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EDRE 4870: Cross-curricular (Content Area) Literacy Materials and Resources

Instructor: Alexandra G. Leavell, Ph.D.

Class Time and place:

Section .003: T/R 12:30-1:50am in Matthews Hall, Rm. 112

Section .006 T/R 2:00-3:20pm Matthews Hall, Rm. 113

Office Hours: TR. 9:00-11:30amand by Appointment

Office: 206Q Matthews Hall

Phone: 940-565-3397

Home Phone 940-898-8616 (Please call before 10:00pm)

E-mail:

alexleavell@gmail.com

Catalog Course Description:

3 hours. Prepares pre-service teachers within both EC–4 and 4–8 certificate programs to plan for and implement literacy instruction across the curriculum. Selecting, evaluating and using developmentally and culturally appropriate materials and resources will be a focus as well as using content literacy strategies which support independent reading and writing in the content areas. Prerequisite(s): admission to the teacher education program; EDRE 4450 (for EC–4) or EDRE 4820 (for 4–8).

Required Text/s:

Children's Books in Children's Hands: An Introduction to Their Literature(4th Edition) by Charles A. Temple, Miriam A. Martinez and Junko Yokota (2010)

Fleischman, P. (2004) Seedfolks. New York: Harper Teen, Inc.

 Children’s books/Adolescent Novels that you access from public/school libraries, Matthews Annex, & other sources.

Blackboard Learn. This course is a traditional, face to face course in terms of content delivery. However, we will use Blackboard Learn in some capacity. This use includes, but is not limited to:

  1. Posting Power Points that can be printed out for class.
  2. Posting of articles and handouts to be read or printed out as directed by your instructor.
  3. Accessing/submitting certain assignments as directed by your instructor.
  4. Course communication between instructor and student/s. This may include announcements, emails and other. IT IS YOUR JOB to check our Blackboard Learn course section before class each day.

PURCHASE TK20
  • This course requires an assignment that will be uploaded and graded in the UNT Tk20 Assessment System. All students in this course must purchase access to Tk20. (If you are an ART or MUSIC major, you are required to register for LIVETEXT or something similar; therefore, you will not need to purchase Tk20.) Please go to the following link for directions on how to purchase Tk20. Announcements regarding training on use of the Tk20 system will also be posted on this website.

Welcome to EDRE 4870!!

During this semester we are going to explore materials and resources to use in all content areas--resources that invite our students to be part of our literacy community and support them as they use the language arts (reading, writing, listening, speaking, viewing and visually representing) as tools for thinking, learning, and living. While the emphasis is on the resources, we also know that these resources must be accompanied by powerful instructional strategies to accomplish our goals of creating confident, critical thinkers and literacy users. This course is built upon the literacy knowledge base you have gained in other reading classes; and will help prepare you for other cross-curricular courses, as well as your future classrooms.

As we respond to and integrate children’s literature, technology, and content reading strategies, a goal of this course is to become reflective about how we respond, create meaning from text, and internalize strategies that help us learn about the world and understand the society in which we live. As a result, insight into your own learning processes will hopefully enhance your personal critical and creative thinking as well as help you become a teacher who incorporates response-based engagements to inform your instruction. Therefore, our focus is on ourselves as learners, readers, and teachers as we learn about resources and strategies to involve our students. You and your contributions are a vital part of the literacy community we create here!

My Beliefs about learning:

This course is built upon the following beliefs about learning:

  1. Learning is an active, personal process and endeavor. The more you engage your brain in thinking critically about the information presented in terms of both what you already know and your goals as a teacher, the more you are going to learn.
  2. Learning is also a social process of collaboration and interaction with others. We will share our responses and understandings in order to clarify them for ourselves, as well as serve as a support system for each other during small and large group activities and discussions.
  3. Deep, transformational learning can only occur when we make a personal connection between our lives and experiences and the ideas and information presented in the learning environment.
  4. Real choice allows learners to play to their strengths, understand who they are as learners and feel ownership of the learning process.
  5. Reflection is a vital part of the learning process.
  6. Knowledge about and appreciation for the multiple diversities inherent in humanity (and thus, every classroom) enhances a teacher’s ability to assess, plan and teach for optimum learning to occur.
  7. ALL students can learn. Not every student will necessarily learn the same thing, in the same way, at the same time. This is the heart of differentiated instruction.
  8. Learning is a lifelong process.

Course Objectives:

This course is designed to empower each participant to gain knowledge and skills and to develop dispositions to make informed instructional decisions in the following areas:

Course Objectives:

This course is designed to empower each participant to gain knowledge and skills and to develop dispositions to make instructional decisions in the following areas:

1.Response to Literature

  • Use texts of all kinds to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information and for pleasure.. [PPR: 1.2K,1.3K, 1.4k, 3.4k,1.2S, 1.3s, 1.4s, 1.5s 3.4s] [TEKS: K-8=1, 2]
  • Understand the influence of cultural, ethnic, and linguistic backgrounds on the reading process. [PPR: 1.5k, 1.6k, 1.5s, 2.1k 1.10k,1.11s,1.3s, 1.4s] [TEKS: K=6;1=7; 2=3,6; 5=3; 6, 7, 8=9 ]
  • Read a variety of books at all levels of many genres and create a personal database.

2.Content Area Literacy

  • Develop knowledge of literacy and study strategies within the context of content instruction.
  • Explain the relationship between the expressive and reflective language arts processes (reading. writing, listening, speaking, viewing, visually representing) and demonstrate how they can be capitalized upon for instructional purposes.
  • Develop a repertoire of teaching and learning strategies for helping students learn content area vocabulary and technical terms.
  • Apply informal assessment tools to determine the students’ ability to learn from printed materials.

3.Integrating Materials and Resources for Literacy Instruction

  • Design, select, and evaluate materials that reflect curriculum goals, current knowledge, and the interests, motivation, and the needs of individual learners; develop the ability to modify curriculum materials to meet the needs of diverse learners.[PPR: 1.8k, 1.10k,3.6k, 3.8s ] [TEKS: 6, 7, 8 = 9]
  • Exhibit your understanding of using a wide variety of print throughout the curriculum, including high-quality children’s/adolescent literature and diverse expository materials appropriate to the age and developmental level of learners.[PPR: 3.5k, 3.7k, 3.8k, 3.5s, 3.9s] [TEKS: K=6;1=7;2=3, 6; 5=3; 6, 7, 8=–9]
  • Analyze the structure and content of various texts used for instruction within content areas.. [PPR: 1.10k] [TEKS: K=6,7,8,9,10; 1=7, 8, 9, 10, 13, 14; 2=7,8,9,10; 3=5,6,7,8,9,10; 4=3,4,5,6,7,8; 5=4,5,6,7,8; 6=3,4,5,6,7,8] 7=3,4,5,6,7,8,9] 8=3,4,5,6,7,8,9]
  • Plan cross-curricular instruction which addresses the needs of all learners in your grade level of interest.[PPR: 1.10k ] [TEKS: 1-8=24 ]
  • Utilize principles and strategies for planning and implementing instruction via themed study units in content subjects.[PPR: 1.26k, 1.26s, 2.7k, 3.9k, 3.9s, 2.3s, 4.10-4.12k] [TEKS: K=12; 1=6; 2=16; 3=16; 4=14; 5=14 ]

4.Professionalism and Reflective Teaching

  • Identify the influence of cultural, ethnic, and linguistic backgrounds on the reading process.
  • Develop a reflective mind set about his/her learning and teaching in order to make decisions about curricular engagements based on an understanding as to its purpose in the curriculum.[PPR: 1.25k, 1.28k, 1.29k, 4.6s, 4.10s, 4.14s, 4.15s]
  • Determine which professional resources (websites, journals and publications) are a significant source of information concerning literacy resources and instruction.[PPR: 4.5k, 4.6k, 4.13s]

Cross-Curricular English Language Proficiency Standards (Texas Statute 74)

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency.

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text.

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system.

GENERAL EXPECTATIONS/REQUIREMENTS

All of the following are expected and will be considered for your final grade:

a. Attendance. Come to class. It is impossible to recreate class experiences outside of class. You will enhance your own learning and likely that of others through your active presence. If you know in advance you will be absent, the courtesy of a phone call or email will be appreciated. Excessive absences as determined by the instructorwill lower your final grade in the class.

b. Preparation for class, especially study of the assigned text, supplemental readings, and completion of quizzes and critical analysis activities will greatly enhance your learning experience.

c. Participation in class. Participation includes asking questions, making comments, working with your group to build understanding and integrate information, and making informal presentations.

d. Completion of all assignments and exams is required and will be considered for your final grade. Assignments must be completed prior to coming to class and turned in ON TIME to receive full credit unless other arrangements have been made with the instructor PRIOR TO the due date. Late assignments will result in a loss of points. Please note that a grade of "A" cannot be earned for the course if any assignment remains unsubmitted at the end of the semester.

e.Scholastic honesty on the part of every student is assumed. Cheating, plagiarism, collusion, and falsification constitute scholastic dishonesty. Formal assignments are processed through the “Turn It In” plagiarism detection software. Such conduct will result in a grade of zero on the activity, test, or assignment. A repeat offense will result in a grade of "F" for the course.

Course Requirements:

ASSIGNMENTS / Points
1. GENRE QUIZZES (8@9 POINTS EACH)An important element of this course is recognizing the characteristics of the various genres available in children’s and adolescent literature. For each genre you study in the text you will take a short quiz online prior to coming to class each week. The quiz may include: elements that distinguish a particular genre from another, criteria for establishing the quality of text within that genre, classroom applications for the genre and an example of a text representing that genre. / 72
points
2. TEKS Analysis. This assignment is designed to help you become familiar with what topics, concepts and subjects students learn at the grade level you would like to teach. This information will be used to inform your choice of books for your text sets and will also help you plan lessons to go along with the text sets. In-class Assignment. / 8points
2. PERSONAL LITERACY HISTORY As teachers, we are very much influenced by our own reading and learning experiences and identities. Our students are as well. We all view the world through the window of our life experiences. Being conscious of lived experiences of ourselves and our students makes us better teachers. The purpose of this assignment is to have you explore your literacy history,and how it has shaped your personal and academic identity. Please see attached guidelines and example. / 15points
3. CRITICAL ANALYSIS ACTIVITIES (12 POINTS EACH) One of the most important choices you will make as a teacher is the selection of text materials and the activities which best engage your students with those materials. As we study each genre, we will do critical analysis activities which will provide an opportunity to discuss and analyze different texts with your peers.These will be completed either at home, online or in class or some combination thereof. Each activity will be worth 10 points. / 60 points
4. “TERRIFIC TWENTY”LITERATURE FILE Your best resource for text choices for your students is your own personal “database” of appropriate children’s and/or adolescent literature. We will be using “Goodreads” as our forum for this. Our group URL is Goodreads | EDRE 4870 Fall 2013 Leavell Group
/ 25
points
5. INTERNET SCAVENGER HUNT This activity will give you the opportunity to review and assess various Internet resources that will be useful in your text set and future classroom. / 15 points
6. TEXT SETS 2 @ 40 points each. You will complete 2 text sets. Text sets are collections of resources from different genres, media, and levels of reading difficulty that are designed to be supportive of the learning of readers with a range of experiences and interests. A text-set collection focuses on one concept or topic and can include includes multiple genres such as books, charts and maps, informational pamphlets, poetry and songs, photographs, non-fiction books, almanacs or encyclopedias. You will receive more detailed instructions in class. / 80 points

Grading Scale

A=248-275

B=220-247

C=193-219

D=165-192

F= 164 and below

College of Education Policies and Procedures

TK20

Students seeking ART or MUSIC certification are NOT required to participate in TK20. The following does NOT apply to Art and Music students.

For all other students:

This course requires an assignment (text set) that must be uploaded and graded in the UNT TK20 Assessment System. Some undergraduate and graduate education courses require assignments that must be uploaded and assessed in the UNT TK20 Assessment System. This will require a one-time purchase of TK20. Student subscriptions will be effective for seven years from the date of purchase. Key assignments must be uploaded into the TK20 system for instructors to assess. Please go to the following link for directions on how to purchase TK20:

Announcements regarding training on use of the TK20 system will also be posted on this website.

Disabilities Accommodation: “The University of North Texas complies with Section 504 of the 1973 Rehabilitation Act and with the Americans with Disabilities Act of 1990. The University of North Texas provides academic adjustments and auxiliary aids to individuals with disabilities, as defined under the law. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring accommodation, please see the instructor and/or contact the Office of Disability Accommodation at 940-565-4323 during the first week of class.”

Observation of Religious Holidays: If you plan to observe a religious holy day that coincides with a class day, please notify your instructor as soon as possible.

Academic Integrity: Students are encouraged to become familiar with UNT’s policy on academic integrity: Academic dishonesty, in the form of plagiarism, cheating. or fabrication, will not be tolerated in this class. Any act of academic dishonesty will be reported, and a penalty determined, which may be probation, suspension, or expulsion from the university.

Acceptable Student Behavior: Student behavior that interferes with an instructor’s ability to conduct a class or other students' opportunity to learn is unacceptable and disruptive and will not be tolerated in any instructional forum at UNT. Students engaging in unacceptable behavior will be directed to leave the classroom and the instructor may refer the student to the Dean of Students to consider whether the student's conduct violated the Code of Student Conduct. The university's expectations for student conduct apply to all instructional forums, including university and electronic classroom, labs, discussion groups, field trips, etc. The Code of Student Conduct can be found at