Course Description: The purpose
of this course is to provide prospective teachers with a rationale for
literacy instruction for students to acquire and apply knowledge in content-area
classrooms. In addition, the course will focus on how to identify
task demands associated with content-area classrooms, how to assess the
level at which students are performing, and how to design and incorporate
literacy strategies into content-area lessons which more effectively account
for the variety of learning styles and skills found in middle and secondary
classrooms.
Course Objectives: Participants in EDSC 215 will:
1) gain a more thorough understanding of literacy (reading, writing, listening and speaking) to help you teach your content more effectively and to develop independent learners who can think about your content in creative and critical ways; and
2) design effective content-area
lesson plans which help students prepare for learning, engage students
in opportunities to play active roles in the meaning-making process, assess
students' performance with the learning, and accommodate for the needs
of students with challenges in reading, writing, listening and/or speaking.
Vermont Standards and Portfolio Development:
Each course in the Secondary Education
Program is designed in part as a context where you may develop specific
components for your preprofessional portfolio, required for licensure in
the State of Vermont. As one of three courses in curriculum design
and teaching methods, EDSC 215 creates a context in which you can use your
understanding of adolescents in a school context in design material that
help students from diverse backgrounds develop general literacy and reasoning
skills that will help them succeed in school learning and manage their
own lives.
Quality Indicators:
Through EDSC 215, you will have the chance to show results in the learning standards: (2): Professional Knowledge for Vermont Educators, and (4): Advocacy.
Each Vermont educator continues to acquire
knowledge in best practices in teaching and the learning process so as
to improve Learning Opportunities for all students.
Outline of Seminars: 12:30 - 3:20
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| August 29 | Introduction and
Course Overview |
Syllabus Handout |
| September 5 | Literary Process,
Cognition and Learning |
Text 1, Chapters 1 & 2, and Article Chapter 2-Literary Processes: Thinking, Reading and Writing |
| September 12 | Expanding Literacy
through Technology |
Text 1, Chapter 10
and Handouts |
| September 19 | Classroom Assessment
of Literacy |
Text 1, Chapter 4
and Handouts |
| September 26 | Classroom Assessment
of Literacy |
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| October 3 | Reading Strategies in the Content Area Classroom | Text 1, Chapter 5 and Chapter 8; Text 2, Chapters 1-5 |
| October 10 | Reading Strategies in the Content Area Classroom | Text 1, Chapter 6 |
| October 17 | Reading Strategies in the Content Area Classroom | Handouts |
| October 24 | Reading Strategies in the Content Area Classroom | Text 1, Chapter 3 |
| October 31 | Expanding Literacy
Through Technology |
Handouts |
| November 7 | Reading Strategies in the Content Area Classroom | Text 1, Chapter 9 and
Text 2, Chapters 6-10 |
| November 14 | Writing Strategies in the Content Area Classroom | Text 1, Chapter 7 |
| November 21 | Writing Strategies in the Content Area Classroom | Handouts |
| December 5 | Writing Strategies in the content area classroom | Text 1, Chapter 11 |
| December 14 | Final Exam |
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Course Requirements
A) Attendance, Participation and E-mail Reflection:
Each course participant should attend all
seminars. Students must assume responsibility for establishing and
developing alternative assignments to be substituted for unavoidable absences.
Course participants will be responsible for submitting weekly reflections
via e-mail to the instructor by 8:00 a.m. on Monday before each class.
These reflections should identify at least 2 questions for further inquiry
and discussion regarding issues in the seminar readings and a brief statement
describing what you thought was the most important learnings from the readings.
B) Unit Plan with Classroom Assessment and 8 Standards-Based Literacy Lessons in the Content Area:
Students will identify a unit of instruction for teaching a content area and incorporate a variety of literacy strategies into their unit lesson plans. All unit plans need to reference student learning outcomes to the Vermont Framework of Standards. Each unit needs to include the following components:
1) Introduction: A description of title of unit, length of the unit, unit rationale, themes and learning outcomes, Vermont Standards, and guiding questions which form the foundation of the unit;
2) Brief description and rationale for the literacy strategies students will be taught during this unit;
3) 8 standards-based lesson plans which incorporate strategy instruction into the content area;
4) Content-area inventory assessment (see pg. 123 in class text) which will provide a tool for teachers to assess their text and student learning; and
5) Bibliography of all references
and material resources needed to teach and evaluate the unit.
C) Class Presentation on a Reading or Writing Strategy:
Students will be required in pairs to present
(20-minutes) one literacy strategy incorporated into a content area lesson
plan to members of the class and distribute copies of their plans during
their seminar presentation. Presentations should include: (a)
a brief introductory overview of the strategy, including relevant research
and rationale; (b) demonstration and modeling presentation of the strategy
to class; (c) guided practice of the strategy to class participants on
how to teach the strategy in a content area classroom; and (d) a brief
critique of the strategy with recommendations for teachers on strengths
and weaknesses. Students utilizing PowerPoint for presenting their
strategy will be awarded 3 bonus points.
D) Software Review:
Students will be required in pairs to review
and evaluate one software program in a reading or written language area
that could be appropriate for teaching literacy to students in your content
area. The software review format is described in Appendix B [link]
and a template will be provided in the web site. Software for review
is available in the Department of Education Computer Lab, 499C Waterman.
E) Final Exam:
An in-class final examination will be given
on December 14, at noon. This examination will cover major concepts
covered over the semester and require students to respond to case study
applications.
Due Dates and Points:
1) Attendance, participation and
e-mail reflections (due weekly)
10
2) Unit Plans (due December 5th)
50
3) Class presentations and outline
of reading or writing strategy (due on scheduled seminar)
20
4) Software Review (due November
5th)
10
5) Final exam (December 14, 12 noon)
10
100
# Bonus Points ____________
Grading System:
The standard University of Vermont grading system is utilized (A = Excellent; B = Good; C = Fair; F = Failure). A more specific grading system is also used to determine various grade levels.
A+ = 97 - 100
B+ = 87 - 89
C+ = 77 - 79
A = 94 - 96
B = 84 - 86
C = 74 - 76
A- = 90 - 93
B- = 80 - 83
C- = 70 - 73
Recognition for accuracy, meeting required
timelines and professional appearance of products are all considered in
determination of grades for this course. Students are expected to
do all assigned reading and actively participate in each class. Students
who have a valid reason for submitting assignments late must negotiate
a new date with the instructor prior to the due date.
Required Readings:
Brozo, W.G., & Simpson, M.L. (1999)(3rd. Ed.). Readers, teachers, learners: Expanding literacy across the content area. Upper Saddle River, NJ: Prentice-Hall, Inc.
Keene, E.O., & Zimmermann, S. (1997).
Mosaic of thought : Teaching comprehension in a reader's workshop.
Wesport, CT: Heinemann Publishers.
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