KUTZTOWN UNIVERSITY
KUTZTOWN, PENNSYLVANIA
DEPARTMENT OF ELEMENTARY EDUCATION
COLLEGE OF EDUCATION: Grades 4-8 Program
ELU 341 Methods in Social Studies and Content Area Reading for Middle Level Learners
I. Course Description: ELU 341 Methods in Social Studies and Content Area Reading
for Middle Level Learners
Designed for teacher candidates in the middle level professional core (grades 4-8), participants in this course will examine major content area literacy concepts and theories associated with young adolescent cognitive development, special education, and ELL, including research related to motivation and learning styles applied to content areas, specifically social studies. Teacher candidates will also critically examine the role of social studies in the middle level curriculum. The concepts and processes drawn from the social science disciplines and humanities will be developed. An analysis of contemporary methods and materials in social studies will enable the teacher candidates to gain the knowledge, skills, and dispositions necessary to prepare young adolescent learners of all backgrounds for participation in a democratic society in an interdependent world. Both content areas will be integrated and applied in support of each other during an intensive field experience. Prerequisites: ELU 331, ELU 221. 3 ch. 3 sh
II. Course Rationale:
Although teacher candidates should have the appropriate depth and breadth of content knowledge to support successful classroom teaching and student academic achievement, the knowledge of and ability to communicate that content information effectively is additionally necessary. Local, state (PDE), and (inter)national organizations (NCSS, IRA) for social studies and reading all dictate that middle level teachers have a thorough understanding of the methodology for teaching. Effective instruction in social studies and content reading depends on teachers with deep knowledge in the those disciplines, knowledge about the ways in which students learn these disciplines, the ability to plan and deliver effective instruction, and skills in assessing student learning in order to modify instruction and design successful interventions. The goal of this process is to enable teacher candidates to utilize powerful teaching to model social participation in a diverse, global society.
III. Course Objectives/ Student Learning Outcomes
A. Relationship to Standards
Course Objectives/ Student Learning Outcomes / PDE / IRA / NCSS / INTASC / NMSAIdentify the historical foundations, central concepts, and standards in both the social studies and content reading areas / I.F, I.G / 2. / 1-10 / 1, 7 / 3, 4
Demonstrate depth and breadth of content knowledge appropriate for middle level learners in social studies and content reading through well-planned instruction / I.B, I.F, I.G, / 2. / 1-10 / 1, 7 / 1-4
Examine the driving forces influencing the instruction of social studies and content reading in the current educational climate / I.F, I.G / 2.2 / 1-10 / 1, 7 / 1,3
Demonstrate knowledge of a wide range of effective instructional strategies capable of supporting the learning of all middle level learners / II.B / 2.2 / 1-10 / 3, 4, 7 / 1-5
Select and utilize instructional materials, resources, and technology that provide a strong and accurate foundation for powerful teaching and learning at the middle level / II.C / 4.2 / 1-10 / 4,7 / 1-5
Plan structurally aligned and effective instruction that addresses all types of diversity in middle level learners including: cultural, linguistic, ethnic, socio-economic, special needs, and developmental differences. / II.B, II.C / 2.3 / 1-10 / 3,7 / 1-6
Design assessments of student learning that incorporate appropriate criteria and offer useful information toward adjusting subsequent instruction for all middle level learners / I.B, II.C, II.F / 3. / 1-10 / 3,8 / 1-5
Implement planned instruction utilizing effective presentation methods and classroom management skills / II.A / 4. / 1-10 / 5 / 1-5
Demonstrate professional dispositions such as life-long learning, collaboration with all stakeholders, and respect for all people. / II.A, III.C, III.D / 5.5 / 1-10 / 9, 10 / 2, 3, 6, 7
B. Relationship to Conceptual Framework:
Kutztown University Conceptual Framework
Professional Methodology is modeled through the use of in-class demonstrations, small and whole group instruction, and class discussion on the level of effectiveness when comparing various methodologies. Application of this learning will be demonstrated in middle level classrooms during the field portion of the course.
Integration of Disciplines in a key focus of this course intended to develop effective instructional strategies in multiple content areas (Social Studies and Content Reading) and is applied extensively in lesson plans and field practice.
Communication (verbal, written, and non-verbal/physical) is evident through written assignments, oral presentations, demonstrations, simulations.
Scholarly Inquiry is demonstrated through the use of professional materials from the National Council of Social Studies (NCSS) and IRA (International Reading Association as well as other scholarly articles and currently authored books.
Reflection is a key component of the course demonstrated through written papers, writing journals, lesson plans, and discussion.
Cultural Awareness is integrated throughout the course by using multicultural materials and sources as well as applying previously acquired knowledge of diverse populations into instructional planning through appropriate accommodations.
Organization and Classroom Management will be addressed in class on-campus courses through discussion, simulation, and research as well as application during the subsequent field experience in a middle level classroom.
Technology will be woven throughout the course by both students and instructors using the Internet for research, locating information and materials, and applying previously acquired technology skills to design effective instructional tools for students.
IV. Assessment
Assessment of each teacher candidate’s level of accomplishment with reference to the course objectives will be based on a subset of the following:
Assessment methods used include but may not be limited to the following:
Reflective writing, group projects, class discussion tests, simulations, lesson plans, analysis of lesson plans, and evaluation checklists/rubrics.
V. Course Outline Social Studies and Content Reading
I. Social studies in the school curriculum
A. What is social studies?
1. Past practice
2. Present practice
3. Standards based
4. At the middle level
B. NCSS definition
C. Goals
1. Understanding of facts and concepts
2. Development of skills
3. Development of citizenship values
4. Facilitating social action
5. Awareness of current world events
D. Curriculum determinants
1. Adolescent development and learning theories
2. Scope and sequence
3. Social science disciplines and other academic disciplines
4. State and National standards
a. PDE
- History
- Geography
-Civics and government
-Economics
b. NCSS
-The study of culture
-Time, Continuity and Change
-People, Places, and Environment
-Individual Development and Identity
-Individuals, Groups, and Institutions
-Power, Authority, and Governance
-Production, Distribution, and Consumption
-Science, Technology, and Society
-Global Connections
-Civic Ideals and Practices
II. Planning
A. Course of study K-6
B. Grade level topics
C. Goals and objectives
D. Lesson planning
E. Adaptations required for student needs
F. Resources for planning
III. Instructional strategies
A. Concept development
B. Lecture
C. Discussion
D. Inquiry
E. Role playing
F. Cooperative learning
G. Case studies and oral history
H. Field trips
I. Simulation and interactive activities
J. Technology integration
IV. Instructional sources
A. Print
B. Non-print
C. Community resources
D. Artifacts
E. Original documents
F. Computer software and internet sites
G. Primary vs. secondary
V. Skills
A. Map and globe skills
B. Chronology skills
C. Reference and information skills
D. Communication skills
E. Decision-making skills
F. Civic participation skills
G. Critical thinking skills
H. Group interaction skill
VI. Content Area Literacy for young adolescents, grades 4 – 8
A. Research-based content area literacy instruction
B. The reading process applied to young adolescents
1. Using social constructionist perspectives to plan content literacy
instruction
2. Importance of motivation and learning styles
VII. Using textbooks and trade books for content area instruction grades 4-8.
A. Strengths and limitations of textbooks
B. Strengths and limitations of trade books
C. Using trade books with textbooks
D. Readers’ purpose and stance
VIII. Expository text structures
A. Common access features
B. Teaching students to use organizational features of text
C. Reading pictures, charts, tables, figures and maps
D. Developing reading/study guides to enhance comprehension of
expository text
IX. Knowledge base supportive of teaching middle level content area reading
comprehension
A. Content area vocabulary and comprehension research
B. Research-based comprehension strategies
C. Making connections
1. Creating sensory images; prompting inferences; asking
questions
2. Determining important concepts (vocabulary and ideas)
X. Applying study skills in specific content areas grades 4-8
A. Learning to listen effectively
B. Note taking; illustrating concepts and processes
C. Outlining (Harvard outline; t-charts; concept maps/webs/arrays)
D. Use of mnemonics; acronyms; analogies/associations
E. Rapid reading (skimming; scanning)
XI. Diverse middle level learners
A. Characteristics and needs of adolescents
B. Differentiated instruction for all students
C. Specific accommodations
1. Special needs designations
2. English Language Learners
3. Students and families from diverse home and community
cultures
VI. Instructional Resources
Alvermann, D. (Ed.) (2002). Adolescents and literacies in a digital world. New York: Peter Lang.
Anders, P., & Bos, C. (1986). Semantic feature analysis: An interactive strategy for vocabulary development and text comprehension. Journal of Reading, 29. [Electronic version].
Atwell, N. (1998). In the middle: New understandings about writing, reading, and learning. 2nd ed. Portsmouth, NH: Boynton/Cook.
Bamford, R., & Kristo, J. (1998). Making facts come alive: Choosing quality nonfiction literature K – 8. Norwood, MA: Christopher Gordon Publishers.
Banks, J. A. (2009). Teaching strategies for ethnic studies. Boston: Pearson Education, Inc.
Bigelow, B. (2008). A people’s history for the classroom. Milwaukee, WI: Rethinking Schools.
Bigelow, B., Peterson, B. (1998). Rethinking Columbus: The next 500 years. Milwaukee, WI: Rethinking Schools.
Copeland, S., & Keefe, E. (2007). Effective literacy instruction for students with moderate or severe disabilities. Maryland: Brookes Publishing Co., Inc.
Drake, F., & Nelson, L. (2005). Engagement in teaching history: Theory and practices for middle and secondary teachers. Pearson/Merrill/Prentice Hall.
Duplass, J. (2008 2nd ed.). Teaching social studies: Strategies, standards, and internet resources. Houghton Mifflin.
Farris, P., Nelson, P., & L’Allier, S. (2007). Using literature circles with English language learners at the middle level. Middle School Journal, 38(4). [Electronic version]
Farstrup, A., & Samuels, S. (Eds.). (2008). What research has to say about vocabulary Instruction. Newark, DE: International Reading Association.
Fennessey, S. (2000). History in the spotlight: Creative drama and theatre practices for the social studies classroom. Heinemann.
Fritzer, P. (2002). Social studies content: For elementary and middle school teachers. Allyn & Bacon.
Fritzer, P. J., & Brewer, E. A. (2010). Social studies content for elementary and middle school teachers. Boston: Allyn & Bacon.
Graves, M., & Liang, L. (2008). Four facets of reading comprehension instruction in the middle grades. Middle School Journal, 39(4).
Harvey, S., & Goudvis, A. (2007). Strategies that work: Teaching comprehension for understanding and engagement. Portland, ME: Stenhouse Publishers.
Herrell, A. L. (2007). Fifty strategies for teaching English language learners. Upper Saddle River, NJ: Merrill.
Hoge, J., Field, S., Foster, S., & Nickell, P. (2004). Real-World investigations for social studies: Inquiries for middle and high school students based on the ten NCSS Standards. Pearson/Merrill/Prentice.
International Reading Association. (2006). Summary of a position statement of the International Reading Association: High-stakes assessment in reading. [Electronic version].
Johnson, A. (2006). Making connections in elementary and middle social studies. Sage.
Manning, M., & Baruth, L. (1992). Multicultural education of children and adolescents. New York: Pearson Education, Inc.
Levstik, L. S., & Barton, K. C. (1997). Doing history: Investigating with children in elementary and middle schools. Mahwah, NJ: Lawrence Erlbaum Associates.
Loewen, J. W. (2007). Lies my teacher told me. New York: Touchstone.
Maxim, G. (2006 8th ed.). Dynamic social studies for constructivist classrooms: Inspiring tomorrow’s social scientists. Pearson/Merrill/Prentice.
McLaughlin, B. (2010). Content area reading, teaching and learning in an age of multiple literacies. USA: Pearson Education, Inc.
Moore, D., Moore, S., Cunningham, P., & Cunningham, J. (2006). Developing readers and writers in the content areas K – 12, fifth edition. Boston, MA: Pearson Allyn Bacon.
National Middle School Association. (2010). This We Believe. United States: NMSA.
Nokes, J. (2008). The observation/inference chart: Improving students’ abilities to make inferences while reading nontraditional texts. Journal of Adolescent & Adult Literacy. 51(7), 538 – 548.
Obenchain, K. M., & Morris, R. V. (2011). 50 social studies strategies for K-8 Classrooms. Boston: Pearson.
Reid, L. (1999). Professional links: Literacy in the middle grades. English Education, 88(5). [Electronic version].
Richardson, J., Morgan, R., & Fleener, C. (2006). Reading to learn in the content areas. Belmont, CA: Thomson Wadsworth.
Stagg-Peterson, S. (2007). Teaching content with the help of writing across the curriculum. Middle School Journal, 39(2). [Electronic version].
Stewart, M. (2003). Building effective practice: Using small discoveries to enhance literacy learning. The Reading Teacher 56(6). [Electronic version].
Sunal, C. & Haas, M. (2008 3rd ed.). Social studies for the elementary and middle grades: A constructivist approach. Pearson/Allyn & Bacon.
Vacca, R., & Vacca, J. (2002). Content area reading: Literacy and learning across the curriculum, 7th ed. Boston: Allyn & Bacon.
Virtue, D. (2007). Seizing teachable moments to develop integrative middle level curriculum. Middle School Journal, 38(4). [Electronic version].
Whelan-Ariza, E. (2006). Not for ESOL teachers: What every classroom teacher needs to know about the linguistically,culturally,and ethnically diverse student. New York: Pearson Education, Inc.