Syllabus: Content Area Reading and Study Strategies, Southeastern Louisiana University
EDUC 664, 3 credit hours
Instructor: Julie H. Lester, Ph.D.Office: TEC 218
Office Hours: TBA or by appointmentPhone:(985) 549-5271
e-mail:
Course Description
A course designed to develop competencies in teaching strategies for content area subjects. Emphasis will be directed to teaching activities, specialized skills, and study strategies for learning substantive content through the reading of expository discourse and graphic representatives. Cross-cultural reading problems in the content areas and special methods for helping students overcome these problems will be discussed.
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare students for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: standards-based instruction (SBI), knowledge of the learner (KL), best pedagogical practices (PP), an content knowledge (CK).
Prerequisites: Graduate status
Course Goals and Objectives
After completing the course, the student will have the capability to
1. demonstrate the role of the teacher as a facilitator of literacy processes. (KL) (PP)
2. develop content lesson plans to meet the literacy needs of a wide variety of students. (KL) (PP) (CK)
3. assess student reading abilities and needs. (KL)
4. incorporate a variety of literacy and study strategies to increase vocabulary and comprehension of expository text (PP) (CK)
5. explore current literature-based professional practices (PP)
6. apply the Louisiana content standards foundation skills in instructional planning (SBI) (CK)
7. integrate technology that supports content learning and literacy competencies (PP) (CK)
Textbook (Required)
Readence, J. E., Bean, T. W., & Baldwin, R. S. (2001). Content area literacy: An integrated approach (7th ed.). Dubuque, IA: Kendall/Hunt.
** You will also need a textbook for your major or minor area and a trade book (children’s/young adult literature).**
Course Requirements
Class attendance (promptness) and participation. Some assignments will
be completed during class and some in-class activities will be randomly selected by the professor for participation points. Attendance Policy: The university class attendance regulations as stated in the current SLU General Catalog will be followed. Excuses for absences must be submitted, in writing, directly to the instructor by the next class meeting (or before absence, if possible). Students are expected to attend all classes and will find that excessive absences (more than 1 in EDUC 664) may jeopardize the learning experience. In some instances (instructor's discretion), points lost because of absence may be made up with extra readings and/or written assignments. Note**2 tardies=1 absence.
Research/Teaching Project. Review of current educational research in literacy-based instruction.
3. Teaching Presentation using PowerPoint presentation software.
EDUC 664, J. Lester--Page 2
4. Technology Application activities to enhance content teaching. The level of student expertise with instructional technology will guide the pace of these activities.
- Service Learning/Outside Class Project. Class negotiation will determine the structure of this project.
- Mid-term exam – (format TBA).
- Final exam.
If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to self-identify with the Office of Student Life, Room 202, Student Union.
Free discussion, inquiry, and expression are encouraged in this class. Classroom behavior that interferes with either (a) the instructor's ability to conduct the class or (b) the ability of students to benefit from the instruction is not acceptable. Examples may include routinely entering class late or departing early; use of beepers, cellular telephones, or other electronic devices; repeatedly talking in class without being recognized; talking while others are speaking; or arguing in a way that is perceived as "crossing the civility line." In the event of a situation where a student legitimately needs to carry a beeper/cellular telephone to class, prior notice and approval of the instructor is required.
If children require care, then the employee/student is expected to provide that care in an environment other than Southeastern office/classroom space.
Evaluation(Based on quality of work.) 500 pts. poss.
1. Class participation 50 pts.A=93-100 %
2. Research/Teaching project150 pts.B=85-92
3. Teaching presentation (PowerPoint) 50 pts.C=77-84
4. Technology application activities 80 pts.D=69-76
5. Service learning/Outside class project 20 pts.F=68% and below
6. Mid-term100 pts.
7. Final exam 50 pts.
**Any assignments turned in are to be typed in APA style.** Late assignments receive a 20% penalty--assignments will not be received after one week.
* * * * * * * * * * * * * * * * *
EDUC 664, J. Lester--Page 3
Course Topics and Tentative Schedule
Week ofAssignments
Introductions; Are we reading teachers?Chapters 1, 3
Learning with Textbooks
Evaluating Textbooks; Lesson PlanningChapter 4; Textbook
Critical Thinking/Reading
Young Adult Literature; TeachingChapters 6 & 7
Activity Criteria (20 part. pts.);Trade Book
Service Learning/Outside Class Project Criteria
Teaching Activity; VocabularyChapter 8
Vocabulary cont’d; Assessment;Chapter 5
E-mail Assignment Criteria (20 pts)
Give out mid-term exam
Comprehension Strategies;Chapters 9 & 10
Study Strategies; Storytelling;Chapter 12
Teaching Across Content Areas
Writing in the content classroomChapter 11
Are we English teachers?
Mid-term exam due
Return mid-term exams; Research/Teaching Activity Criteria; Literacy
Professionals; Literacy & Learning Series; Learning Styles
Last day to resign from university/withdraw from regular classes
Technology in the classroom; StoryboardsChapter 2
E-mail assignment due; Meet in Computer Lab;
Technology Activities
Power Point Teaching Presentations; Meet in Computer Lab
Information Literacy Model; School-to-Work
Research/Teaching Presentations
Complete Presentations; Service Learning/Outside Class Project due;
Course wrap up
Final Exam Week-EDUC 664 Final Exam, 5 p.m.
EDUC 664 - Content Area Reading and Study Strategies, J. Lester
References
Books
Alvermann, D. E., & Phelps, S. F. (1994). Content reading and literacy:
Succeeding in today's diverse classrooms. Boston: Allyn and Bacon.
Barr, R., Kamil, M. L., Mosenthal, P., & Pearson, P. D. (Eds.). (1991).
Handbook of reading research Volume II. New York: Longman.
Brozo, W. G., & Simpson, M. L. (1999). Readers, teachers, learners: Expanding
literacy across the content areas (3rd ed.). Upper Saddle River, New Jersey: Merrill.
Christ, H. I. (1993). Achieving competence in reading and writing (2nd ed.).
New York: Amsco School Publications, Inc.
Herber, H. L., & Herber, J. N. (1993). Teaching in content areas with
reading, writing, and reasoning. Boston: Allyn and Bacon.
Hoffman, J. V., Schallert, D. L., Fairbanks, C. M., Worthy, J., & Maloch, B.
(Eds.). (2001). Fiftieth yearbook of the National Reading Conference.
Chicago: National Reading Conference.
Richardson, J. S., & Morgan, R. F. (2000). Reading to learn in the content
areas (4th ed.). United States: Wadsworth.
Rubin, D. (1983). Teaching Reading and Study Skills in Content Areas. New
York: Holt, Rinehart and Winston.
Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (1994). Theoretical
models and processes of reading (4th ed.). Newark, DE: International Reading Association.
Secada, Walter G. (Ed.). (2001). Review of research in education 25.
Washington, DC: American Educational Research Association.
Tierney, R. J., Readence, J. E., & Dishner, E. K. (2000). Reading strategies
and practices: A compendium (5th ed.). Boston: Allyn and Bacon.
Vacca, R. T., & Vacca, J. L. (1999). Content area reading (6th ed.).
Glenview, IL: Scott, Foresman and Company.
Journals
American Educational Research Journal
Journal of Adolescent and Adult Literacy
Journal of Reading Behavior
Journal of Teacher Education
Reading Research and Instruction
Reading Research Quarterly
Other Materials
Garrett, S. D., McCallum, S., Yoder, M. E., & Hobbs, R. Mastering the message.
Educational Services, The Advocate. Baton Rouge, LA.
CD from Readence, J. E., Bean, T. W., & Baldwin, R. S. (2001). Content area
literacy: An integrated approach (7th ed.). Dubuque, IA: Kendall/Hunt.