LTCY 524 Syllabus

Instructor
Dr. Pam Petty

Prerequisite: LTCY 519 or instructor permission

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 elementary, middle 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.

Experienced Teacher Standards

Conceptual Framework Integration:

This text comes as a 180-day e-rental - full access to the book - you can highlight, copy, print, add notes, search the text, etc.  If you have not used an e-textbook before I think you are in for a treat.

Below is a link to the Coursesmart textbook we will use.  You can purchase access to the e-book directly online at the link below.

http://www.coursesmart.com/9780138140809

Also, below is the ISBN if you want to purchase a hardcopy from MyPearsonStore.com, Amazon, Barnes and Noble or elsewhere - the book will not be available at the WKU bookstore.  I am assuming since it is a online course, most would prefer to buy it directly from the site, but just thought I would include this if you needed it.

Content Area Reading: Teaching and Learning in an Age of Multiple Literacies, CourseSmart eTextbook
Maureen McLaughlin, East Stroudsburg University
ISBN-10: 0138140804
ISBN-13: 9780138140809

Keep copies of all assignments. If an assignment is lost, the burden of proof that you completed the assignment rests with you. Computers crash. If your assignment is misplaced/lost it is an absolute fact that your computer with the only version of the assignment left on this planet will crash. BACK UP all your work on a flashdrive, CD, portable hard drive or other storage device.

Active participation through email 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.

3 chapters per week: 12 chapters, 12 strategy/reading guides provided by professor - these are all listed in Blackboard - please submit all work in Blackboard unless otherwise noted.

8 lesson plans required in 4 weeks (50 points each) - we mailed each of you a copy of Texts and Lessons. You should receive your copy by Wed, July 13. You will see a section in the Table of Content labeled: TEXT SET LESSONS. Your job will be to select 8 of the 10 listed there and develop lesson plans for those. I put the WORD version of this in the the Contents section of Blackboard. To see examples of how these plans might look, visit these pages:

This is on-going work we are doing with Shelby County, KY for a Summer Reading Academy for rising 8th and 10th graders. Twenty teachers have been hired and trained to work with these students. We want your work to be REAL WORLD and fit into what these students actually need to improve their reading and study skills strategies. Once you get your Texts and Lessons book in the mail from me, please email me and I will assist you in getting started.

4. Clinical/Field Experience Partnership with Shelby County Summer Reading Academy (120 points)

To complete the Success Plan (critical performance for this course) you need to work with one middle school or high school student. This course is content area reading so please do not ask to work with a child below 5th grade. This course is an on-line course so we cannot mandate that you do your field work (case study) at any particular location, but we can assist you in this by offering you the following:

A. Teachers in the Shelby County Summer Reading Academy are working with struggling readers. Some of these students will respond quickly and move right along - some will not. We believe that those who do not respond quickly will need more support and individualized instruction/attention. We propose that teachers within the Summer Reading Academy let us know students who would benefit from being a case study for you in this course.

B. Once those students are identified we will have a list and will assign one student to you (if you choose to join us in this initiative). To participate

       i. You would need to make a minimum of ONE trip to the Shelby County East Middle School.
      ii. We can pay your mileage to and from your home to the school.
     iii. You would need to be in the classroom by 8:30 (Eastern) and stay until 11:30 as you observe your case study student.
     iv. From there you follow the outline of the Success Plan as listed below. I share your report with the teacher and your work helps support a struggling
           reader now and as he/she starts back to school in August.
      v. Additionally, if you decide to do your field work/case study in Shelby County we will provide you with all the books and materials the teachers in this
          initiative received (approximately $250+ worth of resources). We are offering this because it will be important for you have some idea of what teachers
          have been working with and the materials will serve to help you connect your "comprehensive plan for skill and strategy instruction" with resources you
          know the teachers already have on hand.

If you decide you do not (cannot for some reason) make a trip to Shelby County to observe in Summer Reading Academy, please email me immediately and we will work out a field experience for you that meets the following requirements:

A. Must locate a child (cannot be a relative) having completed at least the 5th grade in school.
B. Must obtain parental permission in form of a letter signed by you, the parent, and the child that states they will participate as outlined below.
C. Must meet with student a minimum of 3 hours.
D. Must plan a set of instructional activities so that you can see the student "in action" as they manipulate print for learning.
E. Must submit your plan of instructional activities with observations in addition to items A-E below.
F. Instructor will randomly call parents to verify field work by means of checking parental satisfaction in the process.

5. Success Plan (100 points) - this is the critical performance for this course and will be explained in an email from Dr. Petty on July 5.

A Study Skills and Comprehension Success Plan for Content Area Reading will be developed for learners with whom you are working. This assignment must be uploaded to Blackboard before a final grade can be submitted for your work in this course.

3) Summary of observed or measured skills and strategies the learner(s) already employ.

4) A comprehensive plan for skill and strategy instruction the learner(s) needs.

· Plan will include resources related to skill/strategy instruction that will aid the learner(s).

e. Personality descriptors (outgoing, quiet, comfortable in group settings, etc.)

C. Summary of observed or measured skills and strategies the learner already employs

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.

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

Resilient Children: Stories of Poverty, Drug Exposure, and Literacy Development

Diane M. Barone 1999 | 256 pp. | ISBN 0-87207-199-5 http://www.reading.org/publications/bbv/books/bk199/index.html

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.

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 (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.

Instructor: Dr. Pam Petty	Office: GRH 1103
Office Phone: 270-745-2922 or 270-745-2809	WKU Center for Literacy: TPH 401
Campus Email: pamela.petty@wku.edu	Homepage: http://www.pampetty.com

Criteria	Level 1	Level 2	Level 3	Level 4
Demographic description of the learner or learners	No or weak demographic description of the learner or learners	Somewhat acceptable demographic description of the learner or learners	Acceptable demographic description of the learner or learners	Acceptable demographic description of the learner or learners. Completed on the first attempt and without extra assistance.
Description and context of targeted content area	No or weak description and context of targeted content area	Somewhat acceptable description and context of targeted content area	Acceptable description and context of targeted content area	Acceptable description and context of targeted content area Completed on the first attempt and without extra assistance.
Summary of observed or measured skills and strategies the learner(s) already employ	No or weak Summary of observed or measured skills and strategies the learner(s) already employ	Somewhat acceptable Summary of observed or measured skills and strategies the learner(s) already employ	Acceptable Summary of observed or measured skills and strategies the learner(s) already employ	Acceptable Summary of observed or measured skills and strategies the learner(s) already employ Completed on the first attempt and without extra assistance.
Comprehensive plan for skill and strategy instruction the learner(s) needs.	No or weak comprehensive plan for skill and strategy instruction the learner(s) needs.	Somewhat acceptable comprehensive plan for skill and strategy instruction the learner(s) needs.	Acceptable comprehensive plan for skill and strategy instruction the learner(s) needs.	Acceptable comprehensive plan for skill and strategy instruction the learner(s) needs. Completed on the first attempt and without extra assistance.
Plan will include a timeline for implementation.	No or weak inclusion of a timeline for implementation.	Somewhat acceptable inclusion of a timeline for implementation.	Acceptable inclusion of a timeline for implementation.	Acceptable inclusion of a timeline for implementation. Completed on the first attempt and without extra assistance.
Plan will include benchmarks that denote student success.	No or weak inclusion of benchmarks that denote student success.	Somewhat acceptable inclusion of benchmarks that denote student success.	Acceptable inclusion of benchmarks that denote student success.	Acceptable inclusion of benchmarks that denote student success. Completed on the first attempt and without extra assistance.
Plan will include resources related to skill/strategy instruction that will aid the learner(s).	No or weak inclusion of resources related to skill/strategy instruction that will aid the learner(s).	Somewhat acceptable inclusion of resources related to skill/strategy instruction that will aid the learner(s).	Acceptable inclusion of resources related to skill/strategy instruction that will aid the learner(s).	Acceptable Completed on the first attempt and without extra assistance.
Prescribed format, grammar, and neatness	Unacceptable	Somewhat acceptable	Acceptable	Acceptable on the first attempt and without extra assistance.