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EDRE 4870: Cross-curricular (Content Area) Literacy Materials and Resources

Spring 2017

Instructor: Alexandra G. Leavell-Carter, Ph.D.

Class Time and Place:

Section .001

T/R 8:00-9:20am MH 114

Section .003

W 5:30-8:20pm

Office Hours: T/R 11:00-3:00am and by appointment

Office: 206Q Matthews Hall

Phone: 940-565-3397

E-mail:

alexleavell@gmail.com

Catalog Course Description:

3 hours. Prepares pre-service teachers to plan for and implement literacy instruction across the curriculum. Selecting, evaluating and using developmentally and culturally appropriate materials and resources will be a focus as well as using content literacy strategies which support independent reading and writing in the content areas. Prerequisite(s): admission to the teacher education program; EDRE 4450 (for EC–6) or EDRE 4820 (for 4–8) or EDSE 4060 (for 4-12).

Required Text/s:

Fleischman, P. (2004) Seedfolks. New York: Harper Teen, Inc.

 Children’s books/Adolescent Novels that you access from public/school/Willis libraries,

PURCHASE TK20
  • This course requires an assignment that will be uploaded and graded in the UNT Tk20 Assessment System. All students in this course must purchase access to Tk20. Please go to the following link for directions on how to purchase Tk20. Announcements regarding training on use of the Tk20 system will also be posted on this website.

My Current Beliefs about learning, teaching, and literacy:

  1. Learning is an active, personal process and endeavor.
  2. Learning is also a social process of collaboration and interaction with others.
  3. Deep, transformational learning can only occur when we make a personal connectionbetween our lives and experiences and the ideas and information presented in the learning environment.
  4. Real choiceallows learners to play to their strengths, understand who they are as learners and feel ownership of the learning process.
  5. Reflectionis a vital part of the learning process.
  6. Knowledge about and appreciation for the multiple diversities inherent in humanity (and thus, every classroom) enhances a teacher’s ability to assess, plan and teach for optimum learning to occur.
  7. ALL students can learn.Not every student will necessarily learn the same thing, in the same way, at the same time. This is the heart of differentiated instruction.
  8. Learning is a lifelong process.
  9. Teachers should be readersand writers.
  10. Education should not get in the way of learning.

Course Objectives:

This course is designed to empower each participant to gain knowledge and skills and to develop dispositions to make informed instructional decisions in the following areas:

1.Response to Literature

  • Use texts of all kinds to stimulate interest, promote reading growth, foster appreciation for the written word, and increase the motivation of learners to read widely and independently for information and for pleasure.
  • Read a variety of books at all levels of many genres and create a personal database.

2.Content Area/Disciplinary Literacy

  • Develop knowledge of literacy and study strategies within the context of content instruction.
  • Explain the relationship between the expressive and reflective language arts processes (reading. writing, listening, speaking, viewing, visually representing) and demonstrate how they can be capitalized upon for instructional and learning purposes.
  • Develop a repertoire of teaching and learning strategies for helping students learn content area vocabulary and technical terms.
  • Apply informal assessment tools to determine the students’ ability to learn from printed materials.

3.Integrating Materials and Resources for Literacy Instruction

  • Design, select, and evaluate materials that reflect curriculum goals, current knowledge, and the interests, motivation, and the needs of individual learners; develop the ability to modify curriculum materials to meet the needs of diverse learners.
  • Exhibit your understanding of using a wide variety of print throughout the curriculum, including high-quality children’s/adolescent literature and diverse expository materials appropriate to the age and developmental level of learners.
  • Analyze the structure and content of various texts used for instruction within content areas.
  • Plan cross-curricular instruction which addresses the needs of all learners in your grade level of interest.
  • Utilize principles and strategies for planning and implementing instruction via themed study units in content subjects.

4.Professionalism and Reflective Teaching

  • Identify the influence of cultural, ethnic, and linguistic backgrounds on the reading process.
  • Develop a reflective mind set about his/her learning and teaching in order to make decisions about curricular engagements based on an understanding as to its purpose in the curriculum.
  • Determine which professional resources (websites, journals and publications) are a significant source of information concerning literacy resources and instruction.

GENERAL EXPECTATIONS/REQUIREMENTS

All of the following are expected and will be considered for your final grade:

a. Attendance. Come to class. It is impossible to recreate class experiences outside of class. You will enhance your own learning and likely that of others through your active presence. If you know in advance you will be absent, the courtesy of a phone call or email will be appreciated. Excessive absences as determined by the instructorwill lower your final grade in the class.

b. Preparation for class, especially study of the assigned text, supplemental readings, and completion of assignments and activities will greatly enhance your learning experience.

c. Participation in class. Participation includes asking questions, making comments, working with your group to build understanding and integrate information, and making informal/formal presentations.

d. Completion of all assignments is required and will be considered for your final grade. Assignments must be completed prior to coming to class and turned in ON TIME to receive full credit unless other arrangements have been made with the instructor PRIOR TO the due date. Late assignments will result in a loss of points. Please note that a grade of "A" cannot be earned for the course if any assignment remains unsubmitted at the end of the semester.

e.Scholastic honesty on the part of every student is assumed. Cheating, plagiarism, collusion, and falsification constitute scholastic dishonesty. Formal assignments may processed through “Turnitin”, a web-based plagiarism detection software. Such conduct will result in a grade of zero on the activity, test, or assignment. A repeat offense will result in a grade of "F" for the course, and referral to the Academic Integrity Officer.If you are unsure about what constitutes plagiarism, I encourage you to view the following video: In addition, you may come to me at any time for clarification.

Assignments:

Handouts for each assignment will be provided in class and posted on Blackboard

Points
  1. Author Study
  2. Critical Analysis Activities
  3. Genre Study Sheets
  4. Literature Circles
  5. Weekly Journal/Reflection
  6. Text Set
  7. Read Aloud
  8. Notebook/Participation
/ 10
5@5pts=25
8@5pts=40
3@2=6
13@5=65
50
5
10 / 10%
15%
15%
5%
20%
20%
5%
5%
Totals / 211 / 100%

A=90-100%/B=80-89%/C=70-79%/D=60-69%/F=59 and Below