Required Textbooks:

Brozo, W.G., & Simpson, M.L. (1999). Readers, teachers, learners: Expanding literacy across the content areas (4^rd Ed.). New Jersey: Merrill Prentice Hall.

TWO books from the following list of adolescent/young adult literature are required to complete certain assignments:  http://www.pampetty.com/444421literature.htm .  Read the description of this assignments below before selecting the literature.

Course Description: Principles, psychology, and methodologies for teaching both the general and specialized reading skills in the secondary grades. This course is required for secondary English.

Rationale: LTCY 444/444G will provide secondary education majors with an overview of the instructional strategies for teaching and integrating reading into the content areas at the secondary levels. Students will develop a conceptual understanding of reading processes and appropriate instructional strategies, which emphasize reading skills necessary for the learning content area information in secondary schools.

The goal of this course is to present information on various aspects connected with secondary reading instruction and develops both conceptual and practical perspectives appropriate for teaching in secondary schools. The course objectives are stated corresponding to Kentucky New Teacher Standards for Preparation and Certification.

The course objectives and suggested instructional methods and activities to meet these objectives are listed with suggested assessment strategies. However, additional methods/activities and assessment strategies that meet these course objectives could be employed.

The teacher designs/plans instruction and learning climates that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will plan reading experiences that challenge, motivate, and actively involve the reader.

Methods and Activities: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

The teacher creates a learning climate that supports the development of student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: Exhibit enthusiasm for the learning and teaching of reading.

Methods and Activities: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

The teacher introduces/implements/manages instruction that develops student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objectives:

1. The student will develop a concept of "at-risk" students and appropriate strategies to teach various literacy needs at secondary levels.
2. The student will develop multiple teaching strategies to facilitate content area literacy.

Methods and Activities:

1. On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment:

1. Scoring guides
2. Scoring guides

The teacher assesses learning and communicates results to students and others with respect to student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will develop a concept of assessment appropriate for various teaching and learning situations.

Methods and Activities: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Cognitive tests

The teacher reflects on and evaluates specific teaching/learning situations and/or programs.

Objective: The student will reflect on the various instructional strategies in secondary schools and the relevance in their own content areas.

Methods and Activities: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

The teacher collaborates with colleagues, parents, and other agencies to design, implement, and support learning programs that develop student abilities to use communication skills, apply core concepts, become self-sufficient individuals, become responsible team members, think and solve problems, and integrate knowledge.

Objective: The student will develop a concept of reading as a common denominator of learning and develop strategies for reading across the content areas to enhance content area learning.

Methods and Activities: On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment: Scoring guides

The teacher demonstrates a current and sufficient academic knowledge of certified content areas to develop student knowledge and performance in those areas.

Objectives:

The student will:

1. develop a concept of reading comprehension and strategies for instruction
2. develop a concept of vocabulary and strategies for instruction
3. develop a concept of reading/study skills and strategies for instruction

Methods and Activities:

1. On-line discussion boards, reflective entries, electronic presentation, on-line resources review
2. On-line discussion boards, reflective entries, electronic presentation, on-line resources review
3. On-line discussion boards, reflective entries, electronic presentation, on-line resources review

Assessment:

Scoring guides

Topics Relevant to the Course:

Language acquisition and reading processes
Cultural diversity and the teaching of reading
Literacy assessments: formal and informal measures of assessment
Reading comprehension: curriculum, instruction, strategic reading, student learning
Vocabulary development and instruction in the content areas
Study skills and reading strategies for content area reading
Integrating literature into content area reading
Writing and reading processes: facilitating literacy in the content areas
Technology and literacy

Assignments

It is expected that ALL assignments will be submitted on their due dates. Late assignments will be penalized 20% of their possible point value if submitted within two consecutive days of their due date. Further penalties will be assessed for assignments turned in beyond that point. This policy is instituted primarily to prevent students from becoming overloaded at the end of the semester.

It is expected that you will read and reflect on required course readings prior to each specific discussion board. Selected course readings will help you develop the knowledge and theoretical base needed for teaching diverse learners strategies for reading in the content areas.

Keep a copy of all assignments electronically. If an assignment is lost, the burden of proof that you completed the assignment rests with you. You will not receive a grade in this course until the Critical Performances (Electronic Research and Literature-Based Instruction) are uploaded onto the Electronic Portfolio.  All materials for this course must be submitted electronically to the Instructor.  

Evaluation and Grade Assignment

Assessments will include written assignments, discussion boards, and evaluation of literature-based reading experience. The student must achieve minimum competency, otherwise the course must be repeated.

Final grades for LTCY 444 - 421 will be based on a 500 point scale:
 

  NOTE:  All assignments must be typed in Microsoft WORD (I cannot open WordPerfect, WORKS, etc.).  If you do not have WORD, you need to send your assignments in rich text format (.rtf).  PowerPoint presentations and html documents are also accepted as indicated within the directions for certain assignments below.  

Discussion Board  180 points = 20 points for submission of Discussion Board prompt (see schedule) and then 10.66 points each for 15 different Discussion Board RESPONSES.   You should view the TOPICS of discussion and decide which 15 are of interest to you and you feel like you can CONTRIBUTE to the conversation.  There are 27 topics in all. 

Click HERE for RUBRIC for scoring this assignment. 
 

Electronic Research (75 points) - Due Week of September 26

Students will use on-line searches to locate professional readings and resources (minimum of five sites) related to topics of study in this course.  Topics for this research are listed below.  You must provide the URLs for the information you have located, an annotation of each site and a presentation of the information you have gathered.   This presentation may take the form of a PowerPoint presentation, a web-site, a "visual" adaptation of a Microsoft Word document, or possibly other methods of delivery (with Instructor approval). 

The purpose is for each student to become an "expert" on a particular topic and to be able to share information with others.  The on-line resources should be supplemented by print materials (via an APA-style bibliography).   Students must sign up for a topic of interest via email to Dr. Petty by September 5, 2005. This completed assignment must be sent to the Dropbox in Blackboard or  put on a web page with the URL being sent to the Instructor by the due date.  The Instructor will post these assignments so that all students may view the presentations and provide feedback for others.  You can see an example of what this project should look like by clicking here:  Middle and Secondary Students and Literacy. 

Excellent examples of this assignment:

• Example 1
• Example 2

The topic you select for your Discussion Board prompt is the same topic you use for the Electronic Research. 

Click HERE for RUBRIC for scoring this assignment. 

Literature Across the Curriculum (50) - Due Week of October 24 (teaching time and field work dates to be specified later)

The purpose of this assignment is to allow you to take a piece of quality adolescent literature, identify key literary elements, and find connections to your particular curricular area.  If you are not yet in the classroom, you may select one (or more) curricular areas that the book you choose seems to fit naturally.

Go to the recommended Literature List and select a book.  It would be nice if you selected something you have not read before so that you could learn a new piece of literature, but even if you have read the book before you won't be able to do this assignment unless you read it again.

Each theme or novel unit will be different and unique based on the book you select and the curricular area in which you choose to focus. To see an example , go to http://www.pampetty.com/novelunit.htm . In the WATSON'S GO TO BIRMINGHAM example  provided for you, you will note that a Social Studies theme (Civil Rights Movement) and a Language Arts theme (idioms) emerge.  You should follow the format of the on-line version of WATSON'S GO TO BIRMINGHAM. 

Two exemplary Literature Across the Curriculum assignments: 

• Walk Two Moons
• The Sisterhood of the Traveling Pants

Your project should include the following: 

• Personal Response to Book
• Literary Elements

  • Character	Plot	Point-of-View	Setting
    Style	Theme	Tone

• Curricular Connections

The Curricular Connections need to be STRONG - they should relate to a central THEME in the book or RECURRING elements.

This assignment is part of your SERVICE LEARNING project and also counts for 3 hours of your 10-hour field experience (undergrads only - graduate students get service learning credit only).  For those of you in the Bowling Green and Warren County area, arrangements have been made for you to work with middle and high school students at the Housing Authority of Bowling Green.  Details of this assignment and options for those of you who live distances from Bowling Green will be explained via email.  The best case scenario is that you work in pairs/groups of 2 or 3 to develop this project.  After you have read the book and developed the materials, you will be asked to conduct "book clubs" on the book of your choice with middle or high school students and to USE the curricular and literacy connections you developed to ensure comprehension and connection to other learning/real world situations. Number of hours spent in service learning, dates, times, and particulars will be explained later in the semester via email.

Click HERE for RUBRIC for scoring this assignment. 

Field Experience- (10 hours)

A minimum of ten (10) hours of school based practical field experience is required for the course.  No grade for this course will be issued without the completion of the required 10 hours of field experience.  You are required to be in your assigned classroom under the assigned teacher's supervision.  We will discuss school placement, dates and times via email at a later date.

• After thou should assist the teacher by working with students.  (No bulletin boards, grading papers - your experiences should be directly related to literacy instruction and student support in reading and writing.) 
• You are required to complete the daily log documenting your work and time in the classroom.  This form is to be signed by the teacher at the conclusion of each session.  In addition the teacher must submit a written evaluation assessing your work and performance in the classroom.

During the field experience you will also plan 1 literature-based lesson plans (format provided) and TEACH one of the reading lessons with a group of students or with a whole class (see Literature-Based Reading Strategies below).  This instructional experience should provide you with skills to teach comprehension strategies (chapter 3), provide vocabulary development (chapter 6), model writing as responding (chapter 7),  develop an appreciation of literature and reading to learn (chapter 8). You will determine the topic of the lessons with the cooperating teacher with whom you are placed.   You will submit 1 lesson plans and a one-two page reflection on the lesson you taught to the instructor on the assigned date.

Literature-Based Reading Instruction - 100 points (this is the teaching part of your field experience) - DUE Week of November 28

1)  You should select a piece of quality adolescent or young adult literature ... the Instructor must approve your selection of literature.  A list of appropriate literature is provided for your convenience.  It may be to your advantage to select a piece of literature that you have read before ... you will need to re-read the book in order to plan your instruction, but it will help you make initial decisions regarding content if you know the book before you begin this field experience.  (NOTE:  In the "real world" you would NEVER include a book in your instruction that you had not previously read and found to be of high quality and appropriate for your students.)  The book you select should support your area of emphasis (i.e., if you are majoring in science the book should have enough practical references to scientific concepts so as to compliment your curriculum and lead to REAL learning).  

2)  You should plan with the classroom teacher to develop a lesson based on a piece of quality adolescent or young adult literature.  You must TEACH the lesson and provide a one-two page reflection to your instructor.  Use THIS form to plan your instruction with your student.

3)  Supplement your lesson by incorporating textbooks or other expository literature to help students understand concepts in the trade book.  Use strategies from chapters 7, 3, 5, and 6 in planning your lessons.

4)  At the end of your field experience you will turn in the following materials:

5)  Lesson Plan (if using a piece of adolescent literature, your lesson plan will only cover a section of the book - could be the beginning chapter - could be another chapter that could be read aloud as a "stand alone" - your call):  Use THIS form to plan your instruction. No formal lesson plans are required.

• Include any forms, handouts, graphic organizers, etc., you planned in your lesson.  Specifically, this means materials you prepared for vocabulary instruction, comprehension instruction, and materials you generated to link your content area to concepts in the book.  In other words, if you include GRAPHIC ORGANIZERS (and YOU WILL) in your lesson plan, then you have to MAKE THEM and INCLUDE THEM in what you turn in.

B.  A bibliography of all literature (narrative and expository) used in this assignment.  (APA style, 5th ed.)

C.  A one-two page reflection on your field experience.  This reflection should include:

    i.  one paragraph on the classroom contextual factors that influence teaching and learning (describe the class and the setting)

   ii.  one paragraph describing the positive aspects of using this particular book as a springboard for teaching comprehension strategies and content material 

  iii.  one paragraph describing any changes you would make the next time you use this book with students

D.  the daily log documenting your work and time in the classroom

E.  teacher written evaluation assessing your work and performance in the classroom

Rubric for this assignment:  http://www.pampetty.com/444421rubriclitbased.htm
 

Professionalism, Participation, Collegiality (20 points)

Participation in this course is  mandatory! This also includes collegiality, effort, etc.  You are required to regularly check your email and to check Blackboard for announcements, explanation of assignments, recommended resources, etc.  You are also expected to communicate regularly with the Instructor and other students via email.  You have the option of chatting "live" with the Instructor via the chat capabilities in Blackboard (or MSN Instant Messenger) during the semester.  Instructions for using this chat facility are found on the FAQ page (http://www.pampetty.com/444421faq.htm) ... it is easy, don't worry. You must put a homepage in Blackboard by September 3, 2005 (see above for directions).

Click HERE for RUBRIC used for scoring this assignment.  
 

Tentative Course Calendar - UNDER CONSTRUCTION
 Assignments are DUE when they appear RED. 
(Need a FUN break?  Click on the birds listed in the left column below.  ENJOY!)

** The graphic organizers listed for you below are to help you better comprehend/retain the reading for this course and to ensure that you are fluent with these strategies for your content area instruction in literacy.  They DO NOT get turned in to me.  You keep them. 

NOTES:

A.  Do not try to work ahead of me on this course.  I will not accept work BEFORE the due date.  All assignments are due on time.  A late assignment will not be accepted unless advance arrangement has been made with the instructor.  

B. You are HIGHLY encouraged to stay in close contact with the Instructor (me) via email throughout the semester.  DO NOT GO "MISSING".  One of the greatest pitfalls of on-line courses (distance learning) is that students feel isolated and give up.  DO NOT give up.  Talk to me.  My goal is for you to be successful in this course - that means learning something, growing, challenging yourself, and doing your best work.  It also means I will HELP you if you are struggling.  

C.  Just because this is an on-line course, that does not mean we won't meet.  In fact, I would love to meet you. You can contact me to schedule an office appointment at any time. If enough students want to come to campus to work on a particular project, we will schedule that also. We can discuss coursework, assignments, the weather ... whatever ... just get to know each other.

D. University policy on academic honesty will be strictly observed.  

"Students with disabilities who require accommodations (academic adjustments and/or auxiliary aids or services) for this course must contact the Office for Student Disability Services, Room 445, Potter Hall. The OFSDS telephone number is (270) 745-5004 V/TDD. Please DO NOT request accommodations directly from the professor or instructor without a letter of accommodation from the Office for Student Disability Services."

Plagiarism Policy:

To represent ideas or interpretations taken from another source as one's own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. 

In PLAIN ENGLISH:  Do not (NOT) turn in work to us that you copied from someone else, that belongs to someone else, or that you did not personally write every word of yourself.  With past literature units and other materials posted on the Internet the temptation might be for you to "borrow" some of the writing and present it as your own.  I urge you to resist that temptation.  No plagiarism or cheating will be tolerated. 

For information about plagiarism: what it is and how to recognize it and avoid it, see
http://www.indiana.edu/~wts/wts/plagiarism.html

Website Address: (for your resource file)

Teacher-oriented sites:

Kentucky Department of Education: http://www.kde.state.ky.us

International Reading Association: http://www.reading.org

Children’s Literature Web Guide: http://www.ucalgary.ca/~dkbrown

ERIC Clearing on Reading, English & Communication: http://www.indiana.edu/~eric_rec/index.html

Booklist (reviews): http://www.ala.org/booklist/

Pam Petty's Educational Websites:  http://www.pampetty.com 

Child-oriented sites:

Kids on the Web: http://www.zen.org/~brendan/kids.html

Ann Arbor District Library Kid’s page: http://www.anarbor.lib.mi.us/kidspg/kidspgw.html

K-12 English: http://www.ceismc.gatech.edu/busyt/

English literature and composition resources on the Internet: http://www.iat.unc.edu/guides/irg-30.html

16^th Century Renaissance English Lit: http://www.luminarium.org/renlit/

Mr. William Shakespeare and the Internet: http://www.palomar.edu/Library/shake.html

Supplementary Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Atwell, N. (1987). In the middle: Writing, reading, and learning with adolescents. New Jersey: Boynton/Cook.

Delpit, L. (1994). Other people’s children: Cultural conflict in the classroom. NY: New Press.

Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. CA: Jossey-Bass Publishers.

Oakes, J. (1985). Keeping track: How schools structure inequality. NY: Yale University Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: Houghton Mifflin Company.

Santa, C.M., & Alvermann, D.E. (1991). Science learning: Processes and applications. Delaware: International Reading Association.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: Harper Collins College Publishers.

12/03/2005 10:23:17 AM