Advanced Content Area Literacy
Southern Utah University—EDRG 5320
Reading Endorsement
Spring 2015
Karen Sampson
435-671-2460
Karen@nucenter.org
Note that to qualify for credit, Southern Utah University requires that learners must
complete 15 hours of contact time per credit hour in any given course.
Course Description:
The major emphasis of this course is to prepare teachers to teach students literacy strategies
that help them acquire knowledge from content area materials. Other methods taught in the
course include integrating the curriculum across content areas, using children’s and young adult
literature to complement learning from information texts, and teaching students to navigate
reference, internet, and multimedia materials.
Purpose:
The purpose of this graduate level course in methods for teaching content area reading and
writing is to help practicing teachers develop an in-depth understanding of the research
findings, issues, principles and practices related to exemplary, research-based reading and
writing instruction in the content areas. This course largely focuses on how to assist all
learners to read, understand and learn from nonfiction reading materials. This course does not
cover phonological processes for young students and older remedial readers. Instead, it covers
assisting students at all grade levels in their reading and writing of text related to science,
social studies, history, math, art, music, etc. This class is required for the Level I Reading
Endorsement.
Course Objectives/Alignment with Standards
After this course you will be able to:
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Demonstrate a knowledge of the major theories and issues related to the literacy
development of all students (IRA Standards 1.1, 1.2, 1.3)
Determine if students are appropriately integrating the components of reading in their
course assignments (IRA Standard 1.4)
Support teachers in their use of instructional grouping options and instructional practices
(IRA Standards 2.1, 2.2)
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Use, interpret, and recommend a wide range of assessment tools and practices to plan
instruction for all students (IRA Standard 4.1)
Assist the classroom in selecting materials that match the components of reading levels,
interest, and cultural and linguistic backgrounds of students
(IRA Standard
4.1)
Model reading and writing for real purposes (IRA Standard 4.3)
Motivate learners to be lifelong readers (IRA Standard 4.4)
Possible Topics:
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Characteristics of Strategic Readers, Writers, and Learners
Characteristics of Texts for Learning/Differentiation
Discipline-specific Literacies
Study Strategies
Reading/Learning Strategies (before/during/after)
o Text Structure Analysis
 Macro Structures/Surveying
 Micro structures/Access Features
o Predicting/Anticipation
o Think-Alouds
o Questioning
 Self-Questioning, Q+A, Q-A-R, etc.
o Self-monitoring/Metacognition
o Visual Representations
o Categorization
o Graphic Organizers
o Summarization
o Clarification and Extension
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Writing to Learn
Vocabulary Instruction
Lesson Frameworks
Curriculum Planning
o Declarative Knowledge
o Procedural Knowledge
o Conditional Knowledge
English Language Arts Common Core
Supported Reading
Gradual Release of Responsibility (Explicit Explanation, Modeling, Guided Practice,
Coaching Independent Application, Self-Assessment and Goal Setting)
Talking to Learn; Discussion
Collaborative Learning Strategies
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Reading Many Different Types of Text (Charts, Posters, Magazines, Maps, Newspapers,
etc.)
Interests; Attitudes and Motivation
Required Text:
Alvermann, D., Gillis V., & Phelps, S. (2013). (13th Ed.) Content Area Reading and Literacy:
Succeeding in today’s Diverse Classrooms. Boston: Pearson.
Suggested Text:
Goudvis, A. & Harvey, S. (2007). Strategies That Work: Teaching Comprehension for
Understanding and Engagement. Maine. Stenhouse.
Sousa, David A. (2004). How the Brain Learns to Read. Thousand Oaks, CA. Corwin Press.
Materials needed to participate during class instruction:
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Extra copy paper; white & color
Colors (Twistables or markers or colored pencils, etc.)
Scissors
Glue (preferably a glue stick)
Ruler
Composition Notebook
Sticky Notes
Assignments and Activities:
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Attendance/Participation: Because of the class format, attendance and participation is
important to student learning. If you are unable to attend, please let me know in advance if
possible. Please come to each class prepared to discuss required readings and assignments within
your group as well as the larger group. Willingness to participate in class discussion is also an
important aspect of this course.
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Weekly Text Reflection: Will vary each week, using the strategies we learn in class
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Weekly Strategy Implementation: Each week you will implement the strategy we discussed in
class in your classroom; write a quick summary of your experience and be prepared to explain your
experiences to our class.
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Reflection Journal: Will keep a journal with the two above requirements, notes from class,
examples and ideas from text, class discussions, personal reading.
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Textbook Evaluation: Using the format(s) we discuss in class, evaluate a classroom (Science,
Math, Social Studies, Language Arts, etc.) textbook (preferably one that you will be using in your
teaching) for its content literacy utility. In the event you do not use a textbook, find three
written sources of information that you could use and rate them separately using the format
discussed in class.
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Develop a Content-based Unit:
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Must be compatible with Brain-based Research
At least 3 lessons in the unit
Related to course work
Include Comprehension Aids and Activities
Include at least one “Strategies that Work” Activity
Include Writing to Learn Component
Include a variety of texts and media
Tentative Schedule of Assignments and Activities
Week
January 7, 2015;
5:00 to 10:45 p.m.
Topics Covered/In Class Activities/Resources
Used
Class Introductions
Textbook Used: Content Area Reading and
Literacy: Succeeding in Today’s Diverse
Classrooms (Alvermann, Giles, Phelps) 2013.
Chapter 1: Content Literacy and the Reading
Process
 Prior Knowledge: Class Discussion
 Strategies students use to focus on &
understand a difficult reading passage:
Brainstorming.
 The importance of teaching reading in
the content areas: Video (The Teaching
Channel)
 The role of textbooks & Assumptions
underlying the use of textbooks: Class
Discussion
 Cognitive Processing during Reading:
Activities we can use to assist readers
in their thinking while reading including
Interactive Textbooks
 Independent Readers/Fluent Readers:
Class Discussion & Hands-on Activities
 What it means to be literate; Types of
Literacy: PowerPoint/Class Discussion
 Multiple Nature of Textbooks
Assignment
Outside of Class
Interactive
Notebook;
Reflection of
Today’s Learning
Read:
Strategies that
Work, Ch. 1
Content Area
Reading &
Literacy Ch. 6
January 11, 2015
5:00 to 10:45 p.m.
January 21, 2015
5:00 to 10:45 p.m.
January 28, 2015
5:00 to 10:45 p.m.
Content Area & Literacy, Chapter 6: Preparing
to Read
Strategies that Work (Goudvis & Harvey)
2007. Chapter 1: Reading is Thinking
 Differences in the Literary Demands of
the Core Content Areas: Group
Activity—Examining textbooks from the
Core Content Areas & Completing a
Compare & Contrast Graphic Organizer
 Schema: Group Activity—Developing
Activities to assist students in
Activating their Schema
 The Role of Prior Knowledge; Class
Activity
 Metacognition: Text-to-Self, Text-toText, Text-to-World; Class Discussion
 Lifespan Developmental Perspective on
Reading: In-Class Reading & Discussion
 Interactive Notebook: Reflection
Content Area & Literacy, Chapter 10:
Reflecting on Reading
How the Brain Learns to Read (Sousa):
 Brain-Based Learning (Video)
 Instructional Practices to Increase
Student Engagement: Group Discussion
 Creating Brain-Based Learning Lesson &
Unit Plans; Brainstorming Ideas; InClass Research
 Interactive Notebook: Foldables &
Graphic Organizers of Brain-Based
Learning
Content Area & Literacy, Chapter 4: Planning
for Content Literacy
 Understand the components of Lesson
Plans for Content Area Literacy;
PowerPoint/Class Discussion
 Be able to create lesson plans for a
content area that includes the
components for Content Area Literacy;
Class Discussion
Strategies that
Work Pages 78 &
79; and Chapter
1 using the Sticky
Note Strategy
described in
pages 78 & 79
Read:
Content Area &
Literacy, Ch. 10
How the Brain
Learns to Read,
Ch. 1
Beginning Steps
of Developing a
Content-Based
Unit;
Read:
Content Area &
Literacy, Ch. 4
Read:
Content Area &
Literacy, Ch. 2
Continue to Work
on Content-Based
Unit
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February 4, 2015
5:00 to 10:45 p.m.
February 11, 2015
5:00 to 10:45 p.m.
Writing Essential Questions; Video (The
Teaching Channel); Group Work—Writing
Essential Questions
In-Class Collaboration—Creating Lesson
Plans for our Content Area
Interactive Notebooks: Notes &
Reflection
Content Area & Literacy, Chapter 2:
Language, Diversity & Instruction
 Planning Content Area Instruction for
English Language Learners; Sample
Lesson Plans/Personal Experiences
 Supporting Literacy among Adolescent
ELL Learners
 Becoming a Culturally Responsive
Educator; Videos, Experiences
 Adapting our Lesson Plans to include
Best Practices for ELL Learners; InClass Activity
 Interactive Notebooks: Foldables;
Reflection
Read:
Content Area &
Literacy, Ch. 3.
Content Area & Literacy, Chapter 3: Creating
a Favorable Learning Environment
 Planning student Involvement with the
Internet
 Embedding Internet Activities into
Lesson Plans; Internet Scavenger Hunt
(finding student appropriate, academic
learning activities that will enhance
Content Area Literacy Lessons
 Affective Characteristics of Teaching;
PowerPoint
 Forms of Grouping in Content Area
Classrooms; Class Discussion
 Interactive Notebooks: Foldables;
Answering Comprehension Questions;
Reflection
Read:
Content Area &
Literacy, Ch. 7
Continue to Work
on Content-Based
Unit
Strategies that
Work, Ch. 14
Continue to Work
on Content-Based
Unit
February 18, 2015
5:00 to 10:45 p.m.
February 25, 2015
5:00 to 10:45 p.m.
Final Assessment
Content-based Unit
Interactive Notebooks
Content Area & Literacy, Chapter 7: Reading
to Learn
Strategies that Work, Chapter 14
 Determining the Importance in Text:
The Non-Fiction Connection
 Assessing Textbooks
 Learning how to use Readability
Formulas; Practice using Readability
Formulas on various texts
 Using Cloze Passages;
 Consumer Judgments
 Active Reading with Textbooks; Class
Discussion
 Teaching Students to read textbooks
 Using Comprehension Strategies with
Textbook Reading;
 Interactive Notebooks: Foldables;
Graphic Organizers; Reflection
Content Area & Literacy, Chapter 5;
Assessment for Learning
 Evaluation & Assessment of Learning
 Type of Assessments & Evaluations;
Brainstorming & in-class research
 Building Formative Assessments right in
the lessons & unit; Class & Group
Discussion
 All Assessments should be used to drive
instruction
 Reviewing Content-Based Unit with Peers
 Interactive Notebooks: Reflection
Due March 4th
Content Area &
Literacy, Ch. 5
Content-Based
Unit Ready for
Review Next
Week
Textbook
Evaluation
Assignment