CRD 412
Improving Reading in Secondary Schools
T 5:00-7:50 in GR 213
Fall 2014
A. Instructor: Patricia Elmore
Office: 227 Graves Hall
E-mail: pgelmore@crimson.ua.edu
Class Blog: pgelmorecrd412.wordpress.com
Office Hours: Mondays 9:30-1:00 and by
appointment
B. Conceptual Framework of the College of
Education
The vision of the College of Education (COE) at The
University of Alabama is to develop effective, ethical,
and reflective professionals who advance the theme of
the COE: Unites, Acts, and Leads (UA Leads). By
engaging in theoretically informed and intellectually
advanced effective practice our graduates will
UNITE with the larger community to collaboratively nurture cultural competence, empathy, and a vision
of equity and justice for all learners;
ACT to develop the full potential of all learners to be excellent professionals in their field; and
LEAD through continuous research-based critical inquiry of policy and reflective practice to enable
transformative change in our diverse local and global communities.
C. Requirements
1. Admission to the Teacher Education Program (TEP)
2. Educator’s liability insurance before clinical placement
D. General Course Information
1. Course descriptions: This course is designed to offer content area pre-service teachers
practical explanations of thinking strategies needed by students to acquire and use
new information. The major goal of this course is to equip pre-service teachers with a
range of tools so they can: (a) facilitate students’ learning of subject matter and
content; (b) help students become more effective and critical readers and writers in
their content area materials; and (c) make explicit to themselves and their students the
discourse expectations within the content areas.
2. Conceptual Framework: The College of Education prepares future practitioners with
an understanding of the nature and purposes of education, together with the ability to
engage in the ongoing processes of reflection and dialogue that lie at the heart of
socially responsible, theoretically-informed, and research based effective practice.
3. Knowledge Base: Current research-based information about students and the
recommended practices for teaching at the middle and secondary levels are examined
throughout the course. Students use textbooks, journal articles, technology, and
classroom experiences to increase their personal knowledge of instructional practice.
Emphasis is placed on selection of appropriate teaching strategies and ways to
implement recommended practices. Professional behavior that includes ways to
establish and maintain learning environments and the need for ethical decision
making are addressed throughout the course.
4. Course Designation: CRD 412 is a designated writing (W) course for the University
of Alabama’s core curriculum; therefore, satisfactorily completing writing
assignments is required for a student to receive a passing grade in this course. A
student who does not write with the skill normally required of an upper division
student will not earn a passing grade.
E.
Course Objectives and Student Outcomes: All standards must be met to obtain a
passing grade for this class. The following coded objectives are generated from the state
rules, 290-3-3-.04 Professional Studies, Basic Programs. Students will:
1. Demonstrate the ability to create a print/language-rich environment that develops/extends
students’ desire and ability to read, write, speak, and listen [(2)(c)3.(vii)].
2. Demonstrate the ability to model appropriate oral and written communication [(2)(c)1.(iv)].
3. Demonstrate the ability to integrate skill development in oral and written communications
into all content areas that one teaches [(2)(c)1.(vii)].
4. Demonstrate the knowledge of strategies associated with accelerated, highly specialized,
explicit instruction in phonemic awareness, phonics, fluency, vocabulary, and comprehension
that significantly expands and increases students’ pace of learning and competence in
reading, writing, speaking, and listening [(3)(c)2.(i)].
5. Demonstrate the knowledge of assessment tools to monitor the acquisition of reading
strategies, to improve reading instruction, and to identify students who require additional
instruction [(3)(c)2.(ii)].
6. Demonstrate the ability to integrate reading instruction into all content areas that one teaches
[(3)(c)2.(iii)].
7. Demonstrate the 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 [(3)(c)2.(iv)].
8. With regard to technology, students will demonstrate the ability to design, implement, and
assess learner-centered lessons and units that use appropriate and effective practices in
teaching and learning with technology.
9. Demonstrate knowledge of group discussion and the role of communication in resolving
conflicts [290-3-3-.10 (1)(a)6].
10. Use peer and teacher conferencing and rubric assessment to help students edit and revise their
writing [290-3-3-.10 (1)(b)13].
11. Teach students to apply discipline-specific reading and writing strategies in all content areas
[290-3-3-.10 (1)(b)14].
12. Select appropriate research-based strategies and materials to meet the needs of struggling
readers [290-3-3-.10 (1)(b)15].
13. Demonstrate knowledge of the writing process, including the stages of prewriting, drafting,
revising, editing, and publishing [290-3-.10 (1) (a) 2].
14. Use inquiry-based learning and critical literacy practices in your lessons.
F. Course Texts
Required Textbook:
Daniels, H. & Zemelman, S. (2014). Subjects matter: 2nd Edition.
Required Resources:
Alabama Common Core Course of Study (to be handed out in class)
LiveText available at the Supe Store
Recommended Resource:
http://owl.english.purdue.edu/handouts/research/r_apa.html
Other readings to be emailed or handed out:
Bill, V. L., & Jamar, I. (2010). Disciplinary literacy in the mathematics classroom. In S.
M. McConachie & A. R. Petrosky (Eds.), Content matters: A disciplinary literacy
approach to improving student learning (pp. 63-85). San Fransisco: Jossey-Bass. (Math
only)
Gay, G. (2002). Preparing for culturally responsive teaching. Journal of Teacher
Education, 53(2), 106-116.
McConachie, S., Hall, M., Resnick, L., Ravi, A., Bill, V.L., Bintz, J., & Taylor,
J.A. (2006). Task, text, and literacy for all subjects. Educational Leadership.
Ravi, A. K. (2010). Disciplinary literacy in the history classroom. In S. M. McConachie
& A. R. Petrosky (Eds.),Content matters: A disciplinary literacy approach to improving
student learning (pp. 33-61). San Fransisco: Jossey-Bass. (Social Studies only)
Spiegel, S. A., Bintz, J., Taylor, J. A., Landes, N. M., & Jordan, D. L. (2010).
Disciplinary literacy in the science classroom. In S. M. McConachie & A. R. (Science
only)
G. Attendance, Assignment Policy, and Make-Up Policy:
Full and active attendance is expected. This class is scheduled to meet 14 times. You are
allowed 1 absence from class. If you have legitimate excuses beyond 1, you will need to
meet with me so that we can arrive at a solution. Otherwise, if you miss 2 classes, your
grade will be docked ½ a letter; 3 classes, 1 letter, and so forth. Additionally, you will
lose 3 participation points for every day missed.
Assignments are due at the beginning of the class period for which they are listed on the
syllabus. Late assignments will lose ½ of a letter grade for each day late (including
weekends and holidays). Assignments turned in more than 1 week late will not earn
points, but I will give you feedback. It’s impossible to make up classwork assignments.
H. Academic Misconduct and Plagiarism:
Academic misconduct by students includes all acts of dishonesty in any academically
related matter and any knowing or intentional help or attempt to help, or conspiracy to
help, another student commit an act of academic dishonesty. The Academic Misconduct
Disciplinary Policy will be followed in the event of academic misconduct. Plagiarism is
the act of representing words, data, works, ideas, computer programs or output, or other
material not generated by the student as his or her own. Plagiarism may be inadvertent or
purposeful; however, plagiarism is not a question of intent. All suspected incidences of
plagiarism must be reported by the course instructor to the Assistant Dean of the College
of Education. Plagiarism is a serious act of academic misconduct and may result in a
student’s receiving an “F” in the course and being suspended form the University. For
more information, refer to http://registrar.ua.edu/policies/
I. Statement of Equal Treatment and Disabilities:
If you are a person with a disability and desire accommodations to complete course
requirements, please notify the course instructor in writing as soon as possible to discuss
your request. If you are registered with the Office of Disability Services, please make an
appointment with the instructor as soon as possible to discuss any course
accommodations that may be necessary. If you have a disability but have not contacted
the Office of Disability Services, please call 348-5175 or visit Osband Hall to register for
services.
J. Classroom Decorum
1. The Code of Student Conduct requires that students behave in a manner that is conducive
to a teaching/learning environment. Students who engage in disruptive behavior will be
subject to disciplinary sanctions outlined by the Code of Student Conduct.
Disruptive/obstructive behavior is not limited to but may include the following: verbal
abuse, threats, stalking, intimidation, and harassment.
2. I require that students act in a manner conducive to serious, rigorous inquiry. It is a great
responsibility to facilitate students in middle schools and high schools; therefore, you
must carry a professional disposition in this classroom and in the schools at all times. Be
generous in your observations of your cooperating teacher, as someday you will be in
their shoes. This doesn’t mean you shouldn’t be critically reflective. Leave your teacher’s
name and your students’ names out of discussions/writing (they deserve privacy).
K. Evaluation of Objectives / Grade Determination. Changes may be made by the
instructor if warranted:
Assignment
Due Date
1.Full and Active Participation*
Reading Responses (5 x 5 = 25)
Class Participation (14 x 3 = 42)
Ongoing
Points
67
2. Literacy Autobiography
9/23 - due via BlackBoard by
midnight
50
3. Clinical Experience Assignment
Rich description (10)
10/07 - Rich description due via
BlackBoard by midnight
110
Technology-infused, critical
literacy, or inquiry-based lesson plan (50)
Enacted (20)
Critiqued (20)
Mentor teacher’s evaluation of it (10)
[all scanned together and uploaded to
LiveText as one attachment named
“last name RLP” (e.g. Smith RLP)]
10/14 - Lesson plan due via
BlackBoard by midnight
Enacted (as feasible)
Critiqued (as feasible)
Evaluated (as feasible)
11/29 - All scanned together and
uploaded to LiveText
4. Research Paper
1st draft (30)
Peer Review (10)
2nd draft (60)
10/9 - 1st draft due via email
10/14 - In-class Peer Review
10/18 - 2nd draft due via
BlackBoard by midnight
100
5. Unit Plan
Unit Plan (100)
Unit Plan Presentation Board (40)
11/4 - 1st draft due In-class
12/02 - 2nd draft and poster due InClass
140
6. Text Set
11/20 - due via BlackBoard by
midnight
100
7. Discussion/Activity Leader
Sign up
45
8. Final Exam
12/02 - In-class
100
Total Points
/712
* It is conceivable that unannounced mini-quizzes and in-class writings will be added (at my discretion),
which will result in more total points for this class.
How All Written Work Will be Graded:
1. Written work will be evaluated on the basis of clearly articulated understandings of
course concepts and their application, adherence to assignment/test guidelines, usefulness
in secondary teaching, careful incorporation of literacy research and theoretical
perspectives discussed in class, and by the 6 + 1 Traits (Ideas, Organization, Voice, Word
Choice, Sentence Fluency, Conventions, and Presentation). Writing rubrics will be
provided.
2. All papers submitted must be revised and edited. Students are advised to have a peer or
peers read their papers before submitting them to the instructor. The quality of the
content and writing will always be the focus of the instructor during scoring, but papers
are also expected to be proofread and well-edited.
3. A papers will be exceptional in all areas. B papers will meet the requirements. C papers
will show clear weaknesses in one area. D papers will show clear weaknesses in two
areas. F papers will show weaknesses in many areas.
Grading Scale:
A+
A
A-
97-100%
94-96%
90-93%
B+
B
B-
87-89%
84-86%
80-83%
C+
C
C-
77-79%
74-76%
70-73%
L. Brief Description of Assignments:
1. Full and Active Participation: (67 total possible points):
Class participation means being prepared for class by having done the reading and
having completed all homework. It means assuming your share of the responsibility
for making our class (and subsequently your own) productive, professional and
engaging. Full and active attendance is expected. You are to read all assignments
prior to the date they are scheduled to be discussed. Meaningful participation
includes attendance, completion of all-in class activities, participating in discussions,
etc. Point deduction occurs with the following behaviors: absences; coming
unprepared by apparent lack of questions, comments, insights; checking e-mail, text
messages, Facebook and/or Twitter and any social networking during class; failing to
contribute to group work assigned. Other behaviors may warrant deduction as well.
Your participation will be graded holistically at the end of each class.
In addition, you will be awarded participation points for completing 12 reading
responses over the course of the semester. These brief written responses will correlate
to specific assigned readings. I will provide you with more detailed information in
class.
Rubric for In-Class Participation (14 @ 3 points each = 42 total possible points)
Points Description
3
Exhibits both of the following: present the whole time (physically, mentally,
emotionally, technologically); active contributions to all whole group, small group,
and individual activities.
2
Exhibits one of the following: late to class or early release from class; noncontributing during whole group, small group, or individual activities; e-mailing,
texting, tweeting, crossword puzzling; unprofessional behavior (e.g. rudeness,
making fun of others, sleeping, and so forth).
0-1
Is absent or exhibits more than one of the following: late to class or early release
from class; non-contributing during whole group, small group, or individual
activities; e-mailing, texting, tweeting, crossword puzzling, news papers, etc.
Rubric for Reading Response Participation (5 @ 5 points each = 25 total possible points)
Points Description
4-5
Writing is on topic, demonstrates thoughtfulness, organized, and contains no
grammatical, spelling, or mechanical errors. The assignment is turned in on time. The
writer uses complete sentences.
2-3
Writing is organized and on topic, but contains one to two grammatical, spelling, or
mechanical errors. The writer uses complete sentences.
0-1
Assignment is not completed or incomplete. The writing lacks coherence or has
several grammatical, spelling, or mechanical errors. The writer does not use complete
sentences.
2. Literacy Autobiography: (50 total possible points)
DUE: September 23rd via BlackBoard by midnight.
As a teacher, it will benefit you to think about you and your students reading
habits. In learning through the reflection process, I want you to write about how
you view yourself as a reader. Here are some questions to think about:
1. How often do you read outside of your requirements?
2. How much have you read since high school?
3. What scares you about reading, and have you ever thought about why you love or
hate reading?
4. Are there certain books, periodicals, comics/manga, blogs, etc. that have helped you
to develop into a certain kind of reader?
5. Do you have goals for being a better reader? Do you think you can be a better reader?
6. What types of genre do you prefer to read?
7. What types of genre or medium do you dislike?
This paper should be in APA 6th edition or MLA style (12 point Times New Roman Font,
double-spaced) and 3-5 pages in length (but preferably 3). Please include an introduction and
conclusion. I will provide examples of this assignment in class well before the due date. Here is
the rubric for evaluation:
10
8
6
4
2
(1) Responds fully to the assignment
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
(2) Expresses its purpose clearly
throughout
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
(3) Provides adequate reasons, evidence,
and examples
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
(4) Is focused, well organized, and unified
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
(5) Is free of errors in grammar,
punctuation, word choice, spelling, and
format
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
EXCELLENT
VERY
ADEQUATE WEAK POOR
GOOD
Overall Evaluation
Final Score
/ 50
ADDITIONAL COMMENTS:
.
3. Clinical Experience Assignment: (110 total possible points)
Clinical Placement Reflections and Lesson:
The clinical experience component of this course is designed to enable students enrolled
in CRD 412 to observe secondary students as they engage in literacy experiences in the
content areas. This 10-hour placement is in addition to your 90+ Methods hours.
a) Create a 2-page, rich description of the place, people, and pedagogy (especially
disciplinary ways of thinking). Due: October 7th via BlackBoard by midnight.
b) Design a lesson in your content area that obviously utilizes disciplinary literacies
discussed/read about in this class. Also you must include technology in your
lesson (PowerPoints and overhead projectors don’t count). Tie your lesson firmly
to 2010 Alabama State Common Core Standards and standards from your
professional organization (NCTM, NCTE, NCSS, etc.). Due: October 14th via
BlackBoard by midnight.
c) After getting approval for your lesson from your teacher, schedule a day/time to
teach it.
i. Ask your supervising teacher to give you feedback on the lesson.
Make a copy of that feedback to turn in to me. He/She may use any
form of feedback he/she deems appropriate and feasible; however, I
ask that the feedback address the items in 3bi-iii above.
ii. Write a 1-page reflection on the teaching experience, making sure
to take into account your supervising teacher’s feedback.
d) Upload a-c as ONE FILE to LiveText by November 29th. Failure to include
all parts in one file by the deadline will result in a zero.
4. Research Paper: (100 total possible points)
The research paper will explore a self-generated research question related to literacy
in your discipline. The question may be as basic as “What is the value of teaching
literacy in a math classroom?” or as complex as “How are colleges of education
preparing STEM pre-service teachers to incorporate literacy in their future
classrooms?” I only require 3-5 documented sources. This paper should be no longer
than 5 pages, (but preferably 3). Please double-space and use APA or MLA format,
1” margins all around, and Times New Roman font 12. A rough draft of this paper
is due via email by midnight October 9th and the final draft is due via
BlackBoard by midnight on October 18th. More details and a rubric will be handed
out in a future class. An example of a high quality research paper will be provided.
5. Unit Plan: (140 total possible points)
For this project you will create a two-week unit plan for your future classroom. This
project may be completed individually or in groups of up to four. You may
incorporate materials from the Text Set project and the Lesson Plan from your
Clinical Experiences Assignment. For your unit plan, you may choose to focus on any
topic relevant to your content area. This project can be based upon something in a
content-area textbook (e.g. a short story, a particular event or concept, or a theme of
interest, such as social justice or math in the real world). This assignment must either
be turned in as a well-organized notebook or a well-organized website (by creating a
wordpress.com blog, for example). I will provide examples of this assignment in class
well before the due date. More detailed instructions, as well as a rubric, will also
be handed out in a future class.
In addition to crafting this unit plan, (which adds up to 10 lesson plans), you/your
group will create a poster presentation for your unit plan. I will bring examples of
both unit plans and poster board presentations to future class meetings.
General Requirements:
1. 10 detailed lesson plans that form a two-week unit in your content area
2. Tie your lessons firmly to 2010 Alabama State Common Core Standards and
standards from your professional organization (NCTM, NCTE, NCSS, etc.).
3. Literacy must be featured/encouraged as part of your unit plan and the CCSS
literacy standards must be utilized (at least one)
4. Citations (or copies if possible) of all texts and supplementary materials,
including audio-visual aspects, that you plan to use should be included in your
daily lessons
1st draft due in-class November 4th
2nd draft and poster due in-class December 2nd
6. Text Set: (100 total possible points)
DUE: November 20th via BlackBoard by midnight.
The idea behind this project is that you are creating a resource that might be a
component in a large unit plan or standalone unit of study. This project can be based
upon something in a content-area textbook (e.g. a short story, a particular event or
concept, a person or area of interest). In the past students have chosen to focus their
text set project on topics like Math in the real world, Fibonacci, The Great Gatsby,
the Civil War, Broadway musicals, French language and culture, and the human
body. I will provide examples of this assignment in class well before the due date.
Your text set project will enhance your chosen content well beyond the bounds of a
textbook treatment by incorporating texts from a variety of different genres,
perspectives, and reading levels. You may incorporate this project into your larger
unit plan for methods to make connections across your courses as well as your Unit
Plan for this class. Your Lesson Plan for the Clinical Experiences Assignment may
also be incorporated into this Unit Plan.
For this assignment, you may work alone or in groups up to four.
In putting your project together, follow these guidelines:
I.
Introduction to the project (Overview)
a. State the content area and topic of study
b. Describe the grade, population of students, number of students, etc.
c. Provide a brief rationale for the theme/topic addressed
II.
Content-Area Text Set
a. Provide a complete bibliographic citation for each text in APA or MLA format
b. Provide a brief 1-2 sentence description of each text, describing how it relates to
the topic
c. Include a minimum of 5 texts
III.
Goals for Instructional Unit
a. Stated in specific terms of what you want your students to accomplish while
engaging in this unit of study (Students will be able to…).
IV.
Final Reflection
a. Discuss how you think these texts will work together to help your students
become more critically literate in your content area.
Text Set Project Evaluation Rubric
Project Component
Introduction
Criteria
Statement containing the
area and topic of study, a
description of the student
population and a rationale
for the theme/topic
Points possible
20
Text Set
Bibliographic citations in
APA or MLA format, brief
descriptions, 5 or more
texts, textual variety.
60
Reflection
A discussion of why and
how the texts will work
together to help a diverse
group of students.
20
7. Discussion/Activity Leader (45 points):
You will sign up (with a partner) to lead our class discussion of the weekly reading
assignments at the beginning of a future class. In addition, you will use at least one of
the reading strategies that we are exploring this semester to help facilitate our
understanding of a text from your content area that you provide. All discussion
activity/leader plans need to be approved by me no later than two days before the
assigned date. Activities should last no longer than 10 minutes and should contain
the following elements: Teaching Point (what is this supposed to do), Connect (to
what we’ve done before), Teach/model (the activity), Active Involvement/ you try it
(and get us to do the activity) and of course, you should guide our discussion of the
readings. This first come—first serve! I will start bringing a sign-up sheet to class
next week.
Fall 2014 Semester Schedule
A. Expected Course Calendar: Subject to change
Date
Readings Due
8/26
9/02
Ch. 1 Daniels and Zemelman (p. 1-25).
9/09
Ch. 2 Daniels and Zemelman (p. 27-43).
9/16
Ch. 3 Daniels and Zemelman (p. 45-60).
9/23
Ch. 4 Daniels and Zemelman (p. 63-85).
9/30
Skim read Ch. 5 Daniels and Zemelman (p.
87-174).
10/07
Ch. 6 Daniels and Zemelman (p. 177-201).
10/09
THIS IS NOT A CLASS MEETING
10/14
Ch. 7 Daniels and Zemelman (p. 203-218).
Assignments Due
Complete One observation, One
connection, One surprise, One question for
Chapter 1. Email to me and bring to
class (it can be in electronic form)
Complete One observation, One
connection, One surprise, One question for
Chapter 2. Email to me and bring to
class (it can be in electronic form)
Complete One observation, One
connection, One surprise, One question for
Chapter 3. Email to me and bring to
class (it can be in electronic form)
Sign up for Discussion/Activity
Leader
Literacy Autobiography due via
BlackBoard by midnight.
Complete a 3-2-1for Chapter 4.
Email to me and bring to class (it
can be in electronic form)
Skim read Chapter 5. Email 3
strategies that you are the most
interested in learning more about to
me and bring to class (it can be in
electronic form)
Clinical Experience Assignment
Rich Description due via
BlackBoard by midnight.
Textbook Feature
Analysis_____________________
1st Draft of Research Paper due
via email by midnight.
Clinical Experience Assignment
Lesson Plan due via BlackBoard
by midnight.
Bring a copy of your research paper
for in-class peer review.
10/18
THIS IS NOT A CLASS MEETING
Anticipation Guide_____________
Final draft of Research Paper due
via BlackBoard by midnight.
10/21
Ch. 8 Daniels and Zemelman (p. 221-239).
Literature Circles_______________
10/28
Ch. 9 Daniels and Zemelman (p. 241-255).
RAFT_______________________
11/04
Ch. 10 Daniels and Zemelman (p. 257274).
1st draft of Unit Plan due in class.
11/11
Concept Mapping______________
11/20
Ch. 11 Daniels and Zemelman (p. 277288).
Ch. 12 Daniels and Zemelman (p. 291304).
THIS IS NOT A CLASS MEETING
11/25
Thanksgiving – NO CLASS!
11/29
THIS IS NOT A CLASS MEETING
Clinical Experiences A-C must
be scanned together and
uploaded to LiveText by
midnight.
12/02
Final Exam - TBA
Final Unit Plan and Presentation
Posters due in-class.
11/18
SWBS_______________________
Text Set due via BlackBoard by
midnight.
Final Exam - TBA

The instructor reserves the right to change the syllabus over the course of the
semester upon their discretion.