Course Guide
for
EDR 211
Reading in the Content Areas
University of the Philippines
OPEN UNIVERSITY
Faculty of Education
SECOND SEMESTER, AY 2007-2008
NEMAH N. HERMOSA, PhD
Faculty-in-Charge (FIC)
WELCOME TO EDR 211!
EDR 211 Reading in the Content Areas is primarily about techniques and strategies in reading textual materials in the content areas.
COURSE GOALS
This 3-unit graduate-level explores how students comprehend and learn with text and how teachers can assist them in these processes through strategic teaching and learning. The use of textbooks and trade books in both print and electronic formats is explored, with more focus on expository reading and an examination of the many kinds of text that students encounter from elementary school through college. Constructivist theoretical and foundational considerations will help frame the exploration, modeling, and practice of a range of strategies. After completing the course, you will demonstrate:
1. An understanding of current issues in education that are changing traditional instructional practices, particularly those involving reading and writing in content classrooms.
2. An understanding of the major text structures of written English/Filipino, particularly the variations of expository text used in content area classrooms.
3. An awareness of techniques for assessing textbook difficulty.
4. The ability to organize and plan for effective instruction using techniques and materials which involve reading and writing and which enhance learning in a content classroom.
5. The ability to use trade books (primarily children’s literature) and the Internet to facilitate learning in a content area classroom.
COURSE OUTLINE
Part I The Context of Content Area Reading
Module 1 What is content area reading (CAR)?
Module 2 Reading Matters
Module 3 Struggling Readers and Writers
Part II Learning with Textbooks, Trade Books and Electronic Texts
Module 4 The Nature of Texts (Text organization & structure)
Module 5 Assessing Text Difficulty
Module 6 Learning with Trade Books and Electronic Texts
Part III CAR Instructional Practices and Strategies
Module 7 Bringing Students and Texts Together
Module 8 Developing Vocabulary Knowledge and Concepts
Module 9 Activating Prior Knowledge and Interest
Module 10 Studying Texts (Study guides/study strategies)
Module 11 Guiding Reader-Text Interaction
Module 12 Writing to Learn
COURSE MATERIALS
You should have the following course materials at the start of the semester:
§ EDR 211 Reading in the Content Areas by Dumagpi, R.L. and Gonzales, M.J.
§ Course Reader (a compilation of readings)
These will be uploaded in the Moodle course site:
§ Course Guide (this will be uploaded at the start of the course)
§ Assignment Guides (to be uploaded as the course progresses)
§ Other resources, including WWW-based links (at relevant points of the course)
Please take note that the Course Outline does not revolve around nor follow the sequence of the modules in the book EDR 211 Reading in the Content Areas. The book was the main resource in earlier offerings of EDR 211, when it was not taught online. The course is currently being restructured, not only in terms of its syllabus (based on feedback from previous students and instructors) but also its format (resource-based course). The book and Course Reader are just two of the course resources. Chapters to be used will be indicated for relevant parts of the course as we progress through the semester. Likewise, the other resources will be uploaded or linked in our Moodle site.
With the emergent nature of EDR 211 this term, your participation in the course activities and tasks will be deeply appreciated since they are, in a sense, being pilot tested. Your feedback is also welcome.
COURSE SCHEDULE
The course schedule has been laid out mainly by topics and tasks, rather than by weeks. I have indicated the approximate number of weeks and estimated dates for each topic/task. Some of these may change in the course of the term, but the parts and modules indicated in the Course Outline will be covered.
Module/Task / Topic/Activity / No. of weeks / Expected DatesPreliminaries / Introductions
Course Orientation (through Course Guide/Announcements) / 1 week / Nov 4-10
Part I / The Context of Content Area Reading
Module 1 / What is content area reading (CAR)? / 2 weeks / Nov 11-24
Module 2 / Reading matters
Module 3 / Struggling readers and writers
DF 1 / See guide question(s) in Moodle.
QUIZ 1 / This 15-point quiz covers Modules 1-3 and will be taken in Moodle. / Nov 24
TMA1 / Documenting CAR Practice: How is reading and writing used to learn content? / Due: Nov. 30
Part II / Learning with Textbooks, Trade Books, and Electronic Texts
Module 4 / Text Organization & Structure: Narrative and Expository Texts / 3 weeks / Nov 25-Dec 15
Module 5 / Assessing Text Difficulty
DF 2 / See guide question(s) in Moodle.
TMA 2 / Graphic Organizers: Analyzing narrative and expository text structure / Due: Dec 15
Module 6 / Using Trade Books and Electronic Texts in the Content Classroom / 3 weeks / Dec 16-Jan 5
DF 3 / See guide question(s) in Moodle.
TMA 3 / Group Work: WebQuest and WQ Report / Due: Jan 5
QUIZ 2 / This 35-point quiz covers Modules 4-6 and will be taken in Moodle. / Jan 5
Part III / Instructional Practices and Strategies
Module 7 / Bringing Students and Texts Together / 1 week / Jan 6-12
DF 4 / See guide question(s) in Moodle.
Module 8 / Developing Vocabulary Knowledge and Concepts / 2 weeks / Jan 13-26
Module 9 / Activating Prior Knowledge and Interest
DF 5 / See guide question(s) in Moodle.
Module 10 / Studying Texts / 3 weeks / Jan 27- Feb 16
Module 11 / Guiding Reader-Text Interaction
Module 12 / Writing to Learn
DF 6 / See guide question(s) in the Moodle course website. / 3 weeks / Jan 27-Feb 16
DF 7 / This DF will be in aid of TMA 4; interaction will focus on concerns relating to the assignment.
(For the most part, this is asynchronous, as the previous DFs. On the 6th week, Feb 17-23, synchronous discussions (chats) may be scheduled.) / 6 weeks / Jan 13-Feb 23
TMA 4 / Developing a unit/lesson plan in a content area
(This is a scaffolded activity that starts with Module 7. The TMA should be finished by Feb 29 and be brought to the final exam. / 7 weeks
(7th week is for revision and finalization / Jan 13-Feb 29
Due March 1 (needed for exam)
EXAM / To cover major aspects of the course, with emphasis on Part III. / March 1
COURSE REQUIREMENTS
As UPOU students, you know that for the most part you will be studying on your own. Do read/view the resources, guided by the Course Schedule. This way you will be able to keep up with the discussion, assignments and other requirements.
A. Participation in the Discussion Forums
EDR 211 is an online course. Class discussions will be online through the discussion forums in the Moodle learning platform. Therefore, please disregard the “Study Session” dates scheduled in the Academic Calendar, as these refer to classes that meet for face-to-face tutorials.
Please participate in the online discussion since this is an opportunity for you to clarify what you have learned on your own not only with your tutor but also with other members of the class. It is also a good way to learn from one another. Depending on the size of the class, a tutor other than myself, may facilitate online discussions.
To optimize learning, you are usually requested to join each discussion at least twice: the first time to post your answer to the discussion questions; and the second time to respond/react to any of your classmates’ posts. Please be guided by the questions and schedule for each DF (see Course Schedule).
Other forums may be put up for non-academic interaction as needed. The forum Kapihan-sa-211 will be a “chikahan” or “tambayan” kind of forum. It should be on things not directly related to EDR 211. For inquiries regarding the course, outside of content (which is covered in the DFs), please use the Clearing House 211 forum.
Your contribution to the discussion boards will be graded. Your postings should answer the discussion questions in a concise way and with as much insight and reflection as possible. There are usually no right or wrong answers to the questions, only honest and well thought out ones. And it is important that your second posting to each DF be a response to the postings of your classmates. Do feel free to post more than twice. It will be most welcome and highly appreciated. And please be guided by the following marking scheme (middle values may be given).
Rubrics for DF Postings
Answer to Guide Question / ScoreThe answer shows a deep understanding of the ideas in the course materials. / 5 / 7 / 10
They reflect an incisive analysis of theory, practice and personal experience. / 5 / 7 / 10
They are well supported by valid arguments, appropriate examples/illustrations/details and relevant personal experiences. / 5 / 7 / 10
Reaction/Comments
The reactions/comments reflect understanding and analysis of the DB postings concerned. / 1 / 3 / 5
They are reasonable and well supported by theory/practice/ personal experience/logical examples/illustrations. / 1 / 3 / 5
Timeliness
The postings are timely/up-to-date (i.e., contributed within the assigned schedule/time frame). / 1 / 3 / 5Organization and Mechanics
The postings are organized, clear, concise, and grammatically correct. / 1 / 3 / 5TOTAL / /50
B. Tutor-Marked Assignments (TMAs)
EDR 211 requires four (4) Tutor-Marked Assignments or TMAs. TMA guides will be uploaded in the Moodle website at relevant points. These assignments will be graded based on specific scoring guidelines, or rubrics, accompanying each assignment guide.
Submission Guidelines. TMAs may be submitted online as email attachments or in hard copy, to your Learning Center or mailed to me in the address given elsewhere in this guide.
Hard copy submissions: Unless otherwise prescribed, use letter-size (8.5” x 11”) paper. Print on only one side of the sheet. Every page should carry your name, course number, the TMA# and the page number. Every assignment should carry this cover format:
If you mail your TMA by conventional mail/courier, please make sure it is postmarked not later than the date when it is due, and mail it directly to my address given on page 9.
Submit all TMAs on time. You can submit a hard copy of your TMA to your
Learning Center. But it will take some time for me to receive it if your LC is other than LC-Diliman because then it has to be officially routed through designated UPOU offices. So, I actually prefer that you submit them as email attachments (see below).
Online submissions: TMAs submitted online as email attachments to should carry this file name:
201TMA#_Familyname/Initial.ext
Examples: 211TMA1_DelosSantosR.doc
211TMA2_MarquezS.pdf
For appendices that are in separate files, use this format:
211TMA1_DelosSantosR_app1.doc
211TMA2_MarquezS_app1.pdf
C. Quizzes
There will be two quizzes in this course: Quiz 1 is a 15-item test covering Part I; Quiz 2 is a 35-item test covering Part II. These quizzes will be Moodle-based. Dates of the quizzes are indicated in the Course Schedule. You make certain to access the site on those dates.
D. Final Exam
There is only one examination in EDR 211— the final exam. This will cover the major concepts and organizing principles of the course, with particular emphasis on Part III – Instructional Practices and Strategies. This exam is scheduled on March 1, 2008, as per the UPOU Academic Calendar for AY 2007-2008. Please mark this early in your calendar so you free this date for the exam and can make necessary arrangements with your employer, if needed.
UPOU exams, by default, are proctored sit-down exams, which you take in your respective Learning Center/Testing Center. Exams for off-shore students (those based abroad) are taken in officially designated places (usually, the Philippine consulate, or an academic institution in your area) and watched by officially-designated proctors. When this is not feasible, online exams may be given, either Moodlle-based or through Web Cam technology, if Moodle is not feasible. If you are an off-shore student, please make the necessary arrangements with the Office of the Registrar regarding arrangements for your exam early enough. See contact information at .
NB: Please bring a copy of your TMA4 to the exam. It will be needed for one of the major items of the test. Those who are not done with TMA4 will not be allowed to take the exam.
GRADING SCHEME
Following are the allotted points for each course requirement. The table shows the transmutation values for the final course grade.
TMA 1 Documenting CAR Practice (individual) 150
TMA 2 Graphic Organizers: Text Structure (individual) 100
TMA 3 WebQuest Activity (group) 150
TMA 4 Unit/Lesson Plan (individual) 300
DB Participation 100
Quizzes 50
Exam 150
TOTAL 1000 points
GRADING SCALE
There are 1000 points possible for this course. Each requirement’s point value is listed above. Grades will be assigned as listed below. The passing grade is 3.0. However, If you are in a master’s program, please remember that to keep your master’s standing, your GWA should be 2.0 or better.1.0 / 951 - 1000 pts / 1.75 / 800 - 849 pts / 2.5 / 650 - 699 pts / 4.0 / 500 - 549 pts
1.25 / 900 - 949 pts / 2.0 / 750 - 799 pts / 2.75 / 600 - 649 pts / 5.0 / Below 500 pts
1.5 / 850 - 899 pts / 2.25 / 700 - 749 pts / 3.0 / 550 - 599 pts
HOUSE RULES
1. Participate actively in each Discussion Forum to maximize your learning.
2. Try hard to follow the Course Schedule.
3. Submit TMAs on or before their due dates. You will be duly informed and reminded about the deadline for each TMA. Late TMAs will be accepted, provided there is a valid reason for the delay. However, they cannot be awarded the highest possible score.