Teaching Reading in the Content Area
Education 430
2 Credit Course-Fall 2008
Class meets Tuesdays 6:15-9:00
August 26 – October 30
Dr. Barbara Williams
Office Hours: Mon.- Wed. 1:00-3:00, Tues. 3:30-5:00,
210 Hull Building
before class or by appointment
Phone: 395-2333
Email: williamsba@longwood.edu
Course Description: An analysis of skills and practices required in the content areas
required for reading comprehension in middle and secondary grades 6 – 12, including
questioning strategies in literal, interpretive, critical, evaluative comprehension and
techniques for fostering an appreciation of a variety of literature and independent reading.
Two credit hours.
Required Texts
Fisher, D., Brozo, W.G., Frey, N., Ivey, G. (2007). 50 Content area strategies for
adolescent literacy. Upper Saddle River, NJ: Pearson.
Course Objectives :
KNOWLEDGE:
The student will be able to:
1. Define reading as “bringing meaning to the printed page” and explain the meaning of
comprehension as related to student cognitive schema. (1-4)
2. Describe and demonstrate the difference between syntactic and semantic contextual
clues. (1-4)
3. Describe and demonstrate the difference between the following contextual
comprehension clues: (1) definition, (2) linked synonyms, (3) direct description,
(4) contrast, (5) cause and effect, (6) mood and tone. (2-5)
4. Describe and apply the Fry-graph technique for evaluating the grade level difficulty
of content area textbooks. (2-5)
5. Describe techniques for utilizing study guides. (2-5)
6. Describe techniques for utilizing vocabulary and concept clues for improved reading
comprehension (2-5)
7. Describe techniques for semantic word maps. (2-5)
8. Describe techniques for Venn diagrams. (2-5)
9. Describe techniques for understanding graphs, charts, maps, diagrams, and picture
interpretation for reading comprehension. (2-5)
10. Describe and demonstrate techniques for utilizing the core comprehension variables
of (1) who, (2) what, (3) when, (4) where, (5) why, and (6) how. (2-5)
11. Describe the importance of utilizing student journal writing in content areas. (2-5)
12. Describe techniques for contextual scanning in reading. (2-5)
13. Describe techniques for fostering various types of literature and independent
reading. (2-5)
14. Describe techniques for graphic representations with text frames: (1) series-of-events
chain, (2) continuum/scale, (3) compare/contrast matrix, (4) problem/solution outline,
(5) network tree, (6) human interaction outline, (7) cycle map. (2-5)
15.Describe techniques for teaching literal, interpretive, critical, and evaluative
comprehension. (2-5)
SKILLS:
1. Demonstrate a working knowledge of utilizing student schemas in teaching in the
content area. (1-5, 6, 8)
2. Demonstrate various reading methodologies in content area teaching. (1-5,6,8)
Dispositions:
1. Demonstrate an appreciation for the importance of recognizing of student reading
achievement levels and text grade level difficulty. (1, 8)
2. Demonstrate a commitment to ensuring the student brings appropriate meaning to the
printed instructional material. (1, 7, 8)
* Conceptual Framework Competencies (1) Teachers as Reflective Leaders,
(2) Plan for Instruction,
(3) Implementation and Management of Instruction,
(4) Evaluation and Assessment,
(5) Knowledge of the Subject,
(6) Classroom Management,
(7) Communication Skills,
(8) Professional Responsibilities
Course Assignments: Written assignments will be submitted on Blackboard unless
otherwise directed.
1. Students working in pairs will prepare a content area strategy for before,
during and after reading. Each strategy will be demonstrated to your peers
using a power point presentation that explains the strategy. Include ways
that the different content areas could use this strategy. Individually a one
page paper will be prepared to show the strategy’s strengths and weaknesses.
Each strategy is worth 25 points=75points. Each reflection will be worth 25
points = 75points. Please see Blackboard for the rubric.
2. Two vocabulary strategies will be created or found to help with
comprehension of content reading. Two, one- to two- page descriptions of
the strategies and how the strategies will be used with a particular reading
will be submitted. 25x2=50points.
3. Fry’s Readability Chart will be used on three authentic reading passage, one
from the beginning, middle and end of the text to determine its grade level.
A one-page, doubled-space paper is to be written sharing what you learned
from the process. 25 points
4. Two journal articles will be read and reviewed. The journals must be preapproved and related to the topics of this class. Two two-page reflection
papers will be submitted. 50 points each=100 points total
5. A learning styles survey will be taken so that a sensitivity to lesson design will
occur. A one to two page reflection paper explaining what you learned about
yourself plus the survey will be submitted for 50 Points
6. Tests-there will be three quizzes and a final exam. 3@25 + 50 Points
7. Attendance, class participation, etc. 100 points
8. Three of the strategies from the presentations will be reviewed in two or
three paragraphs explaining why and with whom you would use the
strategies. Each 25 pt. Total 75 points
Course Grade:
675-607=A, 606-540=B, 539-473=C, 472-405=D, 404- =F
Attendance Policy: Students are expected to attend all classes. College sponsored
activities and medical excuses are acceptable, but the student must provide the
professor with a written reason for any absence immediately upon returning to
class. For each unexcused absence, three points will be deducted from the course
grade average. The professor will determine if an excuse is acceptable.
An email needs to be sent notifying the teacher of the absence.
Late work will result in a reduction of points.
Unique Situations: Any student with diagnosed disabilities and who needs special
accommodations should contact the professor at the beginning of the course so that
necessary adaptations may be discussed and/or arranged.
Honor Code: Students must follow and abide by the Honor Code as described in the
current Longwood University Catalog.
References:
Combs, M. (2003) Readers and writers in the middle grades. Upper Saddle River, NJ.
Merrill.
Fisher, D. 50 Content area strategies for adolescent literacy. Upper Saddle River, NJ.
Pearson.
Galda, L., Graves, M.F. (2007) Reading and responding in the Middle Grades. Boston.
Pearson.
Guillaume, A.M., Yopp, R.H. Yopp, H. K. 50 Strategies for Active Teaching. Upper
Saddle River, NJ. Merrill/Prentice Hall.
Irvin, J.L. (1998). Reading and the middle school student. Boston. Allyn and Bacon.