A.Department of Curriculum and Instruction

EMG 447

Course Title: Reading and Language Artsin the Middle School

Credit Hours: 3

B.Course Description: Prerequisites: Admission to teacher education, professional education core, EMG 445. The theory, content, and practice of teaching reading and language arts in the middle grades utilizing content area material. Twenty hours field/clinical experience.

C.Text: Alvermann, D. & Phelps, S. (2002). Content Reading & Literacy (3rd Edition). Prentice Hall.

D.Course Objectives: The student will:

1.Discuss the definitions and implications for reading instruction utilizing the three major reading theories: bottomup, interactive and topdown. (NTS I.2, 5, 6; II.3, 4)

2.Demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader’s existing knowledge, the information suggested by the written language and the context of the reading situation. (IRA 1.5)

3.Describe the major components of reading comprehension from an interactive and schema theoretic point of view. (NTS I.2, 3, 5, 6, 7; II.3, 4; III.5, 7, 8, 10)

4.Explain the role metacognition plays in the language arts. (NTS I.2, 3, 5, 6, 7; II.3, 4; III.5, 7, 8, 10)

5.Demonstrate a respect for the worth and contributions of all learners. (NCTE 2.1)

6.Engage in reflective practice and pursue continued professional growth and collaboration with colleagues. (NCTE 2.3)

7.Recognize the impact that culture, societal events, and issues have on teachers, students, the English language arts curriculum, and education in general and demonstrate a respect for diversity. (NCTE 2.6, IRA 1.2)

8.Plan middle grade developmental reading and writing lessons. (NTS I.1-11; II.1-8; III.1-15)

9.Identify and create important reading, writing and study/learning strategies appropriate for middle grade content area learning. (NTS I. 1, 2, 4, 6, 9, 11)

10.Describe the organizational alternatives for inter and intra class grouping- including cooperative learning (NTS III.4, 5, 9, 13)

11.Become familiar with the role Chapter I reading programs and various school administrators play in the overall school reading program (NTS VI.1)

12.Assess and diagnose the instructional levels of students (NTS IV.1-5)

13.Determine the readability of materials utilizing formula, scales and Cloze. (NTS I.2, 4, 5, 9)

14.Explain how to evaluate and select appropriate instructional materials, both commercial and teacher constructed. (NTS I.2, 4, 5, 9)

15.Identify and select appropriate approaches and materials for effective instruction in oral and written communication skills. (NTS III.1-15)

If you are registered with the Office of Services for Individuals with Disabilities, please make an appointment with the course instructor to discuss any academic accommodations you need. If you need academic accommodations and are not registered with the Office of Services for Individuals with Disabilities, please contact the Office directly either in person on the first floor of the Turley House or by telephone at (859)622-1500 V/TTY. Upon individual request, this syllabus can be made available in alternative forms.

EMG 447

F. Course Outline:

Content Reading Instruction

a. The need for content area reading instruction

b.History of content instruction in U.S.

c.Principles of content area instruction

History of content area instruction
Literacy in the U.S.
Role of middle school-- primary and secondary

The Reading Process

a. Elements in reading

b. Bottom-up theory

c. Top-down theory

Interactive theory

Middle School Reading - A Cognitive Process Model of Strategic Reading

a.Context for reading

b.Purpose for reading

Recursive interactions
Input, Processing, Storage and Application Stages

Instructional Methods

a.Goals: Content and Process

b.Objectives

c.Lesson Planning

Readability and text selection

Instructional Strategies

a.Context

1.Structure-Process-Attitude

2.Cooperative learning

3.Cultural and linguistic diversity

b.Purpose for Reading and Learning

1.Developing a reason for reading and learning

2.Level of understanding. Herber, Bloom, and Davis

3.Development of algorithms and learning strategies

c.Input

1.Assessment

2.Text selection

3.Schema

4. Vocabulary

5. Metacognition

6.Graphic aids

7. Form of text

8. Development of algorithms and learning strategies

d. Process

1.Comprehension

2.Critical thinking

3.Writing

4.Development of algorithms and learning strategies

e.Storage

1.Organization

2.Review

3.Development of algorithms and learning strategies

f.Application

1.Application of what is learned

2.Transfer of learning to other situations

3.Development of algorithms and learning strategies

Interactive Assessment

EMG 447

G.Course Requirements and Grading:

Course Requirements:

1.Written Assignments Based on Readings

Each class's readings will be accompanied by a written assignment. Usually this will involve jotting down brief responses to these questions as you read. These will be collected during each class meeting. Assignments may be turned in one class meeting late for full credit in the case of an excused absence or for partial credit. Written assignments will not be accepted beyond that time. The value of each assignment will be equal to a percentage of the total number.

2.Class Participation & Attendance

Students are expected to attend and be active participants in all classes. Points will deducted if you show evidence that you are often not prepared for class, if you do other tasks during class, or if you consistently do not get involved in discussions. Since you are about to become teachers. The quality of your oral presentations, as well as grammar and usage, will always be a factor.

Absences equating 20% of class meetings (3) will result in automatic failure. Three tardies will be treated as one absence. Points will be deducted for any tardy over 15 minutes. The student is responsible for presenting adequate reason for absence to the instructor in writing in order to be given the opportunity to make up missed work. (Adequate reasons include debilitating personal illness, death or serious illness in the immediate family, or participation in a pre-approved university activity.) Any absences (see above) will result in point deductions as follows: 1= 0 points, 2=15, 3=20.

3.Reading strategy presentation:

Each content area group will research and provide a short demonstration of a content area appropriate reading strategy for the class. You will create a one-page handout for the other class members, which provides the background, source, purpose, and steps of the procedure. A scoring guide will be provided. Group members who are absent on the day of the presentation will be required to prepare an individual demonstration.

4.Textbook Review:

Each content group will review 2 textbooks in your content area. Many recent texts are available in the LRC, or you may be able to use texts at your filed experience school. Results will be shared in class. This process will be discussed in detail following the mid-term exam on campus. For a more detailed description see the Textbook Review Scoring Guide.

5.Lesson Planning:

You will develop 5 lesson plans, which apply content area appropriate reading & writing strategies. You will teach one reading "mini-lesson" as a part of your field experience. Your cooperating teacher will be asked to complete a short evaluation of your teaching and you will complete a self-evaluation /reflection.

EMG 447

You will then submit the lesson plan, teacher evaluation, and self-evaluation to the instructor. A more detailed scoring guide will be available through Course Documents.

6.Mid-term Exam:

A comprehensive, multiple choice and open response, exam will be given at midterm during the course. This will not be an open-book test!

7.Final Exam:

Each student will be assigned 3 of the Final exam questions to complete from the

perspective of one of your content areas. Answers will be sent to the instructor electronically.

GRADES WILL BE DETERMINED AS FOLLOWS:

Written responses to readings= 100 points (approximately 10 x 10 points each)

Class Participation /attendance= 50 points

Strategy Demonstration= 50 points

Textbook Review= 50 points

Mid-term= 100 points

Reading "Mini-teaching

lesson plan & evaluations= 50 points

5 content appropriate lesson plans= 100 points

Final Exam= 100 points

EMG 447

H.Last day to drops the course or to withdraw from the University is included in the class schedule.

I.University Writing Requirement: Baccalaureate degree students must take the exam in the first semester of enrollment after completing the 60th credit hour. Transfer students who transfer 60 credit hours or more must take the exam in the first semester of enrollment. Students failing to register for, take, and pass the UWR in the semester after they complete 60 credit hours will be subject to the enrollment limitations described in the undergraduate catalog.

J.Bibliography: