LTCY 524
Teaching Literacy in the Content Areas
Fall 2010
Western Kentucky University

Instructor: Dr. Pam Petty	Office: TPH 363
Office Phone: 270-745-2922	WKU Center for Literacy: TPH 401
Campus Email: pamela.petty@wku.edu	Homepage: http://www.pampetty.com

Instructor
Dr. Pam Petty

Electronic Hours: Evenings 7:00 - 10:00 (Central) --- By Appointment (Skype, ooVoo, other networking)

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:

*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:

McLaughlin, M. (2010). Content area reading: Teaching and learning in an age of multiple literacies. Upper Saddle River, NJ: Allyn and Bacon.

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

Supplemental Articles (links provided by instructor)

IRIS Center Resources: http://iris.peabody.vanderbilt.edu/

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.

It is expected that you will read and reflect on required course readings. Do not expect to pass this course without doing the assigned reading.

Evaluation and Grade Assignment

Total = 1000 points
A = 930-1000(93%-100%)
B = 850-929 (85%-92%)
C = 770-849 (77%-84%)
D = 700-769 (70%-76%)
F = 699 or fewer (69% or below)

Participation

Students are expected to participate in assigned discussion boards in a timely manner - it would be best if postings were completed by Sunday night, midnight, Central time each week - the discussion board for each week will be posted by Sunday each week for the next week. Your active participation in discussions, partner and group work, and letting your instructor know your level of understanding is vital to your overall success in this course.

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. Discussion Board Leaders (20 points)

See schedule on course calendar and schedule below. The student will serve as a Discussion Board Leader in a chapter of his/her choice; sign up by emailing your preference to the instructor (chapters will be assigned according to first request). Each chapter includes several options for discussion board prompts. Discussion Board Leaders will select from a prompt that is engaging and challenging to fellow students. Discussion Leaders are scored based on quality of prompt and quantity/quality of their continued conversations with participants. Participation by non-leaders is described in Assignment 3 – Discussion Board Participation.

Date	Chapter	Discussion Board Leader
Week 1 August 30	Chapter 1	Dr. Petty
Week 1 August 30	Chapter 2	Dr. Petty
Week 2 September 6	Chapter 14
Week 2 September 6	Chapter 8
Week September 13	Chapter 9
Week 4 September 20	Chapter 4
Week 5 September 27	Chapter 5
Week 6 October 4	Chapter 6
Week 7 October 11	Chapter 7
Week 8 October 18	Chapter 10	Shanon Medley
Week 9 October 25	Chapter 11
Week 10 November 1	Chapter 12
Week 11 November 8	Chapter 3
Week 12 November 15	Chapter 13
Week 13 November 22	Chapter 15
Week 14 November 29	NO CHAPTER ASSIGNMENT
Week 15 December 6	NO CHAPTER ASSIGNMENT
Week 16 December 13	NO CHAPTER ASSIGNMENT

3. Discussion Board Participation (100 points)

10 chapter postings required (10 points each, choosing from 15 chapters total in class readings)

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 engage in Discussion Board entries responding to the assigned prompt. The purpose of this assignment is to allow students to reflect, explore and dialogue with the university instructor and with each other concerning topics and issues discussed in class or as these issues relate to the experiences of the student. The discussion boards take place in Blackboard. This forum provides us with a means of communication and exploration of topics/assignments. The textbook for this course will guide our discussions.

Discussion Forum: Rubric below will be used to grade all discussion posts and responses.

Content Contribution: Posts information that is off-topic, incorrect, or irrelevant to discussion – 0 points Repeats but does not add substantive information to the discussion - .5 points Posts information that is factually correct; lacks full development of concept or thought. – 1 point Posts factually correct, reflective and substantive contribution; advances discussion. – 2 points	2
References & Support: Includes no references or supporting experience – 0 points Uses personal experience, but no references to readings or research. - .5 points Incorporates some references from literature and personal experience. – 1 point Uses references to literature, readings, or personal experience to support comments. – 2 points	2
Discussion postings meet required interactions and are on topic.	2
Discussion postings reflect masters’ level writing and are spell- and grammar-checked.	2
Discussion postings are respectful and encourage intellectual growth of other participants.	2
TOTAL	10

4. Reading Guides (300 points)

15 chapters, 15 strategy/reading guides provided by professor

Rubric for each reading guide will be provided as a part of the guide.

5. Lesson Plans (400 points)

10 lesson plans required in 11 weeks (40 points each)

Format for lesson plan will be provided.

6. Success Plan (100 points)

Parts A, B, & C – 25 points

Part D – 50 points

Part E – 25 points

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.

The Study Skills and Comprehension Success Plan will consist of:

1) A demographic description of the learner or learners.

2) Description and context of targeted content area.

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 a timeline for implementation.

· Plan will include benchmarks that denote student success.

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

Scoring Rubric:

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.

Performance Criteria:

The Study Skills and Comprehensive Success Plan will consist of:

A. A demographic description of the learner:

a. Gender

b. Age

c. Year in school

d. First language

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

f. Words learner uses to describe himself/herself

B. Description and context of targeted content area

a. Name of course

b. Complete bibliographic information of text(s)

c. Description of course

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

a. http://eslus.com/LESSONS/READING/READ.HTM

b. Cloze Procedure applied to students’ textbooks

c. Readability tests

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.

7. FINAL EXAM (50 points)

Class Activities:

Week 1:

View instructor video.

Read Chapter 1: Teaching in the 21^st Century.

Complete strategy guide for Chapter 1.

Respond to video/text on discussion board.

Read Journal Article: “Pre-service Teacher Understandings of Adolescent Literacy Development: Naïve Wonder to Dawning Realization to Intellectual Rigor”.

Respond to article on discussion board.

Read Chapter 2: Teaching and Learning in an Age of Multiple Literacies.

Complete strategy guide for Chapter 2.

Respond to video/text on discussion board.

Week 2:

View instructor video.

Read Chapter 14: Course-Based Assessment, Evaluation, and Reporting

Complete strategy guide for Chapter 14.

Respond to video/text on discussion board.

Read Chapter 8: Organizing for Teaching and Learning

Complete strategy guide for Chapter 8.

Respond to video/text on discussion board.

Week 3:

View instructor video.

Read Chapter 9: Teaching Culturally and Linguistically Diverse Students

Complete strategy guide for Chapter 9.

Read IRIS Center Information Brief: “New Strategies to Help Diverse Students Succeed”

Respond to video/text/IRIS module on discussion board.

ASSIGNMENT DUE: Success Plan – Parts A, B, & C

Week 4:

View instructor video.

Read Chapter 4: Comprehending Content Area Text

Complete strategy guide for Chapter 4.

Respond to video/text on discussion board.

Work through the IRIS Module: CSR: A Reading Comprehension Strategy: This module outlines Collaborative Strategic Reading (CSR), a strategy for helping students to improve their reading comprehension skills. In CSR, students work together in small groups to apply comprehension strategies as they read text from a content area, such as social studies or science.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 5:

View instructor video.

Read Chapter 5: Using Comprehension Strategies to Guide Thinking

Complete strategy guide for Chapter 5.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 6:

View instructor video.

Read Chapter 6: Using Comprehension Strategies to Extend Thinking

Complete strategy guide for Chapter 6.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 7:

View instructor video.

Read Chapter 7: Teaching Vocabulary in the Content Areas

Complete strategy guide for Chapter 7.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 8:

View instructor video.

Read Chapter 10: Writing in the Content Areas

Complete strategy guide for Chapter 10.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 9:

View instructor video.

Read Chapter 11: Using Technology in the Content Areas

Complete strategy guide for Chapter 11.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 10:

View instructor video.

Read Chapter 12: Key to Critical and Creative Thinking in the Content Areas

Complete strategy guide for Chapter 12.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 11:

View instructor video.

Read Chapter 3: Standards-Based Teaching and High-Stakes Assessments

Complete strategy guide for Chapter 3.

Respond to video/text on discussion board.

IRIS Center Resource: Information brief – “Helping Students with Disabilities Participate in Standards-Based Mathematics Curriculum.” ERIC/OSEP Digest

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 12:

View instructor video.

Read Chapter 13: Poetry, Drama, Music, and Art: Alternative Representations of Thinking

Complete strategy guide for Chapter 13.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 13:

View instructor video.

Read Chapter 15: Meeting Challenges and Continuing to Learn Through Professional Development

Complete strategy guide for Chapter 15.

Respond to video/text on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 14:

View instructor video.

Respond to video on discussion board.

ASSIGNMENT DUE: Lesson Plan (total of 10 required)

Week 15:

View instructor video.

Respond to video on discussion board.

ASSIGNMENT DUE: Success Plan Parts D & E

Week 16:

FINAL EXAM

Website Address:

Teaching with Documents: http://www.archives.gov/education/lessons/

College Reading Success: http://edtech.wku.edu/~ppetty/collegereading.htm

Common Core Standards: http://www.corestandards.org/

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

LINCS

National Institute for Literacy

Adult Literacy Action

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

Laubach Literacy

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.

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.

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.

09/01/10 11:01:56 AM Hit Counter

white type

1. Participation and Professionalism (30 pts)