TED/UTED 4720
Fall 2013
COE Mission
We prepare teachers, leaders, and counselors whoembrace equity, inquiry
and innovation.
COE Student Resource Office
Office Hours
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:719-255-4110
Columbine Hall
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/ / Instructors: Jennifer Tygret and April Lanotte
719-352-1661
April Lanotte
719-243-2565
Office Hours: (Jennifer) Before or After Class; By appointment (April) Tue: 2-4pm; Thu; 1-3pm; by apt.
Required Textbook:
Vacca, R. T., Vacca, J. L., & Mraz, M. (2013). Content area reading: Literacy and learning across the curriculum. (11th ed.) Boston, MA: Pearson Education, Inc.
Additional readings will be posted in Blackboard.
Additional Resources :
These are good books that you might consider obtaining on your own, as they contain valuable information on subjects we will investigate.
Allen, J. (2008). More tools for teaching content literacy. Portland, ME: Stenhouse.
Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B. (2012). Classroom instruction that works. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Fisher, D., Brozo, W.G., Frey, N. & Ivey, G. (2007). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Pearson Education.
Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.
Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor texts. Portland, ME: Stenhouse.
Pugalee, D.K. (2007). Developing mathematical and scientific literacy: Effective content reading practices. Norwood, MA: Christopher-Gordon Publishers, Inc.
Pugalee, D.K. (2005). Writing to develop mathematical understanding. Norwood, MA: Christopher-Gordon Publishers, Inc.
Spandel, V. (2005). Creating writers through 6-trait writing assessment and instruction. (4th ed.). Boston, MA: Pearson Education.
Wilhelm, J. D. (2007). Engaging readers & writers with inquiry. New York: Scholastic.
Wilhelm, J.D., Smith, M.W. & Fredericksen, J.E. (2012). Get it done! Writing and analyzing informational texts to make things happen. Portsmouth, NH: Heinemann.
Wood, K. D., Lapp, D., Flood, J. & Taylor, D.B. (2008). Guiding readers through text: strategy guides for new times. (2nd ed.). Newark, DE: International Reading Association.
Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development.
Additional Resources, continued: Websites
PBS Teachers http://www.pbs.org/teachers
Purdue Online Writing Lab < http://owl.english.purdue.edu >
Reading Online <www.readingonline.org
Read Write Think <http://www.readwritethink.org
Thinkfinity <www.thinkfinity.org
WebQuest.org <http://www.webquest.org/index.php
Course Format: This course consists of lectures, use of audio and visual media, readings from required text and supplementary journal articles, classroom/threaded discussions, technology-mediated interactions, guest subjects/speakers, student presentations, and small group activities.
Course Overview: This course is designed to help secondary teachers become aware of reading and writing processes as well as current issues in adolescent literacy research and how they apply to subject matter material.
Course Expectations: To gain the most from this course, we expect that you will:
(1) Attend each class and participate actively as a member of the class learning community (If you find that you cannot attend, please contact the appropriate instructor in advance by email, phone, or text).
(2) Complete all assignments and assigned readings; be prepared to discuss them in class.
(3) Turn all assignments in on time in the appropriate program (TaskStream, Blackboard).
(4) Reflect upon what you are learning in class and observing in the field... integrate the two.
(5) Develop a research-based professional stance as a content-area teacher.
Course Objectives:
Upon mastery of the course the candidate will demonstrate the following knowledge and skills, aligned with the Colorado Teacher Quality Standards (CTQS):
(1) Provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students. / [I.a](2) Demonstrate knowledge of student literacy development in reading, writing, speaking and listening. / [I.b]
(3) Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught. / [I.d]
(4) Develop lessons that reflect the interconnectedness of content areas/disciplines. / [I.e]
(5) Make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught. / [I.f]
(6) Thoughtfully integrate and utilize appropriate available technology into their instruction to maximize student learning. / [III.d]
(7) Establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem-solving skills. / [III.e]
(8) Use appropriate methods to assess what each student has learned, including formal and informal assessments, and use results to plan further instruction. / [III.g]
Candidates will also demonstrate the following knowledge and skills, aligned with the International Reading Association SPA Standards:
IRA (SPA) Standards:
Standard 1: Foundational Knowledge
Middle and High School Content Classroom Teacher Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.
1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.
1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.
Standard 2: Curriculum and Instruction
Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.
2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading–writing connections.
2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
Standard 3: Assessment and Evaluation
Candidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.
3.1: Understand types of assessments and their purposes, strengths, and limitations.
3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3: Use assessment information to plan and evaluate instruction.
3.4: Communicate assessment results and implications to a variety of audiences.
Standard 4: Diversity
Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.
4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3: Develop and implement strategies to advocate for equity.
Standard 5: Literate Environment
Candidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.
5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another; discussions, and peer feedback).
5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Standard 6: Professional Learning and Leadership
Candidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.
6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
6.2 Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
6.4: Understand and influence local, state, or national policy decisions.
Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and the use of online research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announcements. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily.
In addition to using Blackboard, TELP and UCCSTeach faculty are required to develop or identify core assignments that must be uploaded to TaskStream, a data management system. All TELP and UCCSTeach students are required to have TaskStream accounts.
Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discussions, submitting high caliber work and representing your own work fairly and honestly. As an important member of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course.
If you must miss a class, please inform the appropriate instructor by phone or email prior to class. It is the responsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade.
Class meets 14 times throughout the 17 weeks of this semester. We expect you to attend every class session and to schedule advising appointments, medical/dental appointments, etc. at other times. That is what you will be expected to do in your future career as a professional teacher, and that is what we expect of you now. However, on rare occasions (and they should be rare), you may encounter a scheduling conflict. And, of course, you may end up missing class due to illness or emergency. If you are unable to attend all or part of class on a given week, there will be a threaded discussion topic for you to write about as make-up work. If you are present for the entire class session, you will not need to do the threaded discussion.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the attention of the instructor, Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsibility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation.
To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be provided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the professor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or .
Military Students: Military students who have the potential to participate in military activities including training and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned absences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences.
In this course, the instructor will consider absences due to participation in verified military activities to be excused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it appears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements