EDRD 7818
KENNESAW STATE UNIVERSITY
Bagwell College of Education
M.Ed Reading/Secondary Schools
I. COURSE NUMBER/SECTION: EDRD 7818
COURSE TITLE: Content Area Reading in Secondary Schools
II. INSTRUCTOR:
Dr. Daphne Hubbard
Office: KH 1015
Cell: 251-377-4644
E-mail: dhubbar9@kennesaw.edu
Office Hours: By Appointment
III. CLASS MEETING: Mondays 5:00 – 7:45 p.m., Kennesaw Hall Room 2001
IV. REQUIRED TEXT(S):
American Psychological Association. (2009). Publication manual of the American
Psychological Association. (6th ed.) Washingto, DC: American Psychological
Association.
Chalk and Wire
Vacca, J.L., Vacca, R.T., Gove, M.K., Burkey, L.C., Lenhart, L.A., & McKeon, C.A. (2012).
Reading and learning to read. (8th Ed.). Boston, MA: Pearson, Allyn and Bacon.
Additional Readings and Related Material: Throughout the course you will read additional articles from
such sources as Journal of Literacy Research, Literacy Research and Instruction, The Reading
Teacher, Content Area Reading, Reading Online, and Reading Research Quarterly.
V. CATALOG DESCRIPTION:
An advanced study of the processes and problems of reading instruction in content area classrooms.
This course explores components of the reading process related to content area reading instruction
including technical reading, prior knowledge, reading strategies, supplemental texts, and methods of
grouping. Candidates will plan instruction based on content area requirements that supports readers
before, during, and after they read. Emphasis will be placed on supporting the unique reading needs of
a diverse classroom of learners at all grade levels.
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VI. PURPOSE/RATIONALE:
Mastery of reading skills is basic to successful learning in every school subject. Teachers can further
their training by adding an endorsement in reading to their teaching certificates. Additionally, a reading
endorsement will faciliate teacher acquisition of skills and competencies needed to help students read
and understand content material; it will also aid teachers in identifying reading problems, providing
required interventions, and assisting all students in improving reading skills. A reading endorsement will
provide the incentive, as well as the opportunity, for teachers to become effective reading teachers and
will help them meet state mandates for highly qualified teachers of reading.
The purpose of this course is to provide candidates with the knowledge and skills to support the diverse
reading needs of students as they read to learn in the content areas. This includes evaluating the
textbook, choosing appropriate supplemental reading, and providing students with reading strategies to
make meaning from text. Further, this course will help candidates plan instruction to meet the diverse
needs of their students. After taking this course, candidates will have a stronger understanding of the
reading process including the five dimensions of reading (e.g. phonics, phonemic awareness, fluency,
vocabulary, comprehension) and factors that affect reading (e.g. text, context).
Conceptual Framework
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures
that support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual
framework, expertise is viewed as a process of continued development, not an end-state. To be
effective, teachers and educational leaders must embrace the notion that teaching and learning are
entwined and that only through the implementation of validated practices can all students construct
meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and
learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across
the college and university and extends collaboration to the community-at-large. Through this
collaboration with professionals in the university, the public and private schools, parents and other
professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all
students to high levels of learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective
classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a
spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
5. Are members of learning communities.
Knowledge Base:
Teacher development is generally recognized as a continuum that includes four phases: preservice,
induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that
the concept of expertise is central to analyzing the teaching-learning process, the teacher education
faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers
and teacher leaders. Researchers describe how during the continuum phases teachers progress from
being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance
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in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of
continued development.
This course is designed for graduate candidates who are completing a program of study leading to a
reading endorsement. The knowledge base for this course is reflected in the textual readings,
references, objectives, assignments and in-class activities. Program candidates will have an
opportunity to demonstrate pedagogical knowledge and skills related to student needs and motivation,
various family and community literacies and the process of active learning.
The professional learning facilitator:

Demonstrates the knowledge of content required to facilitate learning.

Demonstrates the knowledge of students needed to facilitate learning.

Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.

Demonstrates skill in creating a facilitative learning environment.

Demonstrates skill in creating facilitative learning experiences.

Demonstrates professionalism.

Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the Reading
Endorsement preparation program, and all candidates must be able to use technology to improve
student learning and meet IRA Reading Standards. Candidates in this course will explore and use
instructional media to assist teaching. They will master productivity tools, such as multimedia facilities,
local-net and Internet, and feel confident to design multimedia instructional materials, and use
diagnostic software.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different
learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding
of differentiated strategies and curricula for providing effective instruction and assessment within
multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic
region, giftedness, language, race, religion, sexual orientation, and socioeconomic status. An
emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases,
certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University
that address each of the multicultural variables outlined above.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their
disciplines and principles of pedagogy, who reflect on their practice, and who apply these
understandings to making instructional decisions that foster the success of all learners.
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Course Objectives:
1-Treats students equitably and provides equitable access to the full curriculum by respecting individual differences
and adjusting (or assisting teachers in adjusting) practices accordingly.
2-Creates a safe, well-managed, challenging and inclusive learning environment that supports student interests,
reading abilities, and backgrounds.
3-Uses multiple methods, technologies, both print and non print resources, and organizational arrangements
(including various grouping options) to meet goals articulated for individual students and the class as a whole.
4-Displays positive dispositions toward reading and teaching of reading by modeling reading/writing as valued lifelong
activities.
5-Continues to pursue development of professional knowledge and dispositions.
6- Possesses broad, current and specialized knowledge of reading (e.g., foundations of the reading/writing process,
major components of reading, reading research and histories of reading and demonstrates this knowledge to
colleagues, parents and students.
7- Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional
challenges.
8-Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve
student learning.
9-Interprets student performance data, designs instruction accordingly, and communicates results.
10-Collaborates with colleagues to observe, evaluate and provide feedback to one another on daily practice.
11-Reflects upon daily practice, and draws upon experience and the professional literature to research issues related
to improving student learning.
The following grid aligns course objectives with NCATE, CPI, and IRA Professional Reading Standards:
CPI Outcomes &
Proficiences
Course
Objectives
Course Objectives/IRA Standards
NCATE
Evidence
1.1 Possesses broad,
current and specialized
knowledge of subject
matter and demonstrates
this knowledge to
colleagues, parents and
students.
6
1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
1.3 Possesses strong
pedagogical content
knowledge and uses that
knowledge to create
approaches to instructional
challenges.
1.4 Demonstrate knowledge of the major
components of reading (phonemic
awareness, word identification and
phonics, vocabulary and background
knowledge, fluency, comprehension
strategies, and motivation) and how they
are integrated in fluent reading.
7
1.2 Demonstrate knowledge of reading
research and reading histories.
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
4
Individualized
Student Literacy
Plans
Impact on
Student Learning
Analysis
Ongoing Formal
and Informal
Assessments
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Individualized
Student Literacy
Plans
EDRD 7718
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Impact on
Student Learning
Analysis
Ongoing Formal
and Informal
Assessments
1.5 Actualizes the
integration of content,
pedagogy and
interdisciplinary
understanding through
instruction that is
integrated, elaborate and
deep.
3
1.6 Possesses an
interdisciplinary
understanding of the
curriculum and its
applications to real life and
accurately represents
understanding through use
of multiple explanations,
methods, technologies,
and/or strategies.
3&7
2.1 Treats students
equitably and provides
equitable access to the full
curriculum by respecting
individual differences and
adjusting (or assisting
teachers in adjusting)
practices accordingly.
1, 3 & 7
1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Individualized
Student Literacy
Plans
Thematic Web
Individualized
Student Literacy
Plans
Impact on
Student Learning
Analysis
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Individualized
Student Literacy
Plans
Impact on
Student Learning
Analysis
2.3 Use a wide range of curriculum
materials in effective reading instruction
for learners at different stages of reading
and writing development and from
differing cultural and linguistic
backgrounds.
3.2 Reflects regularly upon dailty
practice, and draws upon experience and
the professional literature to design and
conduct research aimed at improved
student achievement.
2.2 Uses understanding of
human development and
learning and uses this
understanding to create
enriching educational
experiences and/or
environments for all
students.
1&2
1.1 Demonstrate knowledge of
psychological, sociological, and linguistic
foundations of reading and writing
processes and instruction.
1.3 Demonstrate knowledge of language
development and reading acquisition and
the variations related to cultural and
linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Standard 4:
Diversity
Impact on
Student Learning
Analysis
Individualized
Student Literacy
Plans
2.1 Use instructional grouping options
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
4.1 Use students’ interests, reading
abilities and backgrounds as foundations
for the reading and writing program.
2.3 Creates a safe, well
2
2.1 Use instructional grouping options
5
Standard 1:
Unit Plan
EDRD 7718
managed, challenging and
inclusive learning
environment that supports
student interests, abilities,
and backgrounds.
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
Candidate
Knowledge,
Skills &
Dispositions
Individualized
Student Literacy
Plans
4.1 Use students’ interests, reading
abilities and backgrounds as foundations
for the reading and writing program.
4.4 Motivate learners to be lifelong
readers.
5.1 Display positive dispositions related
to reading and the teaching of reading.
2.4 Uses multiple methods,
technologies, resources,
and organizational
arrangements to meet
goals articulated for
individual students, class
instruction and the overall
school improvement plan.
3&7
2.1 Use instructional grouping options
(individual, small-group, whole-class, and
computer-based) as appropriate for
accomplishing given purposes.
2.2 Use a wide range of instructional
practices, approaches, and methods,
including technology-based practices, for
learners at different stages of
development and from differing cultural
and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Standard 4:
Diversity
Impact on
Student Learning
Analysis
Individualized
Student Literacy
Plans
Formal and
Informal
Assessments
2.3 Use a wide range of curriculum
materials in effective reading instruction
for learners at different stages of reading
and writing development and from
differing cultural and linguistic
backgrounds.
4.2 Use a large supply of books,
technology-based information, and
nonprint materials representing multiple
levels, broad interests, and cultural and
linguistic backgrounds.
3.2 Reflects, regularly
upon daily practice, and
draws upon experience
and the professional
literature to design and
conduct research aimed at
improved student
achievement.
11
5.1 Display positive dispositions related
to reading and the teaching of reading.
5.2 Continue to pursue the development
of professional knowledge and
dispositions.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Individualized
Student Literacy
Plans
Impact on
Student Learning
Analysis
Parent Reports
3.5 Adheres to
professional ethical
standards while reporting,
conducting and publishing
research.
5
5.2 Continue to pursue the development
of professional knowledge and
dispositions.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Unit Plan
Impact on
Student Learning
Analysis
VIII. COURSE REQUIREMENTS/ASSIGNMENTS:
EDRD 7718 is a collaborative course through which we will become a learning community that continuously
engages in cooperative learning and other forms of active, intellectual work. We will do a number of in-class
activities based upon your readings and homework assignments. You will be expected to participate through
collaboration, questioning, listening, evaluating, analyzing, verbalizing, and demonstrating. Many in-class activities
will be awarded points based on your participation and the group’s written, oral, or visual response to the activity. If
you are not able to participate in the activity due to not having read an assignment, not having created a
lesson/activity or not being in class, etc., you cannot receive the points.
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EDRD 7718
All assignments should be uploaded to Vista in the Assignments tab by 5:00 p.m. on the due date. No hard
copies will be accepted.
Course Assignments
Due Date
Points
Part I: Content Area Unit Plan Narrative
January 30
100
Part II: Thematic Web
February 6
100
Part III: Strategy Toolkit
February 13
100
Part IV: Individualized Student Literacy Plans (10)
Weekly/Ongoing
100
Part V: Weekly Parent Letters/Updates/Suggestions for Home Study (10)
Weekly/Ongoing
100
Part VI: Final Parent Report detailing Pre and Post-Assessment Data from GORT 4 and QRI-5
March 26
100
Part VII: Impact on Student Learning Analysis
April 16
100
Part VIII: Reference List
April 16
100
Part IX: Impact on Student Learning Analysis Presentation
April 23 & 30
100
Part X: Parts I-IX Revised and Uploaded to Chalk and Wire
April 30
200
Readings/Reflections/Collaboration/Participation
Weekly/Ongoing
100
Total Points Possible
1200
Part I:
Content Area Unit Plan Narrative
The Content Area Unit Plan is a collaborative project that will be completed as a grade level team. The unit plan
focuses on a topic from a specific content area and integrates the language arts (reading, writing, listening,
speaking, and media literacy), as well as the five dimensions of reading, as appropriate (phonemic awareness,
phonics, fluency, vocabulary, comprehension). Study skills and technology will need to be incorporated as well
through activities or strategies.
In the narrative, discuss the following:




Identify the topic and provide a rationale explaining why you chose this topic. Also, discuss the relevance
of the topic to the developmental level of the students for which the unit is geared. Include within the
paragraph the Georgia Performance Standards for the particular content area (Math, Social Studies, or
Science) and the Common Core Standards for reading, writing, speaking, and listening.
Discuss the relevance of the topic with respect to past and future learning of the students. Why is this
topic important to your student’s past, current, and future in this subject area? Why is this topic relevant to
the everyday lives, culture, etc. of students who live and go to school in a diverse area such as the greater
Atlanta area?
Start with a transition statement, then list at least ten (10) content-specific, high-level essential questions,
based on the Georgia Performance Standards and Common Core Standards and additional important
information you will want students to be able to answer as a result of your instruction/ implementation.
See Appendix A for a detailed rubric for the Content Area Unit Plan.
Part II: Thematic Web
Create a web (using text boxes or Inspiration©) on the computer in which you carefully think about and include
teaching/learning activities, strategies and ideas for lessons that focus around the theme/topic of your unit and that
integrate the subject areas indicated below. Keep in mind to address all of Bloom’s Taxonomy levels for
activities/tasks. Don’t just consider Knowledge and Comprehension levels in your activities. Your web should
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EDRD 7718
include activities/tasks that require students to apply, analyze, synthesize, and evaluate. At the center of your web,
indicate the topic and grade level of the unit. Think deeply about each lesson activity/learning experience you
included in your detailed thematic web. Think of these in two ways. First, it may be an activity that meets a
particular intelligence/talent (style) that helps those children who learn in that way. Second, it may be an activity that
provides an opportunity for students to demonstrate what they’ve learned in a particular manner that is reflected by
a specific intelligence.

See Appendix B for a template of the Thematic Web.
Part III: Strategy Toolkit
Based on the 25 strategies included on Thematic Web for reading, writing, listening/fine arts, speaking/fine arts,
grammar, phonemic awareness and phonics, fluency, vocabulary, and comprehension, candidates will create a
Word document containing all 25 strategies. For each strategy, brief description of the procedure for using the
strategy and a current URL for accessing more information regarding the strategy. Strategies should be arranged
alphabetically within the following categories:









Reading
Writing
Listening/Fine Arts
Speaking/Fine Arts
Grammar
Phonemic Awareness and Phonics
Fluency
Vocabulary
Comprehension
Part IV: Individualized Student Literacy Plans (10)
Incorporate the information from Content Area Unit Plan, the Thematic Web, and the Strategy Toolkit into 10
Individualized Student Literacy Plans lesson plans using the template provided in Appendix C. Any graphic
organizer used in the plan should be copied and pasted into the actual plan. Following the lesson, the candidate will
include a reflection on the plan. When posting these plans to Chalk and Wire, the candidate should include student
work samples created in each session.
Part V: Weekly Parent Letters/Updates/Suggestions for Home Study (10)
Following each intervention session with the tutee, candidates should send the parents an email containing the
following information: date of intervention, skill focus of the session, summary the content of the session, and
Home/Parent/Family Support suggestions for reinforcing the skill. Great care should be taken with proofreading,
editing, and revisions before sending the email to parents. Each of the 10 emails, including date and time of each,
can be compiled into one Word document to be posted to Chalk and Wire at the end of the semester.
Part VI: Final Parent Report detailing Pre and Post-Assessments of the GORT 4 and QRI-5
This formal, academic report will be a continuation and update of the report prepared for parents in EDRD 7719, but
will contain the post-assessment data from the spring administration of the GORT 4 and the QRI-5. All informal
assessments and results of formal assessments for fall and spring should be scanned and uploaded to Chalk and
Wire, but not provided to parents.
Part VII: Impact on Student Learning Analysis
This five-seven page, formal analysis should adhere to specifications on the ISLA for EDRD 7718 and APA (6th ed.)
formatting guidelines. The ISLA is attached as Appendix D.
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EDRD 7718
Part VIII: Reference List
Prepare a reference list of at least 25 references in APA (6th ed.) format for the entire unit, including Final Parent
Report and Impact on Student Learning Analysis. The references should be no older than seven years and come
from reputable journals and authors.
Part IX: Impact on Student Learning Analysis Presentation
Candidates will prepare a 10-15 minute power point presentation that detailing the key components of their Impact
on Student Learning Analysis.
Part X: Parts I-IX Revised and Uploaded to Chalk and Wire
Throughout the semester when revisions are complete, candidates should use the following checklist as a guide for
uploading important documents to Chalk and Wire. Candidates will receive a grade of Incomplete until these
documents are successfully and completed uploaded to Chalk and Wire. The documents should be labeled
according to the specific name detailed in the syllabus and in the appropriate and established order below.
1. Content Area Unit Plan Narrative
2. Thematic Web
3. Strategy Toolkit
4. Individualized Student Literacy Plans (10) labeled 1-10 including student work samples
5. Weekly Parent Letters/Updates/Suggestions for Home Study: 10 entries on one Word document
6. Final Parent Report detailing Pre and Post-Assessment Data from GORT 4 and QRI-5
7. Impact on Student Learning Analysis
8. Reference List
9. Impact on Student Learning Analysis Presentation
IX. EVALUATION AND GRADING:
Grading Scale:
90 – 100% A
80 – 89 % B
70 – 79 % C
Below 70% F
Late Work:
Late work will be accepted with a 10-point late penalty per day. After three days, the work will not be accepted.
Please email the instructor if you anticipate an assignment being late.
Quality of Work:
All work should be edited well. Points will be deducted from all work that does not meet professional standards. In
some cases, I may return the work without a grade. When appropriate APA (6th ed.) should be used for formatting.
X. ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's
policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic work,malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and
misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the
established procedures of the University Judiciary Program, which includes either an "informal" resolution by a
faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct's minimum one semester suspension requirement.
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XI. ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students are
expected to attend classes in accordance with the scheduled time of the course. Should you be absent, you are
responsible for making up the work missed. In-class activities may not be made up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated the dates that readings from
your text are due. I may also assign other readings which are are not indicated in the reading schedule. Please
note that you will be required to work with the student that you assessed in EDRD 7719 throughout this course. .
Weeks 1-4
Introduction/Syllabus
Common Core Anchor Standards for Reading P-12

Jan .9 Week 1: Key Ideas and Details: Chapters 5, 10, 14

Jan. 23 Week 2: Craft and Structure: Chapters 7, 8, 9,10, 14

Jan. 30 Week 3: Integration of Knowledge and Ideas: Chapters 2,10,12,13,14

Feb. 6 Week 4: Range of Reading and Level of Text Complexity: Chapters 10, 12, 13, 14

Other Readings as Assigned
Weeks 5-8
Common Core Anchor Standards for Writing P-12

Feb. 13 Week 5: Text Types and Purposes: Chapters 11, 12, 14

Feb. 20 Week 6: Production and Distribution of Writing: Chapters 2, 3, 5, 11

Feb. 27 Week 7: Research to Build and Present Knowledge: Chapters 2, 11, 12, 14

Mar. 12 Week 8: Range of Writing: Chapters 11, 14

Other Readings as Assigned
Weeks 9-10
Common Core Anchor Standards for Speaking and Listening P-12

Mar. 19 Week 9: Comprehension and Collaboration: Chapters 3, 5, 8, 9, 12, 14

Mar. 26 Week 10: Presentation of Knowledge and Ideas: Chapters 3, 5, 7, 8, 9, 11, 12, 14

Other Readings as Assigned
Weeks 11-14
Common Core Anchor Standards for Language

Apr. 2 Week 11: Conventions of Standard English: Chapters 3, 4, 5, 7, 8, 9, 11, 12, 14

Apr. 9 Week 12: Knowledge of Language: Chapters: 3, 5, 7, 8, 9, 10, 12, 14

Apr. 16 Week 13: Vocabulary Acquisition and Use: Chapters 5, 7, 8, 9, 14

Apr. 23 Week 14: Other Readings as Assigned

Apr. 30 Week 15: Other Readings as Assigned
Georgia View Vista Access
Georgia View Vista Access will be the primary communication tool used for emails, announcements, changes in
schedule, collaborative discussions, access to course materials, out-of-class activities and grade results. Additional
course materials will be available online in Georgia View Vista. It is very important that you check Georgia View
Vista daily for announcements. It is your responsibility to check for change notifications as assignments and
readings may change as the semester progresses. The URL to access Georgia View Vista is
http://vista.kennesaw.edu You will use your NetID and password to access the Georgia View Vista course.
XIII. REFERENCES:
Allen, J. (1995). It’s never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann.
Antinarella, J., & Salbu, K. (2003). Tried and true lessons, strategies, and activities for teaching secondary English.
Portsmouth, NH: Heinemann.
Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy (2nd ed.). Boston: Allyn & Bacon.
Beers, K., & Samuels, B. (Eds.). (1998). Into focus: Understanding and creating middle school readers. Norwood,
MA: Christopher-Gordon.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Blau, S. (2003). The literature workshop: Teaching texts and their readers. Portsmouth, NH: Heinemann.
Bloem, P., & Padak, N. (1996). Picture books, young adult books, and adult literacy learners. Journal of
Adolescent and Adult Literacy.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE.: IRA.
Brozo, W., & Simpson, M. (1995). Readers, teachers, learners (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Burke, J. (2002). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Boynton/Cook.
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EDRD 7718
Burkhardt, R. (2003). Writing for real. Westerville, OH: NMSA.
Cole, A. D. (2004). When reading begins: The teacher’s role in decoding, comprehension, and fluency.
Portsmouth, NH: Heinemann.
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Merrill.
Cullinan B., & Galda, L. (1994). Literature and the child. San Diego. Harcourt Brace.
Cullinan, B. (1992). Read to me: Raising kids who love to read. NY: Scholastic.
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Dornan, R., Rosen, L., & Wilson, M. (1997). Multiple voices, multiple texts: Reading in the secondary content
areas. Portsmouth, NY: Boynton/Cook.
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Heineman.
Duffy, G. G. (Ed.). (1992). Reading in the middle school. Newark, Delaware: IRA.
Ekwall, E. E. (1993). Locating and correcting reading difficulties (6th ed.). Columbus: Merrill.
Ericson, B. (Ed.). (2001). Teaching reading in high school English classes. Urbana, IL: NCTE.
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Filipovic, Z. (1994). Zlata's diary: A child's life in Sarajevo. NY: Scholastic.
Gillet, J., & Temple, C. (2000). Understanding reading problems. NY: Longman.
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Gunning, T. G. (1996). Creating reading instruction for all children (2nd ed.). Boston: Allyn & Bacon.
Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Maine: Stenhouse.
Heilman, A. (1998). Phonics in proper perspective. Upper Saddle River, NJ: Merrill.
Heilman, A., Blair, T., & Rupley, W. (1998). Principles and practices of teaching reading (9th ed.). Upper Saddle
River, NJ: Prentice-Hall.
Irvin, J. (1998). Reading and the middle school student. Boston: Allyn & Bacon.
Jacobson, J. M. (1998). Content area reading: Integration with the language arts. Albany, NY: Delmar.
Johnson, D. (2001). Vocabulary in the elementary and middle school. Needham Heights, MA: Allyn & Bacon.
Krogness, M. (1995). Just teach me, Mrs. K. Portsmouth, NH: Heinemann.
Langer, J. (1992). Literature instruction: A focus on student response. Urbana, IL: NCTE.
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National Institute of Child Health and Human Development. (2000). Report of the National Reading
Panel:Teaching children to read: an evidence-based assessment of the scientific research literature on
reading and its implications for reading instruction. Reports of the subgroups (NIH Publication No. 004754). Washington, DC: U.S. Government Printing Office.
Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
Pirie, B. (2002). Teenage boys and high school English. Portsmouth, NH: Boynton/Cook.
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NH: Heinemann.
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Upper Saddle River, NJ: Merrill/Prentice Hall.
Richardson, J., & Morgan, R. (2000). Reading to learn in the content areas. Belmont, CA: Wadsworth.
Rinaldi, A. (1993). Wolf by the ears. NY: Scholastic.
Robinson, R., & et.al. (2000). Issues and trends in literacy education. Needham Heights, MA: Allyn & Bacon.
Roe, B., & Smith, S. (2005). Teaching reading in today’s middle school. Boston: Houghton Mifflin.
Ruddell, M. R. (1997). Teaching content reading and writing. Needham Heights, MA: Allyn & Bacon.
Schoenbach, R., & Greenleaf, C. (1999). Reading for understanding. NY: Jossey-Bass.
Smith, M., & Wilhelm, J. (2002). Reading don’t fix no chevys. Portsmouth, NH: Heinemann.
Strickland, K. (2005). What’s after assessment? Portsmouth, NH: Heinemann.
Tompkins, G. E. (2003). Literature for the 21st century (3rd ed.). Upper Saddle River, NJ: Merrill.
Tonjes, M., Wolpow, R., & Zintz, M. (1999). Integrated content literacy. NY: McGraw-Hill.
Tovani, C. (2004). Do I have to teach reading? Portland, MA.
Vacca, R., & Vacca, J. A. (2000). Content area reading. NY: Longman.
Weaver, C. (2002). Reading process and practice (3rd ed.). Portsmouth, NH: Heinemann.
Wilhelm, J. D. (1997). You gotta BE the book: Teaching engaged and reflective reading with adolescents. Urbana,
IL: NCTE.
Zirinsky, D., & Rau, S. (2001). A classroom of teenaged readers. NY: Addison Wesley Longman.
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EDRD 7718