ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS
FOR
COURSE NAME:
READING IN THE CONTENT AREAS
COURSE NUMBER:
REA 478
PREREQUISITE:
ADMITTED IN THE TEACHER EDUCATION PROGRAM
DESCRIPTION:
A course designed for secondary education (6-12) majors to
develop competence in teaching reading/study skills in the
various subject areas. The theories, materials, and techniques
emphasized in the course address the secondary school seeing.
CREDIT HOURS:
3 Semester Hours
INSTRUCTOR:
Parichart G. Thornton, Assistant Professor
TELEPHONE:
(334) 229-4766 or (334) 229-4485
OFFICE:
Councill Hall 209
OFFICE HOURS:
As Posted
ATTENDANCE POLICY:
See UNIVERSITY UNDERGRADUATE CATALOG
AMERICANS WITH
DISABILITY ACT:
Any student(s) requiring alternative format for testing and/or
handouts for this course, or other type of accommodation due
to a handicapping condition, should advise the instructor
within the first week of class.
Prepared by:
___________________________________________
Parichart G. Thornton
Date
Approved by:
___________________________________________
Department Chair
Date
___________________________________________
Dean
Date
REVISED: 06/2007
PURPOSE OF THE COURSE
The purpose of the course, Teaching Reading in the Content Areas, is to prepare prospective teachers to
teach the content of their subject areas more efficiently and to help their students construct meaning as they
read and write in the content areas. The course addresses secondary education majors and will focus on the
reading process, development of vocabulary, comprehension, and study skills related to individual content
fields. Aspects of diagnosis, text readability, adjusting reading materials to fit varying abilities and student
diversity, as well as assessing pupil progress will be included.
Consistent with the College of Education Framework "Educator as a Decision Maker,” this
course emphasizes direct and vicarious experiences and reflections to enable students to design and execute
instructional programs in their respective areas of specialization, based on sound reasoning. The
experiences and reflections will enable them to develop the knowledge, skills and dispositions needed to
design and execute instructional programs based on sound reasoning as each of them progresses into
Educator as Decision Maker.
OBJECTIVES
1. Knowledge of standard oral and written communications. 290-3-3-04(3)(c)1.(i)**
2. Ability to model appropriate oral and written communications. 290-3-3-04(3)(c)1.(iv)**
3. Knowledge of assessment tools to monitor the acquisition of reading strategies, to improve reading
instruction, and to identify students who require additional instruction. 290-3-3-04(3)(c)2.(ii)**
4. Ability to integrate reading instruction into all content areas that one teaches. 290-3-3- 04(3)(c)2.(iii)**
5. Ability to stimulate interest in and foster appreciation for the written word, promote reading growth, and
increase the motivation of students to read widely and independently for information and pleasure. 290-3-304(3)(c)2.(iv)*
6. Ability to integrate technology into the teaching of all content areas. 290-3-3- 04(3)(c)4.(iii)*
7. Knowledge of cultural, ethnic, gender, linguistic, and socio-economic differences and how these may
affect individual learner needs, preferences, and styles. 290-3-3- 04(4)(c)1.(i)**
8. Knowledge of the process of second language acquisition and strategies to support the learning of
students whose first language is not English. 290-3-3- 04(4)(c)2.(i)**
9. Knowledge of a range of curricular materials and technologies to support the cognitive development of
diverse learners. 290-3-3- 04(4)(c)2.(i)**
10. Knowledge of a range of professional literature, particularly resources that relate to one’s own teaching
field(s). 290-3-3- 04(5)(c)2.(i)***
11. Knowledge of current and emerging state initiatives and programs including, but not limited to, the
Alabama Reading Initiative (ARI); the Alabama Math, Science, and Technology Initiative (AMSTI);
Alabama Learning Exchange (ALEX); and Alabama Connecting Classrooms, Educators and Students
Statewide (ACCESS) and their relationship to student achievement. 290-3-3- 04(5)(c)3.(i)***
NOTE:
The following symbols are used to indicate what characteristics of Educator as a Decision Maker are emphasized in each content or
objective statements:
*= change agent * * = reflective practitioner * * * = lifelong learner
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EVALUATION AND MINIMUM STANDARDS
Objectives 1,3,5,8-9, and 11 will be evaluated on the basis of topic tests, a mid-term examination, and a final
examination. The topic tests covering specific chapters from the textbook and supplementary materials will
be worth 100 points. The mid- term and final examination will each be with 100 points. The topic tests, midterm examination and final examination will be comprised of objective and essay questions. To pass
Objectives 1,3,5,8-9,and 11, a student must score at least 70% for each of the objectives.
Objective 4 will be evaluated on the completion of a ten-hour (10) field experience in an actual school setting,
and a written reflection log. To pass this objective, a candidate must score 35 points out of a possible 50
points (lab evaluation and reflection log) as well as a passing grade from the cooperating teacher.
Objectives 2 and 10 will be evaluated on the basis of two (2) professional journal article critiques. Each
critique will be worth of 50 points. Students must score at least 70% to pass this objective.
Objective 6 will be evaluated on the completion of a web-enhanced Reading Learning Plan designed for
secondary education majors. To pass this objective, a candidate must score at least 140 points out of a
possible 200 points.
Objective 7 will be evaluated on the completion of a diversity presentation, which will be scored out of 100
points. To pass this objective, students must score at least 70 points. Although this is a group assignment,
each student will be scored individually while presenting.
To pass the course, a student must pass at least 9 objectives and earn at least 600 points.
GRADING
For a grade of "A", a student must pass all objectives with a composite score of 800-900 points.
For a grade of "B", a student must pass all objectives, with a composite score of 700-799 points.
For a grade of "C", a student must pass all objectives, with a composite score of 600-699 points.
A grade of "D" will be assigned with a composite score of 500-599 points.
A grade of "F" will be assigned with a composite score of 499 or less.
EVALUATION SCALE
2 topic tests @100 points
1 mid-semester exam
1 final exam
5 literacy learning activities @ 20 points
Literacy Binder
Web Quest
Pre-Clinical Experience Evaluation
Classroom participation and effort
3
200 points
100 points
100 points
100 points
100 points
200 points
50 points
50 points
900 points
METHODS AND MATERIALS
A. METHODS
1.
2.
3.
4.
5.
Lectures and demonstrations by professor
Class discussions
Web Quest
Literacy Learning Activities
Pre-Clinical Experience
B. MATERIALS
1. Course Textbook
2. Selected readings from course bibliography
3. Audio-visual materials
MAKE-UP OUIZ OR EXAMINATION
There will be no make-up quizzes or examinations under normal circumstances.
ABSENCES
Each student is expected to attend all lectures, seminars, laboratories, and fieldwork for this course, including the
first class session, in order to verify registration with the instructor, and to complete all work assigned for the
course.
The Office of Student Affairs grants official excuses or authorizes for university activities, verified personal
illnesses or deaths in the immediate family. Candidates should understand that absences might jeopardize their
grades. For more information refer to the Alabama State University’s undergraduate handbook.
COURSE REOUIREMENTS PROJECTS/ASSIGNMENTS
For any project or assignment listed in the course syllabus that is turned in past the stipulated due date, there will
be ten points deducted per day from the total points earned for the project or assignment.
TEXTBOOK
Alvermann, D., Phelps, S., & Ridgeway, V. (2006). Content Area Reading And Literacy. Boston. Allyn and Bacon.
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