Required Textbooks:

Brozo, W.G., & Simpson, M.L. (1999). Readers, teachers, learners: Expanding literacy across the content areas (3^rd Ed.). New Jersey: Merrill Prentice Hall.

ONE book from the following list of adolescent/young adult literature is required for the field experience assignment:  http://edtech.tph.wku.edu/~ppetty/421literature.htm (the directions on this link do not pertain to you, only the list of literature).  Read the description of this assignment 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: MGE/SEC 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.

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

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.

 

KERA Standards:   Goal 1:  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives. Goal 5:  Students use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.   Goal 6:  Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past experiences to acquire new information through various media sources.

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

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

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 in your electronic portfolio. If an assignment is lost, the burden of proof that you completed the assignment rests with you. You will be instructed at the end of the semester as to which assignments must be submitted to your WKU 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 MGE/SEC 444/444G 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.  

Professionalism, Participation, Collegiality (20 points)

Participation in this course is  mandatory! This also includes collegiality, effort, etc. If you miss a discussion board you are responsible for reading all student submissions and responding within one week.  You are required to regularly check your email and to check CourseInfo daily (or VERY often) for announcements, explanation of assignments, recommended resources, etc.  You are also expected to communicate regularly with the Instructor and other students via email.  You are expected to chat "live" with the Instructor via the chat capabilities in CourseInfo (or AOL Instant Messenger) at least once during the semester.  Instructions for using this chat facility are found on the FAQ page (http://www.pampetty.com/444faq.htm) ... it is easy, don't worry. You must put a homepage in CourseInfo by June 5 (see above for directions). Click HERE for RUBRIC used for scoring this assignment.  

Electronic Research (100 points)

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.  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.  I will accept email messages requesting topics starting on June 3 - please provide 1st and 2nd choices - since we have so many students TWO people can have the same topic.  You MUST select your topic by Monday, June 10.  This assignment must be sent to the Dropbox in CourseInfo, put on a web page, or sent to the Instructor as an attachment 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. Click HERE for RUBRIC for scoring this assignment.  

The following are examples of resource sites to facilitate your on-line searches:

1. Topics will Include: (red text means the topic is no longer available)
   
   1.  Motivating middle school students to read - Aliteracy (chapter 1) - Holly Richardson; Reggie Lee 
   2.  Learning is a social process (chapter 1) - Michelle Keltner; Ben Bruni
   3.  Cultural diversity and the teaching of reading for special needs learners (chapter 11) - Michael Smith; Tonya Cook
   4.  Literacy assessments: formal and informal measures of assessment (chapter 4) - Angela Hartz
   5.  Reading comprehension: curriculum, instruction, strategic reading, student learning (chapter 3) - Bridgette Cassady
   6.  Vocabulary development and instruction in the content areas (chapter 6) - general - Lori Huff; Jamie Williams
   7.  Vocabulary development in Math (chapter 6) - Keith Mills
   8.  Vocabulary development in Science (chapter 6) - Shayla King
   9.  Vocabulary development in Social Studies (chapter 6) - Matt Payton
   10.  Vocabulary development in art/music (chapter 6)

11.  Study skills and reading strategies for content area reading (chapter 9) - general - Casey Brown; Laura Farrar 
12.  Math (chapter 9) - Shane; Valerie Daugherty
13.   Science (chapter 9) - Sarah Matthews
14.   Social Studies (chapter 9) - Gretchen VanMeter
15.  Integrating literature into content area reading (chapter 8) - general - Sandy Porter; Jennifer Wells
16.   Math (chapter 8)
17.   Science (chapter 8) - Patrick Bowman 
18.   Social Studies (chapter 8)
19.  Writing and reading processes: facilitating literacy in the content areas (chapter 7) - general 
20.  Writing in Math (chapter 7)
21.  Writing in Science (chapter 7)
22.  Writing in Social Studies (chapter 7) 
23.  Technology and literacy (chapter 10) - Karey Mattox; jeremy smith
24.  The teaching of reading for special needs learners (chapter 11) - Traci Morris; Amy Bryan; Anita Cardwell 
25   Active Learning Strategies (chapter 2)   - Steven Walker; Melanie Bailey
26.  Initiating Students to new learning (chapter 5) - Joe Guinane; Melanie Wester 
27.  Becoming an Effective Literacy Professional (chapter 12) 

• NOTE:  All resources/readings should be geared toward middle and secondary learners.  

Electronic Research and Professional Readings will be used for: 

• Demonstrating your "expert" knowledge on the selected topic
• Discussion board reactions and discussions based on your findings.  This will allow you to react to the reading as well as what you have learned. (Reactions and responses are to be based on evidence rather than on feelings.)
• "Grand conversations" via the Discussion Board based on your well developed explanation or description of how you will use what you have learned.

Example of APA format:

McCallum, R. (1998). Don’t throw the basal out wit the bath water. The Reading Teacher, 42(3), 204-208.

OR

Irvin, J., & Connors, N. (1989). Reading instruction in middle level schools: Results of a U.S. survey. 
         Boston:  Abbott and Smith.

Discussion Boards (180 points)

To facilitate students’ ability to become reflective educators, decision makers, and to construct meaning for an understanding of the interrelationships and application of educational theory into classroom practices students will respond to prompts on the Discussion Board in CourseInfo.  These prompts will be based on textbook chapters, topics of discussion from electronic research projects, and "hot" topics that develop as the course progresses.  Due dates are posted on the calendar below and in CourseInfo.  Journal prompts will be posted in CourseInfo (click on Communication then on  Discussion Board). You don't have to respond to any particular NUMBER of people but I should see evidence that you are discussing issues that are important to you ... this takes the place of classroom discussions and is looked at as "participation."  Complete directions for responding to the Discussion Board are found on the FAQ page.  
 Click HERE for RUBRIC for scoring this assignment. 

Literature-Based Reading Strategies - 200 points 

You are required to work with a middle school or high school student on a literature-based reading experience.  This reading 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).  This field experience should also help you learn how to use a piece of quality literature to reinforce concepts in your curriculum.  You should begin this field experience as soon as you have located a student and have had your selection of literature approved by the Instructor of this course.  
Use THIS form to plan your instruction with your student.  Click HERE for RUBRIC for scoring this assignment. 

NOTE:  Family members are not acceptable subjects for this teaching experience.  For a variety of reasons teaching a sibling, your own child, or a niece/nephew generally does not provide an authentic teaching experience.  If you do not know students of the appropriate age/grade level for this assignment, please let me know and we will try to help you locate someone.  

1)  You should select a piece of quality adolescent or young adult literature (one copy of the book for you and one for your student) ... the Instructor must approve your selection of literature.  A list of appropriate literature is provided for your convenience (also listed below is a somewhat expanded list).  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 discuss it in detail with your student, 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).  More than one 444 student can select the same book from the list below:

Dangerous Skies 
The Rifle - Shane
Nothing but the Truth : A Documentary Novel
Shabanu : Daughter of the Wind
Holes
Bud, Not Buddy (Newbery Medal Book)
One Bird
Julie of the Wolves - Sarah Matthews
Shiloh
Bridge to Terabithia - Traci Morris; Jamie Williams; Amy Bryan 
Number the Stars - Michael Smith; Sarah Matthews; Anita Cardwell
Maniac Magee : A Novel - Holly Richardson; Michelle Keltner
The Giver - Melanie B.; Jennifer Wells; Tonya Cook
Walk Two Moons (Trophy Newbery)
Out of the Dust - Joe Guinane
The True Confessions of Charlotte Doyle
Missing May - Valerie Daugherty
Wringer
Dicey's Song
The Ear, the Eye, and the Arm
The Watsons Go to Birmingham - 1963
Touching Spirit Bear
The Lion, the Witch, and the Wardrobe - S. Walker 
Holes - Bridgette Cassady
The Night of the Twisters - Casey Brown 
The Sisterhood of the Traveling Pants - Sandy Porter 

2)  You and the student should decide how many pages you will read between each meeting - you must meet with the student a minimum of 5 times.  Each of you should keep a journal in which you respond to the reading (note the double-entry journals on page 240 in your text).  Each should begin each session by discussing your journals ... you are trying to engage in "grand conversations" (explained later).  You should be ready to capitalize on elements of the book that relate to your content area.  Ask questions, make comments, prompt for higher order thinking as you help your student comprehend the book and the concepts you have identified.  Keep a log of curricular topics you find throughout the book that would tie to your curriculum.  Use THIS form to plan your instruction with your student.

3)  Supplement your sessions with your student by bringing in textbooks or other expository literature to help your student understand concepts in the book.  Use strategies from chapters 7, 3, 5, and 6 in working with your student.  

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

A.  Your double-entry journal (do this in WORD so you can send the document to me electronically). This journal should include all bibliographic (APA) information on the book on the first page.  Your journal should include dates, starting and stopping times, and the meeting place.  

B.  The materials you used to help your student understand the vocabulary used in the book (must be based on a strategy in chapter 6).   If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.  

C.  The materials you used to insure comprehension of the book (must be based on a strategy in chapter 3).   If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.  

D.  The materials you used to connect your content area to the concepts in the book (must be based on a strategy in chapter 8).   If you designed "forms" or "handouts" based on these strategies include those in the final report your turn in.  

E.  A bibliography of all literature (narrative and expository) used in this assignment.  

F.  A one page reflection from you on your field experience.  This reflection should include:

    i.  dates and times (starting and stopping times) you met with your student

    ii.  one paragraph describing the student (gender, age, grade, general description of ability - average, above/below average, etc.)

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

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

G.  A Lesson Plan Format for EACH session with your student:  Use THIS form to plan your instruction with your student.

H.  A one page letter to me (the Instructor) from your student in his or her own handwriting.  This letter should include:  (1) his or her impressions of the book; (2) the learning experience; (3) and any comments they would like to make regarding your performance in this project.  You should provide the student with a stamped envelope addressed to me (I will send you my mailing address via email).  Make sure this is mailed to me (Dr. Pam Petty, WKU, Tate Page Hall 118, Bowling Green, KY  42101) in plenty of time for me to receive it before the end of the term (I must receive this letter by July 2).  

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

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. I will be arranging "special" times that I can be in Bowling Green and will encourage you to come and visit with me and other students in our class.  We can discuss coursework, assignments, the weather ... whatever ... just get to know each other.

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

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.

06/22/2002 10:34:56 PM