M464: CONTENT AREA READING METHODS

Course Syllabus – Spring 2007

Dr. Paul J. Blohm

Hawthorn 347: 980-6526

pblohm@iun.edu

Course Description  SOE Model  Course Objectives  Course Materials  Course Assignments   Grading/Evaluation

Course Bibliography   INTASC Principles   Indiana Standards   Course Schedule

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I. COURSE DESCRIPTION

Bulletin Description. Focuses on the senior high/junior high/middle school curriculum, methods and materials for teaching students to read more effectively (with emphasis on description and appraisal of methods), and materials and techniques used in developmental reading programs.

Expanded Description. EDUC M464 will emphasize “active learning” BEFORE, DURING and AFTER strategies and techniques for preparing and helping students learn from subject area material. While the emphasis is on strategic “reading," each of the active engagement strategies dealt with in this course is designed to be flexible for adaptation to non-text instructional settings, such as lecture, demonstration, dramatic role-play, Internet web design, web quests, computer multimedia, film, videocassette, interactive videodisc and virtual reality. You will learn to select, administer, guide, reinforce, and evaluate effective reading assignments through application of appropriate materials and methods for guiding ALL students' acquisition of content knowledge. Modifications of activities and alternative engagement activities will be emphasized in this course to assist students with reading and/or learning disabilities. While all activities and required assignments are designed in accordance with the School’s initial program, this course will focus directly on the “Instructional Media & Technology” and “Learning & Development” outcomes.

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II. SCHOOL OF EDUCATION MODEL

This required course is part of the IUN School of Education’s Teacher Education Program. This program is based upon a research-based conceptual framework that incorporates nine program outcomes, all of which are designed to prepare a “Reflective Professional. In the summary chart below, the course objectives are keyed to the respective outcomes within the chart.

Reflective Professional Model

*This program outcome is especially targeted in this course.

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COURSE OBJECTIVES

Complementing the program outcomes of the School’s “Reflective Professional” conceptual framework, EDUC M464 is designed to help you accomplish the following instructional objectives:

1. estimate, through quantitative formulas and qualitative checklists, the difficulty and usability of your content area text materials;
2. identify and criticize the relative strengths and limitations of your content area text materials for guiding students' understanding based on checklists of instructional criteria;
3. prepare, construct, implement, and reflect on before-reading (instruction) content scaffolding activities for building your students' background for the new knowledge;
4. prepare, construct, implement, and reflect on before-reading (instruction) vocabulary scaffolding activities for building your students' vocabulary for the new knowledge;
5. prepare, construct, implement, and reflect on during-reading scaffolding activities for guiding your students' attention to and understanding of the purposeful ideas presented;
6. prepare, construct, implement, and reflect on several after-reading (instruction) questioning and grouping techniques for helping your students rehearse, judge and remember new and purposeful ideas stressed;
7. adapt or construct before-, during-, and after-reading scaffolding activities for helping your struggling students rehearse, judge and remember new and purposeful ideas;
8. develop, construct, implement, and reflect on content-based Internet activities that encourage students to use electronic technology to gather, examine, and judge ideas and information sources;
9. identify and judge the worth of strategies for studying in your content area;
10. reflect on and judge the effectiveness of total lesson designs for preparing, guiding, and extending students reading to learn in your content area;
11. reflect on and make decisions about specific content area reading methods to develop students into strategic readers and learners; and,
12. examine, discuss, judge and make decisions about the subject-matter teacher’s role in teaching their students how to read and learn the concepts and principles of their subject area;

Teaching Styles

The following teaching styles, approaches and management techniques that I will employ in this course are designed to model for you the very methods of assessment and teaching identified for inclusion in this course:

• Guided discovery
• Socratic seminar discussion
• Integrated cross-discipline instruction
• Reflective simulation/problem-solving
• Multimedia/hypermedia presentations
• Cooperative learning/grouping

In every setting, I will use the strategies and techniques of this course in simulation to provide you with the experience of being the “student” with the approach before turning over responsibility to you for taking the role of the teacher in preparation and delivery.

This course also reflects the principles of the Interstate new Teacher Assessment and Support Consortium (INTASC) and the Developmental Standards of the Indiana Professional Standards Board (IPSB). See Sections VII and VIII.

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III. COURSE MATERIALS

The texts listed below are required and should be brought to each class session. These texts are available at the Union Bookstore. You should also obtain a textbook related to your “content” major and grade level of interest to bring to class each time.

Topping, D., & McManus, R. (2002). Real reading, real writing. Portsmouth, NH: Heinemann.

Blohm, P.J. (2006). Content Area Literacy Methods: EDUC M464. Gary, IN: Indiana University Northwest.

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IV. COURSE ASSIGNMENTS AND ACTIVITIES

The first and by far most important requirement of this course is your regular and prompt attendance and participation in the series of class activities, discussions, lectures, demonstrations, and simulations. "Five" unannounced quizzes or activities (each worth 20 points) will be administered/conducted (NO MAKE-UPS) during class to monitor your understanding of and engagement in the course work and assigned readings. These quizzes/activities total 100 POINTS toward your "Participation Grade" in this course. In addition, the following requirements are designed to assess your acquisition of course objectives:

1. STUDY STRATEGIES DIRECT TEACHING MINI-LESSON. Construct ONE mini-lesson script for inclusion students that describes what you will say to them directly to teach a specific study or metacognitive strategy (e.g., outlining) to accompany a particular content-area reading assignment (instructions and guidelines provided). This activity is worth 50 POINTS of credit.
2. MATERIALS EXAMINATION/REFLECTION. Using the guidelines and instructions provided, examine and reflect on the qualities of a textbook in your content area for helping students understand the key concepts of your subject matter, worth 100 POINTS.
3. GUIDED PRE-READING ACTIVITIES. Using your content text, design and develop TWO “active learning” pre-reading activities from those offered in class to prepare your students for reading the subject matter (instructions and guidelines provided). One of the pre-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS.
4. GUIDED DURING-READING GUIDES. Using your content text, design and develop your choice of TWO “active learning” during-reading guides (e.g., 3-level guide, concept guide, pattern guide, selective guide-o-rama, jot chart) for guiding your students' attention to and understanding of key ideas (instructions and guidelines provided). One of the during-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS of credit.
5. GUIDED POST-READING ACTIVITIES. Using your content text, design and develop TWO “active learning” post-reading activities from those offered in class to extend your students’ thinking beyond the authors’ presentation of the subject matter (instructions and guidelines provided). One of the post-reading activities must accommodate for students with reading and/or learning disabilities. Each activity is worth 50 points for a total of 100 POINTS.
6. FIELD EXPERIENCE ACTIVITIES . The reading/studying activity options described in the guidelines (to be provided) are designed to sharpen your attention to the secondary school students’ need to make best use of the course text, supplemental readings, teaching aids and reading/study strategies for gaining understanding and using the knowledge of the content area (e.g., Biology, U.S. Government, Geometry, English Literature). Of the fifteen instructional activity options presented, formally plan for and deliver at least five. A Field Activities Teacher Checklist will be given to the cooperating teacher to record and sign off on each of your five activity options (guidelines to be provided). In addition, one of these activities will require you to formally reflect on your experience teaching. Each activity is worth 20 points, for a total of 100 points.
7. *TECHNOLOGY-BASED CYBERSEARCH. This assignment was developed for you to demonstrate your capability to address Reflective Professional Outcome 3: Instructional Media and Technology. construct ONE content area “CyberSearch” requiring the students to access the Internet to investigate multiple on-line sources about a topic or issue related to your course content. The CyberSearch Scoring Rubric and School of Education rubric for Outcome 3 will be used to evaluate this assignment. This activity is worth 100 POINTS of credit.           

Be sure to hand in one copy of each course project that you construct and e-mail me a second copy. [the e-mail file name for each required activity is provided in the parentheses.] one field project requires you to E-mail me a one-page “reflective absract” (guidelines provided).

ATTENDANCE & REQURIEMENTS POLICY

• Regular and punctual attendance is expected and will be monitored. Failing to attend class or arriving late sends the worst possible message about your commitment to teaching. Three missed classes will result in a “one-grade” drop from your highest possible course grade score. More than three absences may result in your being dropped from the class roster.
• Required projects/assignments must be submitted on or before the established due-dates. Any assignment submitted more than four days late will be deducted one full grade score lower than the highest possible score that might have been earned.
• TWO project/assignment revisions may be submitted for a possible improved score on each written course project if–and only if–you have turned in your activity on or before the due date. No “late” projects will be accepted for revisions. Deadline for each project revision is ONE week: no revisions will be accepted after the one-week interval. The “highest” possible revision score is set at 93%.

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V. GRADING/EVALUATION SYSTEM

The class quizzes/activities, course project assignments, and field activities add up to a total potential of 750 POINTS. These scores (original or revised) will then be summed and averaged to determine your overall course grade in terms of the scale below:

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VI. COURSE BIBLIOGRAPHY

Au, K. (1993). Literacy instruction in multicultural settings. Fort Worth, TX: Harcourt Brace Jovanovich.

Dybdahl, C.S., & Walker, B.J. (1996). Prediction strategies and comprehension instruction. Unpublished paper, University of Alaska, Anchorage, AK.

Fafoth, H., Leal, R., & DeFabo, D. (1993). Strategies for learning and remembering: Study skills across the curriculum. National Education Association.

Gambrell, L., & Marinak, B.A. (1997). Incentive and intrinsic motivation to read. In J.T. Gurtherie & A Wigfield (eds.), Reading engagement: Motivating readers through integrated instruction (pp. 205-217). Newark, DE: International Reading Association.

Guthrie, J.T., & Wigfield, A. (2000). Engagement and motivation in reading. In M.L. Kamil, P. B. Mosenthal, P.d. Pearson, & R. Barr, Handbook of reading research, Volume III. Mahwah, NJ: Erlbaum.

Herber, H. (1978). Teaching reading in the content areas (2nd Ed.), Englewood Cliffs, New Jersey: Prentice-Hall.

Kucan, L., & Beck, I.L. (1997). Thinking and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271-299.

Manzo, P., & Manzo, U. (1997). Content area literacy: Interactive teaching for active learning (2nd. ed.). Upper Saddle, NJ: Merill/Prentice Hall.

Pauk,, W. (1983). How to study in college (3rd ed.), Boston: Houghton-Mifflin.

Readence, J., Bean, T., & Baldwin, S. (1992). Content areas reading: An integrated approach (4th ed.), Dubuque, IA: Kendall-Hunt.

Rossi, J.A., & Pace, C.M. (1998). Issues-centered instruction with low achieving high school students: The dilemmas of two teachers. Theory and Research in Social Education, 26, 380-409.

Ryder, G., & Graves, M. (1994). Reading and Learning in the Content Areas, New York: Merrill.

Robinson, T. (1983). Teaching reading, writing, and study strategies: The content areas (3rd ed.), Boston: Allyn & Bacon.

Ruddell, R. (1993). Teaching content reading and writing. Boston: Allyn & Bacon.

Speigel, D.L. (1998). Silver bullets, babies, and bath water: Literature response groups in a balanced literacy program. The Reading Teacher, 52, 114-124.

Singer, H., & Donlan, D. (1980). Reading and learning from text. Boston: Little, Brown.

Thomas, J., & Robinson, T. (1982). Improving reading in every class: A sourcebook for teachers (3rd ed.), Boston: Allyn & Bacon.

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VII.  PRINCIPLES: Interstate New Teacher Assessment and Support Consortium (INTASC)

The INTASC principals are addressed by the Conceptual Model that underlies all of the initial programs of the School of Education at IUN.  The 10 principles are listed below followed by a table that shows how the objectives of this course relate to the principles.

1. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
2. The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
3. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
4. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.
5. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
6. The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
7. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
8. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
9. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
10. The teacher fosters relationships with school colleagues, parents and agencies in the larger community to support students’ learning and well-being.

Interstate New Teacher Assessment and Support Consortium

(INTASC) Principles by Course Objectives

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VIII. INDIANA PROFESSIONAL STANDARDS BOARD STANDARDS

The Indiana Professional Standards Board has established developmental standards for Teachers of Early childhood, Teachers of Middle childhood, Early Adolescence Generalist Teachers, and Teachers of Adolescence & Yong Adults.  The last two categories are relevant to the outcomes of this course.  A complete listing and discussion of these is found at the following web-site: http://www.state.in.us/psb/future/future.htm. The following table indicates how the objectives of this course are keyed to those developmental standards. 

Indiana Professional Standards Board

(IPSB) Developmental Standards by Course Objectives

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IX. COURSE SCHEDULE

The following major topics for this course are presented below along with assigned readings from the Topping & McManus (TM) text. Selected CD materials will also be used as sources of information for each of these sessions.