Pittsburg State University
CURIN 720 Content Literacy for Middle and Secondary Reading
Instructor:
Karla Reed, MS.Ed
Cell: 816-519-4586
reedkj@usd231.com
Meeting Time: Mondays, 5:30-8:00 pm
Credit Hours: 3
Course Description:
This course is designed to enhance methodology skills of teachers in the middle and
secondary level in order to meet the content reading needs of their students in crosscurriculum disciplines. The content will focus on techniques and skills for increasing
student comprehension of content texts and in all reading–to–learn situations. Evaluation
of textbooks and assessment of the content reading demands of middle/secondary
classrooms will be explored. Participants will develop, implement and evaluate
classroom ready materials.
Required Texts and materials:
Teaching Reading in the Content Areas: If Not Me, Then Who?, Teacher’s Manual, 2nd
ed., Billmeyer and Barton, 1998
Other: A middle or secondary level student textbook is needed by the second day of the
course. The middle or secondary level textbook needs to be in a content area you are
teaching or plan to teach.
A folder or three ring notebook for your syllabus, notes and handouts.
Additional Instructional Resources:
 Content Area textbooks
 DVDs
 Resource People
 Suggested Journals for Reading
o Educational Leadership
o Journal of Reading
o The Reading Teacher
o Language Arts Journal
o Reading Research Quarterly
o Journal of Literacy Research
o Middle School Journal
Instructional Methods:
Various instructional formats are used in this course. Examples include
lecture/discussion, demonstration, simulation, audio- visual presentations, and group
interaction.
Course Objectives:
Upon successful completion of this course, the participants will be able to:
A. identify characteristics of a positive classroom environment
B. identify positive teacher characteristics
C. identify characteristics of adolescents
D. evaluate textbooks for student considerate characteristics
E. integrate reading, writing, speaking and listening activities into the content
area lesson plans.
F. demonstrate effective comprehension strategies
G. demonstrate effective vocabulary strategies
Course Requirements:
Attendance and participation in class is expected and valued. Participation refers to the
quality of your participation in class. This course requires active involvement on your
part. It is expected that you have done your reading and come prepared with materials
for particular activities assigned. Students are expected to be punctual in arrival time.
If you must be absent, please contact the instructor prior to the absence. You are
responsible for the material missed. Missing more than one class may result in a lower
grade.
Assessment and Measurements:
 Active Participation
 Article Reviews/ Journal Reflections
 Field Experience Component
 Group Strategy Lesson Presentations
25%
25%
25%
25%
All assignments are expected to be completed on time with high-quality content.
Neatness, grammatical correctness and clarity are all important. Late assignments will
not be accepted. Please talk with me before the due date if a problem arises.
Professionalism:
Contributions of all students are to be dignified and respected. Professionalism includes
not visiting in class with other students while the professor or your colleagues are
presenting. This also includes demonstrating effective listening skills by making eye
contact with the presenter. Students are expected to be actively involved in their learning.
Note: Each student must have an e-mail address and access to the internet.
*Syllabus content and assignments are subject to change: deviations announced to the
class by the instructor may be necessary. Guest speaker dates will be determined as their
availability is confirmed.
Class Schedule and Content
Jan. 25
Introduction
Syllabus, course requirements
Overview: Reading Instruction
Big 5 Areas of Reading
Homework:
 Read: pages 1-39 in Teaching Reading in the Content
Areas: If Not Me, Then Who?
 Write: Summarize key points of each interactive element of
reading. ( Reader, Climate, Text Features)
Feb. 1
What do good readers do?
Strategic Reading-purposes for reading
Modeling
Think Alouds
Homework:
 Read: pages 41-60 in Teaching Reading in the Content
Areas: If Not Me, Then Who?
 Write: Literacy Autobiography
Feb. 8
Defining Adolescent Literacy
Content Area Reading
How to use the textbook effectively
Homework:
 Read: Effective Literacy Instruction for Adolescents
 Complete the Three-Column Note Form
 Write: Reaction/Reflections to article 1-2 pages
Feb. 15
Metacognition
Schema
Making Connections
Visualizing
Homework:
 Review pgs 104-106 in Teaching Reading in the Content
Areas: If Not Me, Then Who?
 Review pages 7-9 Anticipation Guide handout
 Read: Connecting the New to the Known handout pages
63-78
 Create an Anticipation Guide to use with the handout.
Feb. 22
Determining Importance
Questioning Strategies
Monitoring Reading
Homework:
 Review pages 145-147 in Teaching Reading in the Content
Areas: If Not Me, Then Who?
 Review QAR strategy handout pages 236-241
 Read: Reading Matters handout
 Complete Note – taking strategy sheet while reading
 Write at least 2 questions in each QAR category for the
reading.
March 1
Summarizing
Synthesizing
Making Inferences
Homework:
 Read: TBA
 Write: Find an article in a journal about comprehension
with adolescent readers. Write a 2-3 page reflection on the
article. Include a copy of the article with your paper.
March 8
Technology in the Content Area
Guest Speaker: Dr. Christy Ziegler
Homework:
 Become familiar with one literacy website that is useful for
secondary teachers.
 Review the website and write your answers to the
assignment questions on the handout.
March 15
Spring Break- No class
March 22-
Prepare for out of class assignment
March 29
What does research have to say?
Reading Next
Homework:
 Write a position statement. Describe what you believe
about reading in your content area. Explain ways you plan
to enhance your students’ ability to work with a variety of
texts in your classroom. You will use peer-reviewed
articles to help cite your positions and beliefs. Detailed
information will be given in class.
April 5
Struggling Readers
ELL students
Interventions
Homework:
 Read: Enhancing Outcomes for Struggling Adolescent
Readers
 Write: 1-2 page reflection paper
 Write: Think about a student you have taught who finds it
hard to read content- area texts. Provide a brief description
of the student (grade-level, background, etc.) and describe a
specific instance when the student struggled to read content
area text. Explain how you would change your instruction
for that student because of what you have learned so far in
class.
April 14
Assessing Strategy Use
Advice From Experts
Homework:
 Read:TBA
 Write: TBA
April 26
Vocabulary Instruction
Homework:
 Read: TBA
 Choose a vocabulary strategy you would use in your
classroom.
 Complete a lesson plan format for the strategy along with a
narrative explanation of the following: Describe when and
how you would use your chosen strategy. How will the
strategy address the reader, climate and the text structure?
How would you decide which vocabulary words you could
use with this strategy?
May 3
Group Strategy Final Presentations
May 10
Group Final Presentations
Field Experience Component
Students in CURIN 720 Content Literacy for Middle and Secondary Teachers are
required by the Kansas State Department of Education to complete a field component.
Requirements for the field graduate student’s choice are as follows:
1. Prepare two content area strategies that have been covered in the Content Literacy
class. Lesson plan format will be discussed in class.
2. Implement the strategies with a student or students of your choice.
3. Bring a student or students’ samples of each strategy.
4. Write a short reflection on how each strategy worked for the student(s). You may
discuss how you might want to use or modify the strategy.
5. Keep the information in a folder and turn it in to the professor by Monday, May
10.