BETHUNE-COOKMAN UNIVERSITY
SCHOOL OF EDUCATION
Course Syllabus
ED 370 Content Reading (K-6)
Course Instructor: Lawana Postell-Walden
Office: Kottle 108B
Office Hours: Posted
Phone: 386-481-2307 ext. 2307
E-mail: waldenl@cookman.edu
Pre-Requisite: EDL 350, ED 352
Co-Requisite: ED 368
Required Textbook: Alvermann, Donna, Swafford, Jeanne, & Montero, Kristina.
(2004).
Content Literacy Instruction for the Elementary Grades. New York: Allyn & Bacon.
http://wps.ablongman.com/ab_alvermann_contentelem_1
I.
Course Description
In this course, students discover qualitative characteristics of textbooks, trade
books, and electronic text in various content areas. Students will acquire strategies
and knowledge of instructional resources for developing proficient content
reading, writing and critical thinking skills in the K-6 classroom.
II. Course Requirements - Attendance Policy - Classroom Decorum

Students in this course are required to purchase the textbook during the first
week of class, open a Bethune-Cookman University e-mail address, and attend
an updated WebCT orientation session.

Class attendance is compulsory. Students should be in the classroom and
seated at the designated time. Students absent three or more class periods
before midterm and/or whose academic performance is below average will be
dropped from the course.

Students who arrive five or more minutes after class begin, will be marked as
tardy. Three marked tardies will be considered as one absence.

Only in the cases of an emergency should students leave the room, once class
has begun. Cell phones must be turned off.

Assignments not submitted on the specified date and at the specified time will
lose 50% of the possible points.

Students are responsible for acquiring class content and handouts they miss
due to absences. The Education Division office and the Teacher Education
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Institute (TEI) will not make copies. Duplicating machines are available in the
Library/Learning Resource Center.
III.

Make up exams and assignments will be accepted only at the discretion of the
professor. No assignments will be accepted later than one week from date
assigned.

Students are expected to be attentive, to contribute to discussion and
assignment activities in class and online.
Course Objectives
The Objectives/Competencies listed below are consistent with national standards
(INTASC) and state standards including Competencies & Skills, specified by the
Florida DOE for Teacher Certification. The objectives also describe what students
are expected to know and be able to do to implement the 12 Florida Educator
Accomplished Practices (EAP) and ESOL Standards to teach English
Proficient (EP) and Limited English Proficient (LEP) students according to
parameters, goals and stipulations of the Florida Consent Decree. Course content
also includes Reading First training in methods based upon Scientifically Based
Reading Research (SBRR).
Upon completion of the course, teacher candidates will be able to:
A.
Identify reading demands of expository vs. narrative text. Acquire strategies that
develop listening, speaking, reading and writing skills to meet those demands.
B.
Examine content in trade books and in electronic text (Internet) - to identify (1)
readability levels, (2) text structure (3) technical vocabulary with potential for
comprehension difficulty. Set purposes and provide scaffolding to assist
information processing of text
C.
Exhibit skills in the art of questioning (i.e., QAR’s, Bloom’s Taxonomy) to form
queries for Inquiry aimed toward developing and assessing comprehension and
critical thinking.
D.
Plan units and teach guided reading lessons that develop student metacognition – the ability to form generalizations and to conceptualize from
information read with awareness of the processes involved.
E.
Write lesson plans that are likely to engage students with diversity in
backgrounds, English language proficiency, and learning styles and difficulties.
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F.
Create a data base of activities to engage students as active readers (graphic
organizers, writing assignments, glossing text) to scaffold and promote student
awareness (meta-cognition) of how meaning is constructed while reading
G.
Teach content reading skills from a number of sources (maps, graphs, tables,
diagrams, dictionaries, , almanacs, diagrams, atlases, almanacs, etc.) as aids to
critical thinking, comprehension and meaning construction
H.
Integrate Constructivist teaching methods supported by technology assisted
(situate, group, bridge, question, exhibit) in lesson plans/units
I.
Select and use a variety of instructional print and non-print materials to promote
acquisition of subject matter and develop literacy at varying academic &
language proficiency levels
J.
Facilitate collaborative and cooperative learning beyond the text to promote indepth learning and interaction among students
K.
Administer and interpret results of formal, informal and performance
assessment; Communicate to students their progress in areas targeted for
improvement
L.
Develop theoretical perspectives about learning to read and form reflective,
metacognitive responses to topics under study
IV. CONTENT READING – Topical Outline
A. Background
1. Current issues and trends in reading instruction
a. National Reading Panel (NRP) findings
b. Scientifically Based Reading Research (SBRR)
c. Early Intervention with emphasis on the Struggling Reader
d. Instructional Technology
e. Diversity (culture, language (ESOL)), Assessment
2. Theoretical Models of reading and language acquisition
a. psycholinguistic
b. schema
c. metacognitive
d. information processing
e. social constructivist
3. Standards-based instruction
a. Alignment with curriculum
b. Florida Educator’s Accomplished Practices
c. ESOL Standards
d. Florida Sunshine State Standards
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e. Florida Educators Accomplished Practices
B. Frameworks for Teaching Content Reading Comprehension
with strategic Scientifically-Based Reading Research (SBRR) Techniques
1. Language and comprehension cueing systems
a.
Semantic
b. morphemic
b. Syntactic
d. phonemic
2. Using effective comprehension strategies for struggling readers and
ESOL
students
a. Determining main idea; identifying supporting information
b. Constructing meaning from text
c. Clarifying understanding by rereading, retelling and discussion
d. Summarizing, checking other sources
identifying author’s purpose
e. Recognizing text structures and patterns of organization
(comparison, cause/effect, sequence, contrast)
f. Recognizing descriptive, explanatory, persuasive
narrative, expository (fiction, nonfiction) texts
g Critically analyzing text for bias and propaganda techniques
3. Connecting writing with reading to develop critical thinking
4. Writing grade level appropriate reports and responses to expository text
C. Applying SBRR Strategies to Develop Comprehension Abilities
1. Preparing students to read, guiding the reading, and extending
comprehension
2. Integrating comprehension methods into the overall lesson plan
3. Identifying levels of comprehension and selecting appropriate teaching
methods
4. Using questioning strategies to promote students’ active comprehension
of content material
5. Using discussion and writing instruction to develop students’ content
literacy and higher-level thinking
6. Pre-reading, during-reading and post-reading activities for improving
students’ independent reading and comprehension of content textbooks
7. Effective use of concept webbing and other graphic organizers to
support
comprehension
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D.
Selecting and Applying Strategies to Develop and Increase Vocabulary
1. Word learning tasks involved in vocabulary study
2. Developing student independence in acquiring vocabulary
3. Selecting content vocabulary to teach
4. Methods for building memory for word meanings
5. Effective use of maps and other visual organizers for teaching
vocabulary
E. Using Multi-Media to Promote Inquiry & Critical Thinking in Content
Reading
1. Using multi-media to communicate about content area (i.e., using
information, concepts, prose symbols, reports, audio and video
recordings,
speeches, graphic displays, and computer based programs)
2. Using Information Technology approaches to inquiry and critical
thinking
3. Computer-Assisted Instruction as an aid to Comprehension and
language learning
a. Multi-media presentations
b. Informational Technology
c. Presentational and content knowledge software
d. Word processing systems
4. Navigating the Internet to conduct Content Reading Projects
5. Student assignments using E-Mail, Internet to promote critical thinking
6. Multimedia computer-based assignments connecting writing with
reading
F. Alternative Assessment of Reading at Varying Language Proficiency Levels
1. Basic measurement concepts
2. Procedures for authentic assessment and instructional decision-making
(Assessment/Evaluation)
3. Current trends and issues related to testing linguistic and culturally
diverse
Students
4. Guidelines for administering tests and interpreting test results
a. Grouping patterns for reading instruction
b. Adapting instruction for students with diverse instructional
needs
(1) cultural and language diversity
(2) varying exceptionalities
(3) limited English proficiency
c. Selecting materials for instruction and practice
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Schedule of Assignments
Chapter 1
Content Area Literacy for Pre-K though Grade 6: No Child Left Behind Act and
Bloom’s Taxonomy Research, In-class essay
Chapter 2
Teaching Comprehension: Chapter presentation, In-class activities
and class demonstration of comprehension strategies, In-class
essay, Lesson plan
Chapter 3
Using Textbooks and Trade books for Content Area Instruction:
Chapter presentation, In-class activities, Trade Book Evaluations
Chapter 5
Mediating Expository Text Structures and Common Access
Features: Chapter presentation, In-class activities,
Chapter 4
Developing Vocabulary for Content Area Learning:
Chapter presentation, In-class activities, Vocabulary games,
Lesson plan
Chapter 6
Teaching Media and Visual Literacy in the Content Areas:
Chapter presentation, In-class activities, Website/Software
Evaluation, Lesson plan
Chapter 7
Diversity in Content, Language, and Children:
Chapter presentation, In-class activities, Group presentations,
Lesson plan
Chapter 8
Readers and Writers Who Struggle with Content Area Learning:
Chapter presentation, In-class activities, In-class essay
Chapter 10
Assessing Learners and Text in the Content Areas:
Chapter presentation, In-class activities, Class assessment activity
Chapter 9
Organizing for Content Literacy Instruction:
Chapter presentation, In-class activities,
Chapter 11
Integrating Literacy Instruction in the Content Areas:
Chapter presentation, In-class activities,
Chapter 12
Portfolio, Lesson Plan Presentations WebQuest Project
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Evaluation/Assignments
% of Grade
Content Literacy Lesson Plans
20%
Related Class Work/Inquiry Tech. Project
15%
Collaborative Learning Assignments/ Presentations
25%
LiveText Electronic Portfolio
20%
Midterm Exam
10%
Final Exam
10%
100%
Grading Scale (Based on 70% Competency)
90% - 100%
(A)
80% - 89%
(B)
70% - 79%
(C)
60% - 69%
(D)
0% - 59%
(F)
REFERENCES:
Alvermann, Donna, et.al. (2004) Content Area Literacy Instruction for the Elementary
Grades. New York: Allyn & Bacon.
Alvermann, Donna & Phelps, Stephen. (1998). Content reading and literacy: Succeeding
in today’s diverse classrooms. Boston: Allyn & Bacon.
Eggen, Paul & Kauchak, Donald. (2110). Strategies for teachers: Teaching content and
thinking skills. Boston: Allyn & Bacon.
Jacobson, Jeanne. (2001). Content area Reading: Integration with the language arts. New
York: Delmar Publishers.
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Manzo, Anthony and Manzo, Ula. (2000) Content area literacy: Interactive teaching for
active learning. Columbus: Merrill – Prentice Hall
Ruddell, Martha. (1997). Teaching content and writing. Boston: Allyn & Bacon.
Reutzel, D. Ray & Cooter, Robert, (2003). Strategies for Reading Assessment and
Instruction: Helping Every Child Succeed
Richardson, Judy & Morgan, Raymond. (2000). Reading to learn in the content areas.
Belmont, CA: Wadsworth Thomson Learning
*Other references include National Reading Panel findings, relevant topics in
Language Arts (NCTE), and Reading Teacher (IRA) publications, relevant to course
topics including Teaching reading to English Speakers of Other Languages (ESOL)
and numerous Software, Videos, and Websites such as the following:
Web Pages for Content Reading Teachers and Students
Yahooligans: The Web Guide for Kids
U.S. Government Web Sites for Kids
Great Web Sites for Kids
Virginia Commonwealth University
http://www.soe.vcu.edu/GCU/elementary/index.html
Find out more about Bloom's taxonomy
http://faculty.washington.edu/krumme/guides/bloom.html
http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm
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