University of Victoria
Faculty of Education
Dept. of Curriculum & Instruction
Literacy for Learning across the Secondary School Curriculum
EDCI 352 F02 2002W
September to December 2002
Mondays 8:30 - 11:30 a.m.
MacLaurin D287
Dr. Deborah L. Begoray
Office: MacLaurin A457
Office Hours: Monday 1:30-2:30 p.m., Wednesday 1:00 - 2:00 p.m.
Phone and voice mail: 721-7812
FAX: 721-7598
E-mail: dbegoray@uvic.ca
website: http://www.educ.uvic.ca/faculty/dbegoray/
Calendar Description
The purpose of this course is to prepare prospective secondary school teachers to develop
understandings and approaches to integrating literacy processes and products into the subject
disciplines. The course will examine multiple literacies and contemporary understandings of
texts as they apply to learning across the curriculum..
Course Objectives
This is a course in how and why to expand literacy in the middle and secondary classroom.
Reading and writing strategies will be integrated with talking, listening, viewing and representing
as ways to learn in the content areas. Strategies will be discussed and practiced in the context
of both current classroom realities and educational theory. Course participants will also consider
planning and evaluation issues involved in the inclusion of language and learning principles in
their own subject discipline.
Required Text
Vacca, R. & Vacca, J. (2002). Content area reading (7th ed.). Boston, MA: Allyn and Bacon.
EDCI 352 F02 2002W
Dr. Deborah Begoray
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Course Outline
Sept. 9
Introduction
Sept. 16
Literacy and Learning, Chapters One and Four, Writing #1
Sept. 23
Planning, Chapters Three and Eleven, Writing #2
Sept. 30
Prior Knowledge, Chapter Six, Portfolio #1 and peer review
Oct. 21
Talking and Listening, Chapter Seven, Portfolio #2
Oct. 28
Viewing and Representing, Chapter Nine and Reserve, Writing #3
Nov. 4
Vocabulary, Chapter Five, Writing #4
Nov. 18
Writing to Learn, Chapter Eight, Writing #5
Nov. 25
Study Skills, Chapter Ten, Portfolio due (#1,2,3,4)
Dec. 2
Electronic Texts and Trade Books, Chapter Two, Writing #6
Dec. 9
Final Writing Reflection
Evaluation
1. Portfolio
Purposes: To allow course participants to demonstrate understanding of theory and practice of
integrating literacy into content areas. To assist participants in experiencing portfolios and
rubrics, formative assessment and peer review.
The portfolio is worth 60% of your final mark. First submission (your choice from below) on or
before September 30. Formative assessment will read: “If you continue with work of this quality,
your portfolio will receive a ___ letter grade mark.” This piece may be revised for final
submission. Second submission (required) due October 21. Submission of complete portfolio,
piece #1 labeled as revised or not revised, #2, pieces #3 and #4 (both your choice) due on or
before November 25 with brief concluding comments (What did you learn? How have you
demonstrated that learning?). Participants are encouraged to show understanding of a variety of
literacy learning approaches.
Rubric:
A+ (95-100%) Above and beyond requirements in every way. Literacy understanding and
practice as teacher and learner insightful, creative and self-initiating. Presentation of material is
of publication quality.
A/A-(90-94; 85-89%) Superior understanding and presentation of literacy theory and practice.
Literacy ideas original and ready for subject area classroom use. Presentation shows skill and
pride.
EDCI 352 F02 2002W
Dr. Deborah Begoray
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B+ (80-84%) Very good performance. Careful, thorough, detailed completion. Demonstrates
clear understanding and application of literacy theory to classroom literacy practice.
Presentation shows pride in work.
B/B- (75-79; 70-74% )Good performance but with some irregularities in understanding of literacy
content or presentation of material.
C+ (65-69%) Completion. Demonstrates satisfactory understanding of literacy ideas and
presents clearly.
C (60-64%) Completion. Demonstrates satisfactory understanding about literacy and learning
but presentation problems interfere with message OR a few problems with understanding but
presentation otherwise clear.
D (55-59%) Completion. Demonstrates several literacy understanding and presentation
problems. Marginal performance.
F (below 54%) Incomplete OR problems indicate lack of understanding about literacy in most
areas. Unsatisfactory.
(A copy of the Department of Curriculum & Instruction Grading Scale is attached.)
Suggestions for choice assignments (#1, 3, 4):
1.
Observe a student struggling with one or more literacy skills. What do his/her literacy
strengths seem to be? What might be done specifically to help this student in areas of
weakness? Defend your ideas.
2.
Prepare an annotated bibliography (APA format) of at least five examples of electronic
text/trade books, each one usable in a specific unit in your curriculum. Describe and
defend each choice.
3.
Create an opening activity for a specific lesson which uses another subject area (music
in science, science in English Language Arts, art in Math…). Describe and defend.
4.
Search for three professional articles (try subject journals or Journal of Adolescent and
Adult Literacy) which describe literacy ideas (other than those described in the course)
appropriate for a specific topic in your content area. Summarize briefly and defend your
choice.
5.
Choose a strategy from the course text. Persuade an experienced content area teacher
of its usefulness. Describe your encounter and discuss its results.
6.
Do a visual representation as an overview/study guide for students on a specific topic.
Describe and defend its use.
7.
Create a lesson for your subject area which uses the Instructional Framework. Defend
your plan.
8.
Assemble a group of at least 4 course participants to discuss course ideas in an
electronic forum. Each student will post at least 5 messages.
9.
Locate a content area textbook at an appropriate grade level published more than 25
years ago. Contrast it with a present day text in the same area designed to be used at
the same level. Consider reading level, background knowledge required, visual support,
organization. What is your final evaluation?
10.
Develop a joint project, for example, a lesson plan or critical issues paper, that integrates
the learning from this course and another course you are taking this term. For this
course, the project will be examined for demonstration of your knowledge of literacy
processes (as discussed in EDCI 352) as they are integrated in course content; your
EDCI 352 F02 2002W
Dr. Deborah Begoray
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other course instructor will be evaluating the project for its content. Percentage weighting
for this assignment will be negotiated by you with your two course instructors.
Written permission from the other course instructor is required prior to your two week
practicum (Sept.30, 2002).
Grades from the two instructors may vary.
Two copies of the assignment must be submitted, one to each instructor.
11.
Your own idea -- describe briefly and summit for approval before attempting.
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Required Portfolio Assignment #2 (must be ratified by Secondary Council)
During your 2-week block in a school, follow a sample timetable throughout one day. Record
and describe literacy ‘events’, both formal (planned by school) and informal, both in class and
out of class. Include your list in an appendix. Consider your data carefully and interpret.
Evaluate and reflect critically on the literacy experiences of this student addressing questions
such as: What impressed you? What surprised you? How did events in and out of class, formal
and informal, compare and contrast? What do you conclude? What might be changed? Use
course ideas in your discussion. Due October 21, 2002.
Portfolio Piece Length: 750-1000 words. All work MUST apply to topics on curriculum in British
Columbia. Defense MUST draw on specific theory from this course. (15% x 4 = 60%)
2. In-class writing.
Purpose: To focus class discussions. To allow class participants to create writing prompts. To
demonstrate use of writing as opening activity. To improve writing skill.
In-class writings are worth 25% of the final mark. Each response must be completed in the first
10 minutes of class. Six opportunities will be provided with the first five attempts counted.
Assessed for quality of prompt, specificity and clear indication of interaction with assigned
reading). Various dates. See #’s on outline.
3. Final Reflection
Purpose: To encourage synthesis of learning experiences and self-evaluation.
The final reflection is worth 15%. It must include specific examples of participant’s learning such
as demonstrated knowledge of theory and practice, ability to apply learning, affective growth in
willingness to take risks. Assessed for clarity, insight and support. December 9, 2002.
Extensions of no more than one week may be granted IF applied for before due date.
Otherwise, late assignments will be deducted 5% per day to a maximum or 3 days, after which
the assignment will not be accepted and recorded as 0 unless documented reasons are
available. Mark allocation negotiable (no assignment may be worth less than 10%). Written,
signed proposals must be handed to me on or before Sept. 23, 2002.
Students must abide by academic regulations as set out in the university calendar. They must
observe standards of ‘scholarly integrity’ especially with regards to plagiarism and cheating (see
p. 21).
There will be a photocopying fee for handouts.
Prompt, regular attendance is mandatory for success.