| Time | Days | Where | Instructors |
|---|---|---|---|
| 5:00 pm - 7:45 pm | W | Tate C. Page Hall 336 | Dr. Pam Petty  |
LTCY 524
Teaching Literacy in the Content Areas
Fall 2009
| Instructor: Dr. Pam Petty | Office: TPH 363 |
| Office Phone: 270-745-2922 | Home Phone: 615-735-9198 |
| Campus Email: pamela.petty@wku.edu | Home Email: pam@pampetty.com |
| Homepage: http://www.pampetty.com |
| Time | Days | Where | Instructors |
|---|---|---|---|
| 5:00 pm - 7:45 pm | W | Tate C. Page Hall 336 | Dr. Pam Petty |
Office Hours:
Tuesday: 10:00 - 11:30 and 1:30 - 5:00 --- Wednesday: 8:30 - 4:30 --- Thursday: 8:30 - 11:30 - 1:00- 4:00
Electronic Hours: Evenings 7:00 - 10:00 --- By Appointment in Office
Prerequisite: LTCY 519
Course Description:
Reading, writing and study skills strategies and techniques to increase
student achievement in content-area classes.
Rationale: The study and development of reading and writing strategies necessary for instruction in the content areas. The course is designed for both elementary and secondary teachers whose responsibility is teaching content. Specifically, teachers will have an opportunity to develop an understanding of the relationship of literacy to success in the content areas.
Course Objectives, Instructional Methods, and Assessment:
The goal of this course is to present information on various aspects of content area literacy instruction. The course objectives are stated in correspondence to Kentucky Experienced 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 may be employed.
Conceptual Framework Integration:
*Use basic communication skills in reading and writing
*Apply core concepts and principles
*Become a self-sufficient individual
*Become a responsible group member
*Think and solve problems
*Connect & integrate experiences and
new knowledge
Themes addressed:
Diversity, Collaboration,
Communication, Problem solving/
Inquiry, Integration of knowledge, skills, and processes
Required Textbook
Useful teaching materials pertinent to the goals of this course will be discussed at the first class meeting.
Required Readings:
LD On-Line: http://www.ldonline.org/indepth/teachingtwo.html
The following sites will provide useful information for the projects you develop in this course:
http://www.montgomerycollege.edu/Departments/studev/skills.htm#Time_Management
http://www.dartmouth.edu/~acskills/videos/index.html
http://www.studentnow.com/features/grades.html
Course Topics:
Understanding language and reading
Content area literacy
Literacy assessments
Reading comprehension
Vocabulary development
Study strategies
Integrate literature into content area reading instruction
Writing and reading connections
Technology and literacy
Cultural and linguistic diversity
A. All assignments are due on time. Late assignments will be penalized
20% of their possible point value if submitted within two work days of their
due date. Assignments turned in beyond that point will receive 50% of their
graded point value.
All assignments will be graded for content
and mechanics.
B. It is expected that
you will read and reflect on required course readings prior to
Discussion Board or class discussion. Selected course readings will help you develop the
knowledge and theoretical base needed for teaching reading in content areas.
D. All assignments must be typed. Use APA format for assignments. (12pt font, 1 inch margins, double-spaced)
The final course grade will be based on the
following grading scale:
Grading Scale:
A: 413-445
B: 376-412
C: 342-377
F: 311 or less
Course Assignments and Point Values:
1. Participation and Professionalism (30 pts)
Active participation through email, virtual chat, and discussion board forums is mandatory! This also includes participation collegiality, effort, etc. Professionalism is expected with regard to your electronic communications to one another and to the professor. Your communications should be polite and professional.
2. Weekly Session Summaries (10 sessions
x 16 points = 160 points)
(http://www.pampetty.com/524summary.htm)
Rubric:
http://www.pampetty.com/524sessionsummary.htm
Content Area Field Observation Form:
http://www.pampetty.com/524CAOF.doc
A. Each LTCY 524 student will work with a small group of college students or low-level literacy adults to: 1) determine through reading and writing assessments students' strengths and weaknesses, 2) provide literacy and study skills instruction within the authentic texts students are using in present coursework, 3) develop learning "kits" or "stratatypes" used in content area reading, 4) work with undergraduate students or low-level literacy adults to identify areas of needed improvement in reading and study skills, and aid in goal setting. A summary of each session will be sent to the instructor electronically by Friday of each week: http://www.pampetty.com/524summary.htm
3. A Study Skills and Comprehension Success Plan for Content Area Reading will be developed for learners in your group. (55 points) - This is the Critical Performance for LTCY 524. This assignment must be uploaded to the Electronic Portfolio before a final grade can be submitted for your work in this course. The rubric for this assignment can be found here: http://www.pampetty.com/524criticalperformance.htm Log in to Electronic Portfolio here: http://edtech2.wku.edu/portfolio/
Performance Criteria:
The study skills and comprehensive success Plan will consist of:
A. A demographic description of the learner
Gender
Age
Year in college
First language
Personality descriptors (outgoing, quiet, comfortable in group setting, etc)
Words learner uses to describe himself/herself
B. Description and context of targeted content area
Name of course
Complete bibliographic information of text(s)
Description of course (from syllabus or course catalog)
C. Summary of observed or measured skills and strategies the learner already employs:
Cloze Procedure applied to students' textbooks
D. A comprehensive plan for skill and strategy instruction the learner needs for content area reading (collection of lesson plans)
E. Resource list developed to fit skill/strategy instruction (cumulative for all lessons)
The Study Skills and Comprehension Success Plan will be typed, double-spaced, and have headings designated for each section A-E as listed above. One Plan will be submitted for your group.
4. Web-Based Content Area Reading and Study Strategies Practices (LTCY 524 students will contribute to the resources, information, and ideas at this website: (5 projects x 20 = 100) Rubric for this assignment can be found here: http://www.pampetty.com/524webbasedrubric.htm
A. Select 5 of the 6 "student strand" topics and contribute 1 new strategies/practice experiences/ideas for EACH topic that will be published on-line as a part of the College Reading Success website. Students will sign up to share/demonstrate these strategies in graduate class sessions each week. Each web-based project will be submitted electronically in Blackboard. Acceptable formats include html, Word, PowerPoint, Excel, Publisher.
5. Video taped session with reflection (100 points) or approved custom-designed project. Details provided in class.
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/
Instructional Framework: Introduction to Teaching Strategies: http://edservices.aea7.k12.ia.us/framework/strategies/
Instructional Framework: Introduction to Teaching Strategies
Pam Petty's Education Site: http://www.pampetty.com
Adult Literacy Resources:
Kentucky Department of Adult Education and Literacy
National Institute for Literacy
The Adult Literacy and Technology Network
National Center for the Study of Adult Learning and Literacy
National Assessments of Adult Literacy
U.S. Department
of Education
Office of Vocational and Adult Education (OVAE) Homepage
Literacy Volunteers of America
National Center on Adult Literacy
National Center for Family Literacy
The Adult Literacy Resource Institute
The Language Experience Approach for Adult Learners
KYVAE - Resources for Adult Education Community
Supplementary Resources:
Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College 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.
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.
Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy
and learning across the curriculum. New York:
Harper Collins College
Publishers.
Student Disability Services
In compliance with university policy, students with disabilities who require
academic and/or auxiliary accommodations for this course must contact the Office
for Student Disability Services in Downing University Center, A-200. The phone
number is 270 745 5004.
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. Please read and know that you
are responsible for the content on this webpage:
http://www.pampetty.com/plagiarism.htm
As you begin your first assignments, be sure that you are not crossing the line into plagiarism. It is a serious issue and will not be taken lightly. Please read about Avoiding Plagiarism.
The Learning Center
The Learning Center (TLC)
(located in the Academic Advising and Retention Center, DUC-A330)
Should you require academic assistance with this course, or any other General
Education Course, there are several places that can provide you with help. TLC
tutors in most major undergraduate subjects and course levels throughout the
week . To make an appointment, or to request a tutor for a specific class, call
745-6254 or stop by DUC A330. Log on to TLC’s website at
http://www.wku.edu/tlc to
find out more. TLC hours: M-Thur. 8am-9pm, Fri. 8am-4pm, Sat.-Closed, and
Sundays 4pm-9pm.
08/28/09 11:49:21 AM