SYLLABUS
TEACHING READING IN THE MIDDLE/SECONDARY SCHOOL
READING 3360
Chipola College
Instructor: Pat Suggs
e-mail:
COURSE DESCRIPTION
This course is designed to develop middle and secondary teacher candidates’ understanding of literacy teaching and learning. Through the course content and activities teachers will become more effective in their ability to increase student performance in content areas by understanding and utilizing successful teaching research-based strategies and developing student self-learning strategies. Teachers will learn about current methods, theories, materials, and assessments used in content literacy instruction.
By successfully completing this course the teacher will have a greater understanding of the reading process and will be able to apply this knowledge to maximize instructional effectiveness for students from varying backgrounds and diverse cultures.
During the spring semester of the junior year in the program, students will be placed in middle and high schools for fifteen hours field work.
This course is designed to meet the skills and knowledge outlined in Competency 2: Foundations of Research-Based Practices, (Understanding the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery.) of the State of Florida Reading Endorsement.
Expected Course Performance Outcomes/Specific Objectives
Upon completion of this course students will be able to:
- Identify strategies and practice instructional methods of researched-based strategies for teaching word study (phonemic awareness, phonics), fluency, vocabulary, and comprehension. RE 2,A, 2,B, 2,C, 2.D, 2.E; IRA 6.1, 6.2, 6.3.6.4,6.5, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 5.3; AC 8.1, 8.2, 8.3;
- Demonstrate knowledge of strategies for decoding and encoding that are used as part of the reading process. RE 2,A, 2.B; IRA 6.1, 6.2,6.3, 6.4, 6.5, 6.6; AP 8.1, 8.2, 8.3
- Describe and apply the process of reading as interactive involving reader, text, and contextual factors. IRA l.1, 1.5, 1.6, 1.7, 2.5; AC 8.1, 8.2, 8.3; 1.RE 2.E.
- Implement research-based strategies that aid in the effective instruction of reading comprehension and foster student’s metacognitive and critical thinking skills.
RE 2.E; AC 4.2, 4.3, 4.7 4.8; IRA 7.1, 7.2, 7.3, 7.4, 7.5, 7.6, 5.3.
- Identify and use research-based guidelines and selection tools for choosing instructional materials, including literacy software. RE 2.F.4; AC 13.1; IRA 12.4, 5.4; ESOL 15.
- Facilitate students’ comprehension skills by implementing strategies that can be used during the following stages: pre-reading, during reading, and after reading.
RE 2.E; 2F.1, 2.F.2; AC 8.1, 8.2, 8.3; IRA 7.1, 7.2., 7.3, 7.4, 7.5, 7.6, 5.3; ESOL 12.
- Demonstrate a knowledge of the processes of reading, including the skills, concepts, purposes, development, and goals involved. RE 2.A, 2.B, 2.C, 2.D, 2.E; AC 7.1, 7.2, 7.3, 7.4, 7.5, ; IRA 3.1, 16.2; ESOL 11.
- Adapt reading instruction to needs of pupils in a diverse classroom. RE 2.F.1, 2.F.2; ESOL 2, 4; AP 7.5 IRA 1.2, 1.3, 1.4, 2.9, 3.1.
- Teach content reading skillsstudy strategies and writing to learn. RE 2.F2; AC 1.14, 5.6, 9.5 10.5; IRA 8.1, 82, 8.3, 8.4, 8.5, 5.6, 2.8.
- Teach and assess reading in a variety of ways. IRA 6.6, 7.1, 7.2, 7.3, 7.4, 7.5, 7.6,; AP 1.10, 1.l1, 7.3, 7.4
- Students will evaluate content related materials for overall readability, understandability, usability, and interestability. RE 2.F.3, 2.F.4. ; AP 1.7, 1.10, 1.11,
- Demonstrate an understanding of assessment measures available for evaluating literacy achievement at the middle/secondary level. AP 1.10, 1.l1.
- Demonstrate a reflective attitude toward the assessment process and the delivery of instruction. ESOL 2, 5; AC 2.1, 12.3, 12.2; IRA 16.2, 1.7.
OUTLINE OF COURSE CONTENT
- Important Key Factors for Developing Content Literacy, Grades 6-12
1. Identification of active and independent readers/learners
2. Meaning of literacy
3. The reading process
a. cognitive structure and schema theory
b. metacognition
c. reading phases and stages
d. Five components of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension)
4. Writing process
5. Major causes for content reading difficulties
6. Sociocultural influences in learning literacy
7. Role of motivation in literacy learning
8. Importance of classroom environment
- Preparing for Instruction
1. Assessing student learning
a. Being a good observer-kidwatcher
b. Attitude/interest inventories
c. Norm-referenced tests
d. Criterion referenced tests
e. Cloze procedures
f. Used of checklists
g. Portfolio assessment
h. Identifying struggling readers
2. Analyzing content material (textbooks)
a. Use and value of readability formulas
b. Cloze procedures (again!)
c. Readability checklists
d. GLE’s, Standards, and Textbooks
C. Developing Comprehension in Reading Content
1. Vocabulary teaching strategies: identification and meaning
2. Comprehension developing strategies (including before, during and after reading)
3. Independent study strategies
4. Examination of commercial materials to improve teaching
5. Use of literature to support content learning (Genre)
6. Strategies that support struggling learning
7. Developing self-learning strategies (Study skills)
- Using Writing to Increase Content Learning
1. Adapting Process Writing for use in content areas
2. Helping struggling writers in content subjects
3. Writing strategies that support content learning
4. Examination of commercial materials that utilize writing as a study/learning strategy
REQUIRED TEXTS AND SOURCES
Vacca, R.T. & Vacca, J.L. (2005). Content Area Reading: Literacy and Learning Across the Curriculum, Eighth Edition. Boston: Pearson/Allyn Bacon
Report of the National Reading Panel, Teaching Children to Read, National Institute for Literacy,
2000
Put Reading First, The Research Building Blocks for Teaching Children to Read, U.S. Department of Education, 200l.
Reading Next, A Vision for Action and Research in Middle and High School Literacy,Alliance for Excellent Education, 2004, Carnegie Corporation of New York.
Writing Next, Effective Strategies to Improve Writing of Adolescents in Middle and High School,
Alliance for Excellent Education, 2007, Carnegie Corporation of New York.
Grade Level Expectations - Florida Department of Education
Curriculum Frameworks ( Science, Reading and Mathematics) - Florida Department of Education
METHODS OF INSTRUCTION
Methods of instruction may include, but not be limited to: lecture, class discussions and/or interactions; large and small group projects, read and report on professional education and subject matter articles; oral presentations; clinical experiences with reflective papers; videos and discussions; collaborative learning activities; simulated (B-D-A); readability activities and writing workshop.
EXAMPLES OF FIELD EXPERIENCE ACTIVITIES
The specific nature of the field experience varies depending on the subject matter and the characteristics and learning needs of students enrolled in the class. While we want you to be exposed to many aspects of school life, the primary goal of this experience is to provide a substantial amount of time to explore middle and secondary schools and to work directly with students in the school setting and within the appropriate subject areas. The following are typical field experience activities:
Ø Observe in a variety of classes;
Ø Confer with one or more teachers about the nature of the curriculum;
Ø Prepare instructional materials/lesson plans that integrate strategies for teaching literacy skills specific to your content area;
Ø Administer an informal reading inventory, graded word list, and cloze activity to a middle or secondary student;
Ø Plan and conduct tutoring sessions for individual or small group projects or enrichment activities;
Ø Check assignments and follow-up activities.
COURSEREQUIREMENTS
1. Study the required text and other materials as assigned.
2. Participate actively in class discussions related to reading assignments and in small group activities. Your contributions should reflect thoughtful preparation prior to class.
3. Read and prepare a written critique of five journal articles that are specific to reading instruction. One article should focus on issues related to teaching ESOL students. Also, come to class prepared to share the information with the class. A copy of the article must be attached to the critique.
Read each article and then write a l.5 to 2.0 page summary and response. Your paper should follow the APA format and must be Font 12 and double-spaced. You will have at least a one to one and one-half page summary of the information in the article, and then a personal response to the article. Discuss the article in terms of clarity and validity, Ex:
Did the author clearly state his/her purpose and is it clear, and was it adequately supported by the information given. Do you agree or disagree with the author? How will what you learned from reading the article affect your future teaching?
4. Develop lesson plans as specified by the instructor. These lessons will give you practice in selecting and teaching appropriate reading and study strategies within a content area. The lessons will include the following: 1) Word identification strategies (P.A. and Phonics), 2) Vocabulary strategy, 3) Pre-reading strategy, 4) During reading strategy, 5) After reading strategy, 6) writing strategy; 7) Fluency strategy. And 8) Study strategy. You will prepare for a l0 minute presentation to the class. Specific details for this assignment will be given during a class period. You will prepare a hand-out of the strategies that you selected to share with your classmates.
5. Administer an informal reading inventory and graded word list to a middle or high school student who has been identified as a Level 1 or Level 2 student on the FCAT. You will prepare an instructional assessment report for the student. Detailed directions for this activity will be given during a class period.
6. Evaluate a text book or content related materials for overall readability,
usuability, and interestability.
7. Administer an interest inventory to provide information about student’s background and interest for a particular topic or interest and background regarding the topics in a particular grade.
8. Complete Task 8.3.1, Subject Matter Curriculum and Trends – Assessment System
Product/Performance Tasks. The task will be considered “demonstrated” when a
minimum score of 70% is achieved AND the criteria for the individual task is met. The
task/artifact will be considered “ partially demonstrated” or “not demonstrated”
When the score is below 70% OR the criteria established for the individual task is not
met.
Without penalty, a task judged as partially demonstrated or not demonstrated may
be resubmitted. The resubmission must be made within one week and a maximum
of three tasks may be resubmitted.
8. Complete a performance task for using tradebooks in the middle/secondary content area.
See Hands-on activity 1 on page 194 of text.
9. Observe one content area teacher and one intensive reading teacher for a least a class period of fifty minutes and write a report (minimum of two pages)
on how the teacher. incorporated reading strategies in his/her class. An observation guide will be provided for this activity.
10. Develop and administer a CLOZE strategy that can either be used as a teaching
Strategy, assessment of learning, or strategy to assess prior knowledge of a topic.
11. Exams and quizzes. There will be two major tests (mid-semester and final) and
weekly quizzes on the assigned chapters. The average of the quizzes will count as an exam grade.
EXPECTATIONS
Students are expected to be conscientious and take their work seriously. They should have high expectations for themselves and expect others to act accordingly. In order to clarify expectations, the following practices will apply.
v Attendance is mandatory. Attendance is considered an important part of the participation grade.
Attendance and participation points are 100. An absence will be 7 points deducted. Remember this is a night class and it is equivalent to three class periods. If you must be absent, you should inform the instructor prior to class. It is your responsibility as a student to contact a class member or the instructor to learn of class proceedings and assignments required for the next class.
v Tardy: Arriving more than five minutes late or leaving more than five minutes before class is dismissed is considered tardy. Three tardies equal one absence.
v Make-Up: Make up-exams will be given only under extreme circumstances andmust be completed prior to the next class meeting.
v Preparedness: Students are expected to be prepared for class, prepare required assignments in a timely manner. All assignments will be due at the beginning of the class on the due date, unless otherwise directed. Turning in an assignment late will result in a 10 point deduction per class period for each class period the assignment is late.
v Ethics: As members of the Chipola College Secondary Education academic community, students commit themselves to honesty. Honesty in academic work is vital and students should not knowingly act in ways which erode that integrity. Accordingly, action s of or tolerance of cheating, plagiarism, bribery, conspiracy, misrepresentation, or other violations of the Chipola College Student Code of Conduct will result in disciplinary action. Disciplinary action can include: degreeprogram modification, grade reduction, suspension or expulsion.
v Written Work: All written assignments will be judged on accuracy of content; comprehensiveness, typography and design; correct usage and grammar; correct capitalization; spelling and punctuation; clarity of thought; and logical order and sequence. Moreover, students are expected to adhere to specified formats; use various sentence patterns and structure; make use of transitional words and expressions; and maintain appropriate focus.
v Oral Presentation: All oral presentations will be judged on correct pronunciation and enunciation; projection; effective use of gestures; meaningful use of visuals; attention getting procedures; maintenance of audience interest; correct use of language; and degree of presenter enthusiasm and interest in topic.
Course Evaluation Criteria
Class Participation 5%
Article Reviews 10%
Exams/Quizzes 40%
Lesson Plans/ 15%
Observations
Assessments 10%
Completion of Tasks/ 20%
and artifacts
GRADING SCALE
93 -100 A
83-92 B
70-82 C
60-69 D
The instructor retains the right to make adjustments or modifications to this syllabus. Any changes will be communicated to the students.
COURSE CALENDAR FOR READING 3360
Week 1
Review Course Content
Discuss Reading Endorsement Competency 2 – Review Indicators
The Five Components of Reading
Read – Put Reading First –The Research Building Blocks for Teaching Children to Read – K-3
Jig-Saw Activity – 5 Components of Reading