DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Spring 2010
Title: Middle and Secondary Reading
Course Numbers: CURIN 520-02
Course Time Schedule: 5:00-7:50 Wed
Room 309, Hughes Hall, 1st Class Jan. 20
Credit Hours:
3
Instructor: Carolyn R. Fehrenbach, Ph.D.
Office Phone:
620-235-4483
Home Phone: 620-232-7720
Office:
112C Hughes Hall
Office Hours: By appointment
e-mail: cfehrenb@pittstate.edu
Inclement Weather Policy: If road conditions are bad in your area or the Pittsburg area,
do not come to class.
I.
COURSE DESCRIPTION
This course is designed to prepare middle and secondary teachers to meet the
comprehension demands of all students in their content classrooms. The course
emphasizes integration of the four communication skills (reading, writing, listening, and
speaking) as tools for processing information, constructing meaning, and examining
thought in the content-literate classroom. The course explores the need and justification
for specialized reading instruction at the middle and secondary levels; the process and
demands of “reading to learn” in subject matter classrooms; evaluation of textbooks;
assessment of comprehension skills; and accommodation for individual needs.
II.
PREREQUISITES
Admission to Teacher Education
III.
PURPOSE OF THE COURSE
The course presents skills and strategies for incorporating reading, writing, speaking, and
listening skills into secondary content literate classrooms. The course introduces and
emphasizes effective teaching practices that reduce comprehension barriers and promote
content learning for all students.
IV.
COURSE OBJECTIVES
Upon successful completion of this course, students should be able to:
A. Identify school districts’ making or not making Adequate Yearly Progress (AYAP)
related to the
No Child Left Behind Act (NCLB)
B. Summarize information from pp 364-370 on Addressing Adolescent Literacy in All
Content Areas and write suggestions for ways to integrate literacy into your content
area
C. Identlfy cultures you belonged to in high school
D. Identify factors relating to a positive classroom environment
E. Identify positive teacher characteristics
MidSecNewSyllabusSpring10.doc
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F. Research characteristics of adolescents
G. Identify successful home environments of early readers
H. Complete interest and attitude surveys available for students
I. Determine the readability level of a student text or other materials students may read
J. Prepare and present a strategy for teaching vocabulary
K. Create and present a powerpoint for teaching comprehension
L. Summarize ways literacy can be used in your content area
M. Research ways to incorporate media literacy in your teaching
N.Complete quizzes on Chap. 1, 2, 4, 10 and 11 from the Unrau text.
V.
REQUIRED TEXTS AND MATERIALS
Required Text: Content Area Reading and Writing: Fostering Literacies in Middle and
High School Cultures, 2nd ed. Unrau, Norman.
Other: A middle or secondary level student textbook of an appropriate content is needed
for the course, preferably in the area you teach or plan to teach. You may possibly borrow
a student text from a middle or high school or check out one from the IRC in the
basement of Hughes Hall. Other literacy sources
may be used with instructor permission.
VI.
INSTRUCTIONAL RESOURCES
Educational Resources from the Internet
Class handouts
Class text
Content area textbooks (School, library, or IRC)
Powerpoints
ELMO
VII. TEACHING STRATEGIES
Readings in texts and other sources
Lectures
Class discussions
Student presentations
E-mail and Internet
Independent reading and research
Individual, partner, small group, and large group activities
VIII. REQUIREMENTS AND EVALUATION
A. Attendance and Punctuality
Attendance and participation in class are expected and required of all students. Students
are expected to arrive in class on time and stay until the end of the class period. It is
assumed that any student who has been absent from class more than two sessions will be
withdrawn from the class. Absences may reduce your class grade.
B. Class Participation
Students are expected to be attentive and active participants in class. Lack of attention
and participation my reduce your class grade.
2
C. Professionalism
All electronic devices are to be turned off when class begins. Please put your
electronic devices in your book bag.
Students are expected to maintain a professional attitude. Examples of professionalism
include the following: taking notes when appropriate; actively participating in class
discussions and assignments; and being punctual.
All assignments should be completed on time with high-quality content and student-ready
format. Neatness, grammatical correctness and clarity are all important. Assignments
will also be graded on mechanics (spelling, word choice, correct use of verb tenses,
creating complete sentences.) Please word process all papers unless otherwise noted.
Exceptions are in-class activities.
C. Academic Honesty Policy
Teacher candidates are expected to follow the PSU Academic Honesty Policy, which
speaks to unethical acts associated with coursework or grades. The full text of the policy
is on the web. The policy includes the following:
1. giving or receiving aid on quizzes and assignments which are given as individual
assignments.
2. plagiarism.
D. Grading Scale
90-100% A
80-89%
B
70-79%
C
60-69%
D
Below 60% F
IX.
ASSIGNMENTS
Points Due Date
Assignment No. 1
Characteristics of Adolescents
25 points
Jan 20
Assignment No. 2
Positive Classroom Environments
25 points Jan 20
Assignment No. 3
Research on Adequate Yearly Progress
50 points Jan 27
Quiz Chapters 1 & 2 Unrau text
80 points
Feb 3
Assignment No. 4
20 points
Feb 10
Computerized Readability
Assignment No. 5 Addressing Adolescent Literacy in
All Content Areas Paper
100 points Feb 10
Assignment No. 6 Team Vocabulary Strategy Presentations
3
Groups 1, 2, 3
Quiz Chapter 4
24 points
Unrau text
Team Vocabulary Presentations
Groups 4, 5, 6
Feb 24
40 points March 3
March 10
Assignment No. 7
Media Literacy Practices Plan Report Chap 8 100 points
March 24
Assignment No. 8
Team Comprehension Strategy Powerpoint Presentation
Groups 1, 2, 3
24 points March 31
Assignment No. 9
Content Area Summary chap 11
Quiz Chapter 10
Unrau text
200 points April 7
40 points April 14
Team Comprehension Strategy Powerpoint Presentation
Groups 4, 5, 6
24 points April 21
Assignment No. 10 Semantic Feature Analysis Grid
30 points
April 28
Assignment No. 11 Anticipation Guides
25 points
May 5
Quiz Chapter 11
40 points
May 12
Unrau text
Note: Course content and assignments are subject to change due to student’ needs and /or
time constraints.
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COURSE OUTLINE
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Chapter 1: ENGAGING CULTURES AND LITERACIES FOR LEARNING
Cultures and Literacy, pp. 10-11
High School cultural literacy
Groups struggling with School Literacy/Trends in Reading Scores, pp 15-16
International Reading Association Rationale for Adolescent Literacy, p 23
Assignment: Research on Adequate Yearly Progress
Google Adequate Yearly Progress and name the areas in which schools are to make
progress. Report the restructuring options for schools making unsuccessful progress.
Research a district where you live or plan to teach and review its AYD status. Possible
websites are Kansas State Department of Education Report Card 2008-2009 or Missouri
Map Test Scores 2006-2009. Identify towns or district not making AYP. If you were
teaching in this district, what could you do to help support other teachers in helping
children make adequate progress in the areas needed?
Due Date: January 27 50 points
Chapter 2: MOTIVATION TO READ CONTENT AREA TEXTS
Factors Contributing to Student’s Motivation to Read, p 34-37
In-class Assignment
Using packets provided by the instructor, students will work in teams to research and
present information to the class on adolescents.
Date: January 20 25 points
Home: (Research on Successful Home Environments)
Gender: (Videotape: Reading Across the Lines: Closing the Literacy Gender Gap)
Teacher: Assessment and reward systems, p 57
Classroom Environment:
In-class Assignment
Using a guide sheet provided by the instructor, students will brainstorm in teams for
factors related to a positive classroom environment and present their information to the
class.
Date: January 20 25 points
Fehrenbach: Introduce Graphic Novels for motivation
Chap1 & 2 Quiz: 40 multiple choice questions over Unrau text Date: Feb 3 80 pts
Chapter 11: ACADEMICALLY DIVERSE CONTENT AREA CLASSES
Standards based instructional planning, p 359
( State Standards)
NCLB, p 361
Individual Assignment:
5
Read pp. 364-379 Addressing Adolescent Literacy in All Content Areas. Word process a
paper in which you describe ways you could integrate literacy within the content area you
plan to teach. You may use ideas from the text or other materials in writing your paper.
Keep in mind you may incorporate other types of print and nonprint besides a course text
book in your teaching, such as electronic media sources, newspapers, magazines,
nonfiction books and biographies. Your word processed paper must be a minimum of 200
words.
You may select your content area from the text or other sources and summarize the
information in a minimum of 200 words.
Due Date: Feb 10 100 points
Information for some content area can be found on the following pages:
Science Literacy, p. 365-369
Math Literacy, p. 369-375
History/English, p. 375-378
Physical Education, p. 378-379
Other Content Areas (Check with your instructor.)
Chapter 3: INSIDE THE MEANING CONSTRUCTION ZONE: READERS
READING
(Research on Effective Reading Strategies)
Chapter 4: ASSESSING READERS AND THEIR TEXTS
Diagnostic Decision Making
Students:
Assess students’ interests
Assess students’ attitudes toward reading
Assess students’ current reading levels
Miscue analysis, p 117
Fluency rate
Text:
Assess with Comprehension Think-Alouds, p 123
Readability Formulas, pp 139-140
Text evaluation, pp 144-145
Readability Formulas, pp 139-140
Individual Assignment: OKAPI! Complete a computerized readability check
on a student text or materials you might use in your classroom
Due Date: Feb 10 20 points
Chap 4 Quiz: 20 multiple choice questions over Unrau text Date March 3 40 pts
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ART II ENHANCING YOUR STUDENTS’ LITERACIES THROUGH
STRATEGIC INSTRUCTION
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Chapter 5: DEVELOPING VOCABULARY
High frequency words, p 155 (Dolch/Fry/Graded word lists)
Word Parts, pp 165-167
(PREROOTIX Morphemic Analysis: A Guide for Teaching Word Origin, Affixes,
Vocabulary and Spelling for All Grades and Ages, Davis, Trinity M.)
Team Assignment: Vocabulary Strategy Presentation
Plan and participate in a collaborative teaching activity for a vocabulary strategy.
Working with a team, you will create an activity for an assigned vocabulary strategy. You
and your team will then use the the participants in this class as your “students” and teach
the strategy. The assignment will be graded with a rubric.
Due Date: Feb. 24 for Groups 1, 2, &3
24 points
Due Date: March 10 for Groups 4, 5, & 6
Research on Instruction in Vocabulary Development, p 177
Chapter 6: STRATEGIES TO ENHANCE COMPREHENSION
Comprehension
Double Entry Journals, p180
Directed Reading Thinking Activity (DRTA), pp 183-186
Know-Want to Know-Learned (KWL), pp 186-187
Team Assignment: Comprehension Strategy Powerpoint
Plan and particpate in a collaborative teaching activity for a comprehension strategy.
Working with a team, you will create a Powerpoint and an activity for an assigned
comprehension strategy. The Powerpoint describes the strategy, gives the purpose for
using it, and lists the steps for the strategy. Following modeling of the strategy, you and
your team will use the participants in this class as your “students” and implement a
hands-on activity with the students based on the strategy. The assignment will be graded
with a rubric.
Due Date: March 31 for Groups 1, 2, 3
24 points
Due Date: April 21 for Groups 4, 5, 6
Types of Text Structure
Strategies for Organizing Knowledge
Outlines
Note taking, p 202
Graphic organizers, pp 202-207
Compare and contrast organizer, p. 207
Chapter 8: CRITICAL READING OF PRINT AND NONPRINT TEXTS
Individual Assignment: Read Media Literacy Practices Across the Content Areas, pp.
7
273-274
Reflect upon your reading and describe in detail a media literacy project you could
require your students to complete. Would your assignments be for individuals or teams?
What content and sources would they use? Topic? Type of presentation. Your word
processed paper must be a minimum of 200 words.
Due Date: March 24 100 points
PART III DESIGNING LITERACY INTO ACADEMICALLY DIVERSE
CONTENT AREA CLASSES
Chapter 9: GROUP STRATEGIES
Chapter 10: STRUGGLING READERS AND ENGLISH LEARNERS
Chapter 10 Quiz: Multiple Choice
Date: April 14 40
points
Lecture: Semantic maps, p 169
Semantic feature analysis, p 17
(Continued Team Comprehension Strategy Powerpoint Groups 4, 5, 6 April 21)
Individual Assignment: Semantic Feature Analysis Grids Due Date: April 28 30 pts
Lecture: Anticipation Guides, pp 182-183
Individual Assignment : Anticipation Guide
Develop an anticipation guide for use with a content textbook chapter or section,
videotape or other form of media. Working with your own content material and
concepts, prepare an anticipation guide to introduce a unit/ theme/concept in your
classroom.
Due Date: May 5 25 points
Chapter 11: Quiz: Multiple Choice
Date: May 12 40 points
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MIDDLE & SECONDARY READING
CLASS DAYS
SPRING 2010
WEDNESDAY 5:00 P. M.
Jan 20
Jan 27
Feb 3
Feb 10
Feb 17
No Class: Association Teacher Educators Conference - Chicago
Feb 24
March 3
March 10
March 17 No Class: Spring Break
March 24
March 31
April 7
April 14
April 21
April 28
May 5
May 12 Final exam week
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