Content Area Literacy in the Multicultural School

LRC 535

Summer 2010/ Session 1

M-F 1-2:45

Department of Language, Reading and Culture

College of Education

University of Arizona

Instructor: Lisa Garbe, M.A. Office: Education 120

Graduate Teaching Associate

Doctoral Candidate, LRC

Email: Office Hours: By appointment

Phone: 621-1311 (LRC department phone) / 975-3979 (cell)

COURSE RATIONALE AND DESCRIPTION

This course will explore literacy and culture in the secondary classroom. By bringing together teachers from a variety of content areas, we will be able to examine the role that literacy plays in different contexts. The diversity of the population in secondary schools provides a rich setting to highlight and explore cultural and social identities of students and their approaches toward literacy.

Teachers in all content area classes play an important role in the literacy development of students. This course will focus on principles of literacy, both theoretical and practical. We will explore our own reading and writing processes and apply this knowledge to instruction. We will incorporate reading comprehension strategies, the writing process, metacognition and reflection. We will examine content standards and develop content specific lessons that will acknowledge and account for student diversity and learning styles.

“To meet 21st-century literacy demands, students need to be proficient readers and writers of a variety of types of texts. All students deserve frequent opportunities to read and write and quality instruction as part of their learning of content. Teachers who provide explicit instruction and opportunities to practice content-specific reading and writing tasks help students become independent learners”

From: Irvin, Judith L., Meltzer, J. & Dukes, M. Taking action on adolescent literacy.

(p. 51). Alexandria, VA: ASCD.

REQUIRED TEXTS (ALL):

Classroom Strategies for Interactive Learning, 3rd Edition (2009) Ed., Doug Buehl (Buehl)

Improving Adolescent Literacy: Content Area Strategies at Work, 2nd Edition(2008), Fisher, D. & Frey, N. (F & F)

Content Area Texts: To be selected by students (more information on selection will be provided)

Arizona State Standards for your content area.

Additional articles will be selected and provided by the instructor.

CONTENT SPECIFIC TEXTS:

  • Science: Saul, E.W. (Ed) Crossing Borders in Literacy and Science Instruction
  • English: Choices to be discussed

COURSE FORMAT AND MAJOR COURSE EXPERIENCES:

  1. Reading Response and In-Class Activity Journal (30%)

You will record responses to all readings as well as responses to activities we do and ideas we discuss in class. A spiral notebook devoted solely to this purpose will be necessary. (Your preparation for class discussion and activities will be reflected in this category). See p. 10 of syllabus for additional information about entry format.

Included in your response journal will be:

  1. Reflection Journal Entries (topics outlined on syllabus)
  2. In-class work and record of literacy routines and strategies
  1. Response Papers (20%)

Two short (2-3 page) typed/ double-spaced papers will be due over the course of the summer session. Each will have a separate handout with topic and instructions. These papers will be uploaded to the dropbox on the class’s D2L site before class time on the due dates listed on syllabus. You will also need to bring a hard copy of both papers to class on the day they are due (to share with classmates).

  1. Classroom Routine/ Strategy Portfolio (50%)

You will create a series of lessons that demonstrate ability to use ideas from the course in your particular content area. This portfolio will also include a self-reflection essay and the Materials Collection. We will work on different parts of this portfolio as the summer session progresses. Please note that the final portfolio is a culmination of all work done in class. The compilation of this portfolio will be an ongoing process.

  1. Self-Reflection Essay: Final Statement on the course and the contents of the Portfolio. Separate assignment sheet outlining all of these requirements will be provided.
  2. Lesson Plans* (demonstrating ability to incorporate course content). Your lesson demonstration and reflection will be included in this category. (*See course schedule for due dates for each individual lesson plan)
  3. Materials Collection—a series of content area texts to support student learning and engagement with concepts from your subject area (Assignment outlined on separate assignment sheet—p. 11 of Syllabus).
  4. Classroom Routines and Strategies Implementation Ideas (You will choose four routines we’ve explored over the course of the semester to elaborate on and determine how they could be used in your particular content area).
  5. Content Reading Report: Based on the content-specific readings you complete in small groups.

COURSE POLICIES AND PROCEDURES

  1. I will be able to meet with you before or after class, and at other times by appointment. Please feel free to email me at any time with any questions or concerns you have, or to set up a time to meet.
  2. Timely and regular attendance is key. Your presence is essential for us to learn as a community. You will want to be there for the entire period. If, for any reason, an absence is unavoidable, please talk to me BEFORE you will be absent or provide written notification. More than one absence will affect your grade.
  3. Be sure and sign the attendance form at the beginning of each class period. I will not be able to change documentation of your presence or absence after the day of class.
  4. Assignments must be turned in on time. If, for any reason, you will be unable to complete an assignment by the time it is due, talk to me before the due date. Assignments will not be accepted if you are not in class that day unless prior arrangements have been made.
  5. Your preparation for class is important and will be reflected in your final grade. Activeparticipation is key for this course:
  6. Regular attendance
  7. Thoughtful, prepared, and courteous participation in whole- and small-group activities (including evidence of having completed readings in your journal)
  8. Please talk directly with me if there are any needs for accommodations for this course or IF you have any questions about grades, grading policies, assignments, etc..
  9. Your suggestions and ideas are always welcome. Please communicate with me if you have any concerns whatsoever. It is imperative that I know if difficulties arise so that I can help you mediate them. Please know my role is one of support to allow you to do the best that you can.

I am looking forward to working with and learning from each of you!

GOALS OF THE COURSE:

  • To gain more complex understandings of the reading process.
  • Build awareness of the features of text and associated demands of reading in various academic disciplines.
  • Use inquiry experiences as a vehicle for learning about adolescent readers’ strengths and needs.
  • Support learning of high-leverage strategies to share with apprentice adolescent readers.
  • To build awareness of the writing process.
  • To embed literacy experiences (both reading and writing) into the content areas.

Think of this course as a course on using reading, writing, and other communication tools in your content areas. All subject areas include some form of communication, and that literacy—or reading and writing of written texts—is one important communicative form in any content area. These various forms of communication, including literacy, make a huge difference in students’ current and future academic, work, social, and political lives. This commitment to helping students use and improve on these multiple communication abilities is part of what highly effective and influential teachers do.

COURSE CALENDAR (Tentative)

Week 1: June 7-11

Objectives:

Participants will examine the definitions and perspectives on discipline-specific reading

Participants will examine their own reading histories and processes in order to become more aware of their own reading trajectory.

  • To build the social dimension of the classroom
  • To identify areas of classroom life that support literacy learning
  • To establish rationale for our work together
  • To begin exploring metacognitive conversation

Day/Date / Class Topics/ Readings / Assignments DUE
M, 6/7 / Introductions and Icebreakers
Syllabus Overview
Personal Reading History
Anticipation Guide
Reading:
NCTE Call to Action
Moje Article
T, 6/8 / Anticipation Guide Discussion
Discussion of Readings
Reading Process Analysis #1: Good Reader Strategies
Reading:
Literacy Instruction in the Content Areas,, pp. 7-24
() / Complete Anticipation Guide
Reading Journal #1:
On NCTE & Moje articles—Choose three key ideas that interest you or cause you to ask questions. These will be the basis for discussion.
W, 6/9 / Process Kappan Article (“Final Word” protocol)
Jigsaw: Ch. 2 Reading for Understanding
Dimensions of Classroom Life Overview
Literacy Instruction in the Content Areas
Reading: Eisner, “Cognition and Representation”
Fisher & Frey, Ch. 1 / Reading Journal #2:
Choose two quotes to respond to from the Kappan article, and two quotes from the Alliance for Ed publication. Be sure and note page numbers.
R, 6/10 / Discussion of Eisner article
Materials Collection Assignment
Out of School Literacies
Connections / Reading Journal #3:
What are the main ideas you’re taking from the Eisner article? Write a brief statement outlining these and explaining why you believe they are key points in this reading.
How do the ideas from Fisher and Frey, Ch. 1 connect to the ideas presented in the Eisner text? What new information is there?
F, 6/11 / Paper Pass and Discussion
Social Dimension
Personal Dimension
Review of Classroom Routines and Strategies
For Monday, 6/14:
Bring in a text from your content area.
Bring in state standard for one grade level or concept of your content area.
Reading:
Fisher and Frey Ch. 2 / DUE: Paper #1
Personal Introduction/ Discipline-specific reading experiences (Bring hard copy of the paper with you to class on this day).

Week 2: June 14-18

Objectives:

Participants will analyze the language and literacy demands of their content area standard.

Participants will analyze demands of texts in their discipline.

  • To identify ways that metacognitive conversation might support student content area learning
  • To identify and plan routines to support student literacy learning in the discipline
  • To identify ways of building and accessing students’ prior knowledge

Day/Date / Class Topics/ Readings / Assignments DUE
M, 6/14 / Reading Process Analysis #2: Text and Task Analysis with Content text
Standard Review
Questions to Consider when Designing Lessons
Introduction to Metacognitive Conversation
Reading:
Buehl, Ch. 1
Lapp, Fisher, Grant: “You Can Read This Text” / Bring to class:
  • Text from your content area.
  • State standard for one grade level or concept of your content area.
Reading Journal #4:
What ideas from F &F Ch. 2 can you use in your content area? What questions do you have?
How might the ideas in this chapter support the social dimension in the classroom?
T, 6/15 / Reading Discussion (Buehl and Lapp)
Additional Approaches for Metacognitive Conversation
Grouping Strategies to Support student interaction and collaboration
Reading:
Fisher & Frey, Ch. 3 / Reading Journal #5:
What reading strategies and approaches do you use in your content that might be useful to model for students? How might you use the ideas from the Buehl and Lapp readings to support more active reading—both as a model and for students?
W, 6/16 / Reading Process Analysis #3: Schema Demands
Attention Getters: Anticipatory Activities
Knowledge Building Dimension / Bring all materials you’ve collected so far for your materials collection to class on 6/17 to share with classmates.
Reading Journal #6:
How might the ideas presented in F & F, Ch. 3 support the Personal Dimension of classroom life? How might accessing prior knowledge also help students make personal connections to new learning?
R, 6/17 / Schema Continued
Materials Collection Check-in
Reading: Buehl, p. 12 “Making Connections to Prior Knowledge.” Read through the different classroom strategies listed in this section. Which might you want to use? / Reading Journal #7:
Take some time to consider the in-class activities that we have done this week, and those that you read about. Choose one text that you’ve collected for your materials collection and explain how you might design a lesson that incorporates one or more of the ideas we’ve explored.
F, 6/18 / Reading Day: Content Area Texts
NO CLASS MEETING / Reading Journal # 8:
What strategies from the Buehl text can you use to help students make connections to prior learning?

Week 3: June 21-25

Objectives:

Participants will apply before, during and after routines and strategies to discipline specific reading experiences

Participants will design reading experiences that incorporate cognitive and knowledge building strategies

Participants will participate in discipline-specific reading groups

Participants will design and share lesson and strategy ideas

Day/Date / Class Topics/ Readings / Assignments DUE
M, 6/21 / Lesson Draft #1 Share
Cognitive Dimension
Question/ Prediction/ Clarification
QAR
Reading:
Buehl p. 12 “Generating Questions.” Read through the different activities that are listed under “Generating Questions.”
Fisher & Frey, Ch. 6 / Lesson Draft #1
Content Area Reading Groups: Text Selections & Schedule
T, 6/22 / Summarizing
Cornell Notes
Reading:
Buehl, Ch. 3
Fisher & Frey, Ch.7 / ReadingJournal #9:
Identify ideas from the Buehl text that would be useful to you. Explain how and why you might use them.
Which of the questioning ideas from F & F, Ch. 6 could you use in your own lesson planning? How? Explain.
W, 6/23 / Graphic Organizers
Purpose
Reading:
Nokes, “Observation/ Inference Chart”
Content Area Reading #1 / Reading Journal #10:
Consider the ideas for graphic organizers in Ch. 7 (F&F). How might these help students organize their thinking? How are these connected to the idea of text frames in the Buehl reading? In what ways might text frames (Buehl) inform how you present information? How you support students in organizing information?
R, 6/24 / Reflection on Nokes article
Content Area Reading Groups #1
Small Group lesson design
(Lesson Draft #2)
Reading:
Kappan Article (Review of Dimensions) / Reading Journal #11:
What thinking skills are supported in the Observation/ Inference chart? How might you be able to use ideas from the Nokes article? Take some time to reflect on purpose…and the different ways you could go about setting purpose for different concepts and routines in your classroom.
Notes for Content Area Reading #1
F, 6/25 / Routine Share
Peer Review Lesson Draft #2
Lesson Demo Sign-Up
Reading:
Fisher and Frey, Ch. 9
Content Area Reading #2 / Response Paper #2 DUE
(On dimensions of classroom life and strategies to support. How do the ideas in class fit into the larger framework of the broader metacognitive conversation that links all of the dimensions?)

Week 4: June 28-July 2

Objectives:

Participants will identify writing opportunities for students in various content areas

Participants will develop methods of assessment that provide data regarding student

learning

Participants will share content applications of reading and writing routines and strategies that support discipline-specific learning

Participants will design lessons that incorporate course content and demonstrate a repertoire of ways to help students develop literacy skills in specific disciplines

Participants will identify routines that can be threaded through lessons to support content learning

Day/Date / Class Topics/ Readings / Assignments DUE
M, 6/28 / Writing in the Disciplines
Content Area Reading Groups (#2) / Reflection Journal #12: What ideas that you have explored in your content reading are most compelling to you? What questions linger? What ideas do you have for incorporating the ideas from the reading into your lesson designs?
T, 6/29 / Lesson Draft #3 Workshop
Reading:
Fisher and Frey, Ch. 8
W, 6/30 / Lesson Draft #3 Peer Review
LESSON DEMOS / Reading Journal #13:
How can structured note taking support student learning in your content area? What ideas are you taking from Ch. 8?
Lesson Draft #3 (with you in class for peer review)
R, 7/1 / LESSON DEMOS
Reading:
Content Area Reading #3
F, 7/2 / Assessment/ Feedback
Reading:
“The Never-ending Line”
Fisher & Frey, pp. 189-198 (Assessment ideas) / Reading Journal #14:
Response to Content Reading #3

Week 5: July 5-9

Day/Date / Class Topics/ Readings / Assignments DUE
M, 7/5 / NO CLASS
T, 7/6 / Assessment and Rubric Design
Reading:
Content Area Reading #4 / Reflection Journal #15: What implications for assessment and for communicating criteria for success are there in “The Never-ending Line”? How might these ideas inform your practice?
W, 7/7 / Repertoire Share and Reflection
Materials Collection Demonstrations (and bibliographies to share) / Reading Journal #16:
Response to Content Reading #4
R, 7/8 / Content Reading Group Presentations / Portfolios Due
F, 7/9 / Course Evaluation and Reflection

Reading Response and In-Class Activity Journal

A spiral notebook that you can devote solely for this purpose is essential.

This journal will be a reflection on the classroom experiences we have as well as responses to the readings we do throughout the course. Your ideas and insights regarding the reading can be drawn from the notes you make as you read. These ideas should be written in your journal as preparation for class discussion. You will be expected to share your reading reflections with classmates on a regular basis. The ideas you generate will make strong starting points for our class discussions.

We will also use the journal as a place to reflect on what has been learned or experienced in class. This is a great place to summarize and synthesize ideas you consider as we go through different activities or explore different ideas. Reflection is a powerful learning and retention tool and should help you clarify concepts we explore.

I will collect your reflection journals throughout the course and respond to your ideas. Please come prepared with your journal every day.