Available new or
used at www.amazon.com, starting at $4.00 plus shipping.
400 & 500 LEVEL ASSIGNMENT
C. INTEGRATION PAPER
Assignment #11: (Required for 400 and 500 Level Credit)
Write a 2-3 page Integration Paper answering these 5 questions:
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
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5. How and with what other school or community members might you share what you learned?
Send to instructor: sw11235@yahoo.com, Subject line to read ʻReading #11ʼ.
INSTRUCTOR COMMENTS ON YOUR WORK:
• Please indicate by email to the instructor if you would like to receive comments on your assignments.
In addition, you are welcome to “group” your assignments and submit at one time.
• You may submit all assignments from Section A, Information Acquisition (Assignments 1-7) in one
grouping, assignments from Section B, Learning Application (Assignments 8-9) in one grouping, and
Assignments10 (if you are taking this for 500-level credit) and 11 (the Integration Paper) in one
grouping.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Suzanne Warner, M.S., received her Masters Degree in Education from the University of Rochester, New
York in 1992. She has taught mathematics in both the middle school and high school settings, most
recently in Oregon. Suzanne has been lauded by administrators, colleagues, students and parents
regarding her teaching and classroom management skills. Her students enjoy learning in a respectful,
productive environment, where each student is in control of her/his own learning and behaviors. She
strongly believed that all students want to do well, and created a teaching environment for them to
succeed.
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READING: HOW TO TEACH IT WHEN YOUʼRE NOT A READING TEACHER
BIBLIOGRAPHY & READING LIST
st
Allen, Janet, Tools for Teaching Content Literacy, 1 Edition, Stenhouse Publishers, 2004, spiral bound,
52 pages, ISBN 978-1571003802
This is a compact tabbed flipchart designed as a ready reference for content reading and writing
instruction. Each of the thirty-three strategies includes: a brief description and purpose for each strategy,
a research base that documents the origin and effectiveness of the strategy, graphic organizers to
support the lesson and classroom vignettes from different grade levels and content areas to illustrate the
strategy in use.
Daniels, Harvey and Steven Zernelman, Subjects Matter: Every Teacherʼs Guide to Content-Area
Reading, 1st Edition, Heinemann, 2004, paperback, 288 pages, ISBN 978-0325005959
This book includes lively and practical activities and materials that energize content and engage students
across all subject areas.
Marzano, Robert J. and Debra J. Pickering, Building Academic Vocabulary: Teachers Manual, 1st
Edition, Association for Supervision and Curriculum Development, 2005, paperback, 163 pages, ISBN
978-1416602347
This book includes strategies for teaching vocabulary, as well as the addition of almost 8,000 vocabulary
words in 11 subjects, categorized by difficulty level.
Ricardson, Judy S., Morgan, Raymond F. and Charlene Fleener, Reading to Learn in the Content
Areas, 7th Edition, Wadsworth Publishing, 2008, hard cover, 560 pages, ISBN 978-0495506060
The text explores how the increased availability of computers, instructional software, and Internet
resources, as well as the rise of electronic literacy in general, have affected the ways children learn and
create meaning from their world.
Stephens, Elaine C. and Jean E. Brown, A Handbook of Content Literacy Strategies: 125 Practical
Reading and Writing Ideas, 2nd Edition, Christopher-Gordon Publishers, 2nd Edition, 2004, paperback, 296
pages, ISBN 978-192024819
Here you get sound ideas for integrating reading and writing as tools for learning in the content areas, all
solidly grounded in research-based learning theories. Nonfiction and fiction literature are incorporated
throughout.
Toyani, Cris, Do I Really Have To Teach Reading?, 1st Edition, Stenhouse Publishers, 2004, paperback,
144 pages, ISBN 978-1571103765
This text takes on the challenge of helping students apply reading comprehension strategies in any
subject by showing how teachers can expand on their content expertise to provide instruction students
need to understand specific technical and narrative text.
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