ED 693 Literacy Across the Curriculum

PROGRAM: MASTER OF ARTS IN TEACHING (Secondary)

COURSE: ED 693 Literacy Across the Curriculum

SEMESTER: Summer 2011 (3 credits)

LOCATION: Egan Wing 223

TIME: 1:00 - 4:00 PM, Monday - Friday, June 6 - June 24

INSTRUCTOR: Barbara Jo Maier

PHONE: 907-957-1157 (cell)

E-MAIL: ,

OFFICE HOURS: By appointment

I. CATALOG COURSE DESCRIPTION: In this course students will learn reading strategies that support literacy in the content areas/disciplines. The course will focus on the interrelated processes of writing, reading, listening, and speaking in the literacy development of students. Some emphasis will be given to the use of technology as a tool to enhance content area literacy. The role of teacher as researcher will also be explored.

II. PREREQUISITE(S): Secondary MAT student or approval or Program Head

III. REQUIRED TEXTS:

Fisher, D. & Frey, N. (2012). Improving Adolescent Literacy: Content Area Strategies at Work (3rd ed.). Boston, MA: Pearson Education, Inc.

Fisher, D., Bozo, W.G., Frey, N., & Ivey, G.. (2011). 50 Instructional Routines to Develop Content Literacy. Boston, MA: Pearson Education, Inc.

IV. OPTIONAL TEXTS:

Fisher, Douglas and Nancy Frey. (2008). Word Wise and Content Rich: Five Essential Steps to Teaching Academic Vocabulary. Portsmouth, NH: Heinemann.

V. INSTRUCTIONAL METHODOLOGIES: A variety of instructional methods will be used in this course. These will include direct and interactive instruction, small and large group discussions. Access to a computer and a reliable internet connection is required.

VI. ALIGNMENT MATRIX: Competencies that must be developed related to teaching as indexed to Alaska Teacher Standards, the UAS Center for Teacher Education (CTE) Conceptual Framework Goals & Performances (CF), and INTASC (Interstate New Teachers Assessment and Support Consortium).

Competencies:
The candidate will demonstrate the knowledge and skills necessary to: / AK Teacher
Standards / UAS CTE
Conceptual
Framework / INTASC / Assessment Artifact:
1. Identify and plan for the use of instructional strategies to differentiate instruction and ensure student achievement. / 2,3,5
/ 2a, 2b, 3a,3b,3c, 4a, 5a, 5b
/ 1,2,4,5,6,7,8
/ Unit Plan
2. Plan instruction that integrates reading, writing, word study, questioning, notetaking and note making in the content areas. / 5 / 4a, 5a,5b / 4,5,6,7,8 / Unit Plan
3. Demonstrate under-standing of how writing activities enhance reading comprehension and learning. / 5
/ 5a,5b
/ 4,5,6,7,8
/ Writing Process Assignments
4. Plan and implement assessment tools for reading and writing in the content areas. / 2,5 / 2b,5b / 1,2,4, 5,6,7,8 / Unit Plan
5. Plan and implement an interdisciplinary reading/writing/listening/
speaking experience in a content area / 2,3,5 / 2a, 2b, 3a,
3b, 3c, 4a,
5a, 5b / 1,2,4,5,6,7,8 / Unit Plan
6. Identify and plan for the accommodation of special needs students and English language learners in the content area classroom / 2,3,5
/ 2a, 2b, 3a, 3b, 5a, 5b / 1,2,4,5,6,7,8 / Unit Plan
7. Recognizes the interaction of literacy instruction with instruction across the curriculum. / 3,5
/ 3b,4a,5a
/ 2,4,5,6,7,8
/ Unit Plan

RELATIONSHIP OF THE CONCEPTUAL FRAMEWORK TO THE STANDARDS

An increasing emphasis on professional standards for educators reinforces the relevance of the School of Education’s vision of an informed, reflective, and responsive professional educator as the grounding tenants of our Conceptual Framework. As the lists of expected achievement indicators, competencies and dispositions issued by government and professional groups become more extensive, only an informed professional who actively reflects on his/her teaching and is responsive to student, family and community needs will be capable of meeting the intent of those standards. The general theme of our vision is that each of these areas strives to nurture and prepare professional educators so that they can meet the needs of diverse learners. Efforts include continuous endeavors to creatively incorporate technology throughout individual subject area fields, promoting understanding and appreciation for diversity, and support of the development of literacy skills needed in an increasingly complex society.

UAS COMPETENCIES:

1. Communication – Through paired, small group and whole group discussions, written journals and reflection papers.

2. Critical Thinking – Self-evaluation on assignments, small group discussions

3. Professional Behavior – In class demonstration of respect for others

4. Computer Usage – Use of word processing, UAS Online technology, and graphics within lesson plans.

5. Information Literacy – The use of resources to develop lessons.

TECHNOLOGICAL COMPETENCIES: Use of computers for word processing and use of UAS Online for resources and communication is expected.

DIVERSITY COMPETENCIES: The instruction and assessments in this course are consistent with Guidelines for Culturally Responsive Teachers for Alaska Schools. Ways to incorporate diverse ways of knowing and teaching are explored (Standard A) with respect to language and literacy development and use. Gender differences, multiple intelligences and learning styles will be considered relevant to instructional technique

VII. BASIS FOR STUDENT EVALUATION:

Assignment Points

1. Active and relevant class participation 10

2. Integrated Unit Plan with 15 Explicit and

Embedded Literacy Strategies or Routines 75

3. Process Writing Assignments 15

10 Freewrites

3 Read-Around Response Sessions

3 Final Drafts

Total Points 100

Grading Scale:

A 95-100

A- 90-94

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-78

C- 70-72

STUDENT EXPECTATIONS: Students will be expected to complete the following course requirements:

1. Complete all assignments and turn them on the date due.

2. Actively participate in class activities, projects, and discussions.

3. Accomplish thoughtful, critical analyses of the assigned readings.

4. Attend class regularly; arrive on time; remain in class until dismissed.

5. Behave in a professional and mature manner in all interactions with faculty and fellow students.

TENTATIVE CLASS SCHEDULE:

DATE / TOPICS IN CLASS / READING DUE / ASSIGNMENT DUE
Monday
June 6 / Intro to course
Intro to literacy /
Tuesday
June 7
/ Comprehension Research / Ch. 1: Improving Adolescent Literacy / Booktalk (Routines, pp. 118-119)
Wednesday
June 8 / Background Knowledge / Ch. 2: Improving Adolescent Literacy
Thursday
June 9 / Vocabulary Development / Ch. 3: Improving Adolescent Literacy
Friday
June 10 / Read Alouds and Shared Readings / Ch. 4: Improving Adolescent Literacy / Writing Process Freewrites and Final DUE
Monday
June 13 / Questioning / Ch. 5: Improving Adolescent Literacy
Tuesday
June 14 / Graphic Organizers / Ch. 6: Improving Adolescent Literacy
Wednesday
June 15 / Note Taking and Note Making / Ch. 7: Improving Adolescent Literacy
Thursday
June 16 / Writing to Learn / Ch. 8: Improving Adolescent Literacy
Friday
June 17 / Writing Process / •Writing Process Freewrites and
Final DUE
Monday
June 20
Tuesday
June 21
Wednesday
June 22 / Strategy Demos
Thursday
June 23 / Strategy Demos
Friday
June 24 / •Strategy Demos
•Writing Process
Final DUE

Academic Policy Statement:

Honesty in academic endeavors is a central tenet of the UAS philosophy. One may feel proud of accomplishments and success attained honorably through hard work. Knowledge gained in this way often leads to later success in professional pursuits and in personal life. Unfortunately, academic stress and anxiety sometimes impact the individual in ways that produce dishonest behavior, or taking an “easier” route to fulfilling academic responsibilities. Infractions of academic dishonesty can lead to serious consequences. Refer to the UAS Student Handbook for more details. Programs offered through the Learning Center and the Student Resource Center address topics such as study skills and time management to reduce stress and thus help to prevent dishonest behavior.

Student with Disabilities:

To aid college students who experience a documented physical, cognitive, and/or psychiatric disability. Disability Support Services are available on all UAS campuses. The University of Alaska Southeast is committed to equal opportunity and programmatic access for students with disabilities (See University of Alaska Regents Policy: www.alaska.edu/bor/policy/policy.xml). For further information on disability support services and guidelines about documentation please visit our website at www.uas.alaska.edu/dss www.uas.alaska.edu/dss or:

In Juneau:

(907)796-6000

In Ketchikan:

(907) 228-4505

In Sitka:

(907) 747-7716

Early contact with this program promotes a positive educational experience

Civility and Harassment

Intellectual honesty, mutual respect, and freedom from discrimination, intimidation, harassment and violence against persons or property are central to the UAS mission. Acts of intolerance and abusive behaviors which violate these basic values will not go unchallenged within our academic community.

UAS is committed to standards promoting speech and expression that fosters the maximum exchange of ideas and opinions. Ideally, discourse is open, candid, and characterized by mutual respect and dignity.

It is the goal of the University to foster a campus climate which promotes the ideals of civility and appreciation for the uniqueness of each member of our academic community.

DISPOSITIONS FOR PROFESSIONAL EDUCATORS

1. Abide by a philosophy of education and remain flexible to revising it based on new research and teaching experience.

2. Appreciate unique thinking processes of learners at different stages of development.

3. Appreciate multiple perspectives and value individual differences.

4. Commit to professional discourse about content knowledge and student learning of content.

5. Value assessment and instruction as integrated processes.

6. Commit to ensuring student well being and development of self-regulation and group interaction skills.

7. Recognize the school as an integral part of the community and value parents as partners in promoting student learning.

8. Value professional ethics, democratic principles, and collaborative learning communities.

9. Value technology as a tool for student and teacher lifelong learning.

BIBLOGRAPHY: (Selected Course Foundational Texts/Readings)

Adolescent literacy research and practice. (2004). Jesson, T.L. & Dole, J.A., eds.. New York, NY: Guilford Press.

Best practices in adolescent literacy instruction. (2008). Hinchman, K.A. & Sheridan-Thomas, H.K., eds.. New York, NY: Guilford Press.

Buehl, D. (2009). Classroom strategies for interactive learning. Newark, DE: International Reading Association.

Burke, J. (2002). Tools for thought: Graphic organizers for your classroom. Portsmouth, MA: Heinemann.

Ellery F. & Rosenboom, J.L. (2011). Sustaining strategic readers: Techniques for supporting content literacy in grades 6-12. Newark, DE: International Reading Association.

Fisher, D. & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: ASCD.

Fisher, D., Frey, N. & Lapp, D. (2009). In a reading state of mind: Brain research, teacher modeling, and comprehension instruction. Newark, DE: International Reading Association.

Flanigan, K., Hayes, L., Templeton, S., Bear, D.B., Invernizzi, M., & Johnston, F. (2011). Words their way with struggling readers: Word study for reading, vocabulary, and spelling instruction, grades 4-12. Boston, MA: Pearson.

Handbook of adolescent literacy research. (2009). Christenbury, L., Bomer, R., & Smagorinsky, P., eds.. New York, NY: Guilford Press.

Harvey, S. & Daniels, H. (2009). Comprehension & collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann.

Improving adolescent literacy: Effective classroom and intervention practices. (2008). Institute of Education Sciences (IES): U.S. Department of Education, What Works Clearinghouse.

Indrisano, R. & Paratore J.R. ((2005). Learning to write - writing to learn: Theory and research in practice. Newark, DE: International Reading Association.

Literacy instruction for adolescents. (2009). Wood, K.D., & Blanton, W.E., eds.. New York; NY: Guilford Press.

Parris, S.R., Fisher, D., & Headley, K.. Adolescent literacy, field tested: Effective solutions for every classroom. Newark, DE: International Reading Association.

Sullo, B. (2009). The motivated student: Unlocking the enthusiasm for learning. Alexandria, VA: ASCD.

Tovani, C. (2004). Do I really have to teach reading? Portland, MA: Stenhouse.

Tovani, C. (2000). I read it, but I don’t get it. Portland, MA: Stenhouse.

WEBLIOGRAPHY

www.ala.org American Library Association

www.ascd.org Association for Supervision and Curriculum Development

www.corestandards.org/ Common Core State Initiative

http://ies.ed.gov/ncee/wwc Institute of Educational Sciences: What Works Clearinghouse, U.S. Department of Education