Kean University

Spring, 2009

KEAN UNIVERSITY

UNION, NEW JERSEY

READING IN SECONDARY EDUCATION

COURSE NUMBER: CS5411

SEMESTER HOURS: Three

PREREQUISITES: None

LIMITATION ON ENROLLMENT: 25

REQUIRED OR ELECTIVE: Required

CATALOGUE DESCRIPTION:

The reading curriculum in grades 7 through 12. A teaching model, fusing content and process, will be developed as the basis for skill development, reading improvement and construction of a teaching guide. Current issues affecting reading instruction in the secondary school will be examined.

N.B. In order to insure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note taking or test taking procedures) will be strongly encouraged to contact the professor at the beginning of the course.

Kean University

Union, New Jersey

Reading in Secondary Education

I. Course Objectives:

Students will achieve growth toward becoming informed, dynamic, professionals as evidenced by demonstrating proficiency in knowledge, skill application and dispositions to teaching. The student will:

A. Identify transitional difficulties students encounter moving from the elementary to the secondary level (Knowledge/Skills)

B. Explain various models of the reading process and the scope and sequence of skills across the curriculum (Knowledge/Skills)

C. Evaluate how various factors influence the reading process (Knowledge/Skills/Values)

D. Interpret and construct a variety of assessment instruments suitable for secondary students (Knowledge/Skills/Values)

E. Evaluate and use a variety of text implementation strategies in different content areas (Knowledge/Skills)

F. Apply a wide range of instruction techniques and intervention strategies for developing content area skills (Knowledge/Skills)

G. Distinguish adult learning differences and design appropriate adult learning environments (Knowledge/Skills/Values)

II. Course Content:

A. Making the transition to secondary education

1. N. J. Code and transitioning

2. Section 504 of the National Rehabilitation Act

B. The reading process

1. Models of the reading process

a. linguistic

b. process - content

c. psychological

d. skills

2. Overview of the primary, intermediate and secondary levels,

scope and sequence

a. vocabulary

b. higher levels of thinking

c. study habits

d. study skills

e. rates of reading

C. Influence on the reading process

1. Affective factors in young adults

a. attitudes

b. motivation

2. Range of abilities: special needs students

a. least restrictive environment and IEPs

b. inclusion

c. diversity and ethnicity

D. Informal and formal methods of assessment

1. Informal

a. philosophy and construction

b. content informal reading inventories

c. questionnaires and checklists

d. portfolio evaluation

e. constructing essay tests

f. performance based assessment

2. Formal

a. philosophy and administration

b. types of tests by usefulness and availability

c. constructing multiple-choice tests

d. interpreting results

3. Performance based assessment

a. rubrics

b. portfolio assessment

c. observational skills

4. Diagnostic considerations at the secondary level

E. Text strategies and considerations for secondary students in the content areas

1. Transfer of learning: prior, present and future acquisitions

2. The Four Modes of Discourse used in content areas

a. Narrative

b. Expository

c. Descriptive

d. Argument and persuasion

3. Comprehension strategies for the Four Modes of Discourse

4. Utilizing various print materials for young adults

5. Readability factors and determining methods

F. Instructional techniques and intervention strategies for the content areas

1. Integrating reading instruction with the content area

2. The interrelationship of the four language arts

3. Building language:

a. phonemics

b. morphemics

c. semantics

d. syntax

e. pragmatics

4. Building vocabulary skills

a. direct instructional techniques

b. vicarious techniques

5. Building word attack skills

a. phonics instruction

b. context clues in reading and teaching

c. dictionary skills

d. meaning clues

e. structural analysis

6. Comprehension skills for content reading

a. literal

b. interpretive (inferential)

c. critical thinking skills: What’s working and what isn’t

7. Questioning strategies

8. Study skills strategies

a. setting up a notebook

b. the four types of homework assignments

c. test-taking techniques

d. SQ4R methods

e. time management skills

f. adjustment of reading rate

g. Strategies for remembering and organizing information-all strategies require

teacher modeling and explicit instruction. These are skills necessary for lifelong learning and the teacher demonstrates appreciation of the written word. They all involve active processing of text which enhances remembering and provide a structure to aid in learning and remembering. To teach these strategies the teacher models the activity providing the student a chance to “get into” his/her mind and acts as a scaffold gradually transferring the responsibility for learning to the students while still providing expert guidance.

(1) Basic strategies for remembering text

(a) classify information

(b) compare and contrast information

(c ) provide metaphors

(d) provide analogies

(e) do structured summarizing (rule based)

(2) Teacher constructed study guides (often graphic) to direct expository reading

(a) setting purposes for reading

(b) organizing information

(d) created to meet the students’ needs and the requirements of the reading material

(3) Pattern guides (teacher created graphic organizer –cause-effect relationships, comparison and contrast, enumeration, time)

(a) adjusted to the text patterns ( relationships)

(b) adjusted to students’ needs

(4) Graphic organizers (not created by teacher but implemented by

teacher and students or by students alone when they are ready.

(a) K-W-L (What I Know, What I Want to Know, What I’ve Learned)

(b) semantic feature analysis (gathering, comparing, and contrasting information about several items in the same category)

(d) Webs Plus Writing –organizing by brainstorming topic

reading, correcting web, categorizing then choosing to write about a category or the entire web)

(5) Questioning strategies

(a) QAR; Question Answer Relationship

(b) ReQest Procedure ( students formulate their own questions)

(c ) QtA ( Questioning the Authors words and ideas)

(d) teacher modeling of self and author questioning /at the literal, inferential, critical and creative levels.

(6) General instructional organizations that lead to student as an active processor and therefore retainer of information.

(a) Think Aloud

(b) Reciprocal Teaching

(c)DRTA (Directed Reading and Thinking Activity)

(d) DLTA (Directed Listening and Thinking Activity)

(7) Literature graphics to inform reading/writing/storytelling/retelling

(a) story maps

(b) story pyramids

(d) story impressions

9. Selection and integration of materials for middle and high school students:

a. high - interest, low - vocabulary

b. audio-visual and multi-sensory

c. programmed instruction and computer assisted instruction

d. study guides

10. Building good lifetime literacy habits: the value of reading

a. parents and teachers as models

b. community resources

c. review of young adult and literature appropriate for the high school.

G. Working with the adult learner: Educational strategies and considerations

1. How adults learn: essential differences from young learners

2. Assessing adult needs

3. Creating the adult learning environment

4. Assessing adult learning

III. Methods of Instruction

A. Reading assignments from journals and text

B. Demonstrations and modeling.

C. Classroom presentations and discussions.

D. Audio-visual materials.

E. Hands on experiences with methods and materials.

IV. Methods of Evaluation

A. Evaluate audio and audio-visual material. (Knowledge/Skills/Values)

B. Develop a model for instruction by content teacher. (Knowledge/Skills)

C. Reaction paper(s) and/or journal article(s) critiques. (Knowledge/Skills/Values)

Choose three from these topics and prepare a fifteen minute presentation for the class.:

1. Content area instruction for the Middle School or High School student.

2. Criteria for choosing literature for the Middle /High School Student.

3. Methods for assessment in the Language Arts-Middle/High school.

4. Active processing of text for the Middle/High school student.

5. Strategies for organizing and remembering information for the Middle/

High school student.

D. Examinations. (Knowledge/Skills)

E. Portfolio containing:

evaluation

journal critiques/reaction papers

model for instruction

F. Create two lesson plans for:.

(1) a young adult novel

(2) a short story or play suitable for secondary school children

G Prepare and micro-teach a lesson in which you model a questioning strategy.

A lesson which would be appropriate for either a Middle School or a High

School student.

V. Text: 2005 – Current 2004 & Older - Seminal

Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2006). Reading to learn in the content areas (7th ed.). Belmont, CA: Wadsworth Publishing.

VI. Bibliography 2005 – Current 2004 & Older - Seminal

A. Current

1. Texts

Atwell, N. (2007). The reading zone: How to help kids become skilled, passionate, habitual, critical readers. Scholastic Teaching Resources.

Blachowicz, C. L. Z., & Fisher, P. J. L. (2006). Teaching vocabulary in all classrooms. Upper Saddle River, NJ: Pearson Education.

Donoghue, M. R. (2008). Language arts: Integrating skills for classroom teaching. Sage Publications.

Fashola, O. (2005). Educating African American Males. Thousand Oaks, CA: Corwin Press.

Fisher, M. T. (2007). Writing in rhythm: Spoken word poetry in urban classrooms. New York: Teachers College Press.

Hobbs, R. (2007). Reading the media: Media literacy in high school English. New York: Teachers College Press.

McAndrews, S. L. (2008). Diagnostic literacy assessments and instructional strategies: A Literacy Specialist’s Resource. International Reading Association.

McKenna, M. C. & Robinson, R. D. (2009). Teaching through text (1st ed.). Boston: Allyn and Bacon.

Scieszka, J. (2005). Guys write for guys read. New York: Viking.

Tonjes M., & Wolpow, R. (2006). Integrated content literacy (5th ed.). Kendall/Hunt.

Vacca, R. T., & Vacca J. A. L. (2008). Content area reading: Literacy and learning across the curriculum (9th ed.). Boston: Allyn and Bacon.

Wood, K. D. & Blanton, W. E. (2009). Literacy instruction for adolescents: Research-based practice. New York: The Guilford Press.

2. Journal Articles

Bean, T., & Harper, H. (2008). Literacy education in new times: In these times. Journal of Adolescent & Adult Literacy, 52 (1), 4-6.

Behrman, E. H. (2006). Teaching about language, power, and text: A review of classroom practices that support critical literacy. Journal of Adolescent & Adult Literacy, 49 (6), 490-498.

Coiro, J. and Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the internet. Reading Research Quarterly, 42 (2):214-257.

Dean, D., & Grierson, S. (2005). Re-envisioning reading and writing through combined-text picture books. Journal of Adolescent & Adult Literacy, 48 (6), 456-468.

Flanigan, K. Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent & Adult Literacy, 51 (3), 226-238.

Fordham, N. W. (2006). Crafting questions that address comprehension strategies in content reading. Journal of Adolescent & Adult Literacy, 49 (5), 390-396.

Houge, T. T., Geier, C., & Peyton D. (2008). Targeting adolescents' literacy skills using one-to-one instruction with research-based practices. Journal of Adolescent & Adult Literacy, 51 (8), 640-650.

Jacobs, V.A. (2008). Adolescent literacy: Putting the crisis in context. Harvard Educational Review,78 (1), 7-39.

Kymes, A. (2005). Teaching online comprehension strategies using think-alouds. Journal of Adolescent & Adult Literacy, 48 (6), 492-500.

Lenters, K. (2006). Resistance, struggle, and the adolescent reader. Journal of Adolescent & Adult Literacy, 50 (2), 136-146.

Luce-Kapler, R. (2007). Radical change and wikis: Teaching new literacies. Journal of Adolescent & Adult Literacy, 51 (3), 214-223.

Mendelman, L. (2007/2008). Critical thinking and reading. Journal of Adolescent & Adult Literacy, 51 (4), 300-302.

Miller, S. (2005). Students as agents of classroom change: The power of cultivating positive expectations. Journal of Adolescent & Adult Literacy, 48 (7), 540-546.

Mountain, L. (2007/2008). Synonym success--Thanks to the thesaurus. Journal of Adolescent & Adult Literacy, 51 (4), 318-324.

Nokes, J. D. (2008). Observation/Inference Chart: Improving student's abilities to make inferences while reading nontraditional texts. Journal of Adolescent & Adult Literacy, 51 (7), 538-546.

Paterson, P. O. & Elliott, L. N. (2006). Struggling reader to struggling reader: High school students’ responses to cross-age tutoring program. Journal of Adolescent & Adult Literacy, 49 (5), 378-389.

Williams, B. T. (2008). "Tomorrow will not be like today": Literacy and identity in a world of multiliteracies. Journal of Adolescent & Adult Literacy, 51 (8), 682-686.

B. Seminal Works

1. Texts

Allan, K. K., & Miller, M. S. (2004). Literacy and learning in the content areas: Strategies for middle and secondary school teachers (2nd ed.). Wadsworth Publishing.

Atwell, N. (1998). In the middle: Writing, reading and learning with adolescents. Portsmouth, NH: Heinemann.

Barchers, S. I. (1998). Teaching reading from process to practice. New York: Wadsworth. 347-387.

Donoghue, M. R. (2001). Using literature activities to teach content areas to emergent readers. Boston: Allyn and Bacon.

Forgan, H. W., & Mangrum, C. T. (1981). Teaching content area reading skills (2nd ed.). Columbus: Charles E. Merrill.

McLaughlin, M., & Vogt, M. (2000). Creativity and innovation in content area teaching. Norwood: Christopher-Gordon Pub.

Manzo, A., & Manzo, U. (1990). Content area reading: A heuristic approach. Columbus: Merrill Publishing Company.

Readence, J. E., et al. (2004). Content area literacy: An integrated approach (8th ed.). Dubuque: Kendall/Hunt.

Readence, J. E., et al. (2000). Prereading activities for content area reading and learning. Newark, DE: IRA.

Richardson, J. S., & Morgan, R. F. (1997). Learning to read in the content areas (3rd ed.). Belmont, CA: Wadsworth Publishing.

Roe, B. D., et al. (2003). Secondary school literacy instruction: The content areas (8th ed.). New York: Houghton Mifflin.

Shepard, D. L. (1982). Comprehensive high school reading methods (3rd ed.). Columbus, OH: Charles E. Merrill Publishing.

Smith, C. B., Smith, S., & Milulecky, L. (1983). Teaching reading in

secondary school content subjects: A bookthinking process. New York: Holt, Rinehart and Winston.

Vacca, R. T., & Vacca, J. L. (1997). Content reading (5th ed.). New York: Harper Collins.

Zwiers, J. (2004) Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. International Reading Association.

2. Journal Articles

Afflerbach, P., & VanSledright, B. (2001). Hath! Doth! What? Middle graders reading innovative history text. Journal of Adolescent and Adult Literacy, 44, 696-707.