1

Spring 2017

1

KEAN UNIVERSITY

UNION, NEW JERSEY

Language Arts/ Reading in the P-12 Subject Area Teaching

Course Number:EDUC 3401

Semester Hours:Three

Prerequisites:None

Limitations on enrollment: 25

Required:For all undergraduate initial certification students in the P-12 programs

Catalogue Description:

Approaches to teaching language arts/literacy across K-12 content area inclusion and specialized classrooms. Emphasis on using edTPA academic language, ELA standards and content area standards, unit and lesson planning, instructional strategies and assessment and differentiation of instruction.

N.B. In order to insure full class participation, any student with a disabling condition requiring special accommodations (e.g., tape recorders, special adaptive equipment, special note taking or test taking procedures) will be strongly encouraged to contact the professor at the beginning of the course.

1

Kean University

Union, New Jersey

EDUC 3401

Language Arts/ Reading in the P-12 Subject Area Teaching

  1. INTRODUCTION

Conceptual Cornerstones is the name of Kean University’s College of Education’s foundational statement of goals for its preparation of future educators. The statement represents the collaborative syntheses of the thinking of the College’s faculty and was formerly adopted in the Summer of 2014.

The learning by teacher education candidates in the College of Education is based upon a foundation of four philosophical constructs, the Conceptual Cornerstones:

A. 21st Century Skills

B. Equity and Diversity

C. The Whole Learner

D. Global Competencies

Generally, the Conceptual Cornerstones are enacted when candidates demonstrate knowledge, skill and dispositions in the following five domains:

I. Academic Content Knowledge and Planning for Learning

II.Clinical Partnerships and Environments for Learning

III. Instructional Practice for Learning

IV.Professional Development and Values for Learning

V. Networks for Learning

  1. COURSE OBJECTIVES: Specifically, in this course students will:
  1. Enumerate the goals and objectives of language arts/reading in K-12 subject area teaching using edTPA academic languageand explain the rationale for teaching language arts/reading as part of the subject area teaching. (Domain I) (NJPST 5) ) (edTPA planning, instruction, and assessment)
  2. Explain how children and youth acquire language, how language and thinking are related, and how teachers use research evidence on language development in making instructional decisions for diverse learners (Domain I and III) (NJPST 1, 4)) (edTPA planning, instruction, and assessment)
  3. Discuss different kinds of listening and specific strategies for involving students in listening as an integral part of the curriculum. (Domain I & III) (NJPTS 8)(edTPA planning, instruction, and assessment)
  4. Demonstrate ways to involve students in logical and creative use of oral language by building vocabulary through content area studies. (Domain I, III & IV) (NJPTS 5)) (edTPA planning, instruction, and assessment)
  5. Design lessons and units aligned with edTPA requirements that involve students in process writing as part of content area teaching/learning and that involve students in activities that strengthenreading/writing connections. (Domain III) (NJPTS 1)) (edTPA planning, instruction, and assessment)
  6. Create lessons that help students develop writing skills (sentence, paragraph writing, usage, spelling, and handwriting) even as they are using skills in writing. (Domain III) (NJPTS 1, 8)) (edTPA planning, instruction, and assessment)
  7. Discuss what reading is and what factors are important in making meaning in reading. (Domain I) (NJPTS 4)) (edTPA planning, instruction, and assessment)
  8. Apply, and be able to differentiate, the components and sequences of a comprehensive reading program that meets individual needs based on learning, linguistic and cultural differences. (Domain I, III & V) (NJPTS 1)) (edTPA planning, instruction, and assessment)
  9. Evaluate, implement,and assess the various approaches to reading instruction as an integral part of content area teaching. Discuss standardized assessment, criterion referenced assessment, and curriculum based assessment and how these can support content area instruction. (Domain I, II, III, IV & V) (NJPTS 4)) (edTPA planning, instruction, and assessment)
  10. Appraise various types of readingmaterials (literature, expository, poetry) used in content area teaching in terms of text complexity and readability(Domain I) (NJPTS 4)) (edTPA planning, instruction, and assessment)
  11. Use listening, speaking, reading, and writing as ways of instruction in content area studies. (Domain III) (NJPTS 7)) (edTPA planning, instruction, and assessment)
  12. Understand the language arts skills that the PARCC exam tests by reviewing sample questions and link skills tested to content area teaching. . (Domain I, II, III, IV & V) (NJPTS 4)) (edTPA planning, instruction, and assessment)

M. Participate in, design, facilitate, lead, and evaluate effective and differentiated professional learning communities that involve integration of ELA across content area instruction.(Domains I, II, III, IV & V) (NJPTS 5)) (edTPA planning, instruction, and assessment)

III. COURSE CONTENT

  1. Language arts/reading in subject teaching, K-12
  2. Goals and objectives
  3. ELA standards and Content Area Standards
  4. Rationale in support of content area literacy
  5. 12 principles for effective content teaching
  6. Language development of adolescents in content literacy
  7. How adolescents extend language
  8. How language and thinking are interrelated
  9. Use of research on language development in making curriculum and instructional decisions
  10. Listening across the curriculum
  11. Kinds of listening
  12. Strategies for teaching listening as an integral part of content area studies
  13. Logical and creative oral expression as part of subject studies, K-12
  14. Strategies for functional oral expression as part of content area studies.
  15. discussions
  16. small group activity
  17. reporting
  18. Strategies forextending creative oral expression skills
  19. nonverbal expression
  20. spontaneous and formal drama
  21. making connections with art, music, dance and physical activity
  22. Strategies for developing oral language with students of varying needs
  23. gifted and special needs
  24. students with cultural and linguistic differences

E. Process writing

  1. Phases of process writing: rehearsal, drafting, sharing,revision and editing, publishing
  2. Importance of oral language activity as part of writing
  3. Mechanisms for process writing: peer conferences, writing workshops, teacher conferences, author's chair
  4. Teacher-guided group writing and editing
  5. Reading/writing connection
  6. Digital tools for writing
  7. Kinds of writing experiences
  8. writing descriptions and explanations
  9. writing definitions
  10. writing laboratory reports that relate firsthandobservations
  11. writing reports that include introductory sections, headings, conclusions
  12. term papers: approaches to and limitations of
  13. bibliographies

8. Strategies for developing written language with students of varying needs

a. gifted and special needs

b.students with cultural and linguistic differences

F. Writing Skills

  1. Philosophy for teaching writing skills
  2. Important skills and how to teach them
  3. sentence and paragraph design
  4. usage
  5. spelling and handwriting

G. The reading process and factors involved in successful readingof content texts

  1. Learning factors
  2. physical/psychomotor abilities
  3. cognitive/intellectual capabilities
  4. cultural, linguistic, and learning differences
  5. Reading definition based on current research
  6. Schema theory and reading
  7. Comprehension factors
  8. world knowledge or cultural literacy
  9. text structure knowledge
  10. syntactic knowledge
  11. psycho linguistic knowledge

H. The comprehensive reading program in content area instruction

  1. Word recognition skills
  2. Vocabulary
  3. general usage
  4. content specific
  5. Comprehension abilities
  6. organization of comprehension skills
  7. levels of comprehension

(1)literal

(2)inferential

(3)critical

  1. Word attack skills
  2. phonetic approaches
  3. structural analysis
  4. context clues
  5. Study skills
  6. common skills
  7. content specific skills
  8. problem-solving skills
  9. place of predicting
  10. Complexity and Readability of Content Area Texts
  11. Differentiation of Instruction to Support Students with special learning needs or cultural/linguistic differences in Content Area Learning

I. Approaches to the teaching of reading

Types of approaches

  1. language experience
  2. content texts
  3. individualized programs
  4. technological methods
  5. Assessment measures
  1. standardized and criterion-referenced tests
  2. survey and diagnostic devices
  3. group and individual reading tests
  4. authentic assessment measures
  5. literacy portfolios
  6. understanding skills assessed in PARCC Exam
  7. Interpreting PARCC Exam data to design instruction

J. Instructional materials

  1. Appropriateness of materials
  2. for special needs, culturally and linguistically diverse
  3. according to interests of students
  4. suitable readability level
  5. Types of materials
  6. content text series
  7. supplemental materials
  8. graphic organizers
  9. multi-level
  10. programmed
  11. newspapers and periodicals
  12. digital information: simulation programs, search tools
  13. trade books

K. Language arts/reading as instructional strategies in content area studies

  1. Planning lessons in which students learn content through reading and listening utilizing edTPA aligned lesson plans, unit plans, and evaluation/assessment tools
  2. Planning lessons in which students learn content through speaking and writingutilizing edTPA aligned lesson plans, unit plans, and evaluation/assessment tools
  3. Evaluating instructional effectiveness by viewing sample video lessons and critiquing them by using edTPA academic language

L. The PARCC exam

M. Professional learning communities

IV. METHODS OF INSTRUCTION

  1. Lectures accompanied by PowerPoint presentations, video clips, and website exploration
  1. Whole-class discussions
  1. Small-group literature circles and activities
  1. Paired activities
  1. Individualized activities
  1. Methods of instruction to align with edTPA requirements

V. METHODS OF EVALUATION

  1. Written assignments in which lecture topics are applied to real-life settings and reflected upon by students
  1. Written reading response role work for literature circles based on responses to reading assignments
  1. Dialogue journal entries in which students and professor dialogue
  1. Whole-class participation
  1. Small-group participation
  1. edTPA Unit Plan that includes 3 related literacy lessons on a given ELA standard that address different instructional methods, text complexity, differentiation of instruction for students with learning and language differences, and evaluation strategies.

VI. SUGGESTED TEXTS

Vacca, R. T., Vacca, J. L., & Mraz, M. (2016).Content area reading: Literacy and learning across the curriculum, 12th ed. Boston, MA: Pearson.

VII. BIBLIOGRAPHY

  1. Print

Berkeley, S. & Barber, A. T. (2015). Maximizing effectiveness of reading comprehension instruction in diverse classrooms. Baltimore, MD: Paul H. Brooks.

Fresch, M. J. (2016). Strategies for effective balanced literacy. Huntington Beach, CA: Shell Education.

Gambrell, L. & Morrow, L. M. (2015). Best practice in literacy education (5thed.). New York, NY: Guilford Press.

Lapp, D., Moss, B., Grant, M. C., & Johnson, K. (2016). Turning the page on complex texts: Differentiated scaffolds for close reading instruction. Bloomington, IN: Solution Tree Press.

McKenna, M. C. & Dougherty, K. A. (2015). Assessment for reading instruction, (3rded.). New York, NY: Guilford Press.

Reutzel, D. R. & Cooter, R. B. (2015). Strategies for reading assessment and instruction in an era of Common Core Standards: Helping every child succeed. Boston, MA: Pearson.

Serravallo, J. (2015). Reading strategies book: Your everything guide to developing skilled readers. Portsmouth, NH: Heinemann.

Tompkins, G. (2016). Language arts: Patterns of practice, (9thed).

Boston: MA: Pearson.

  1. Seminal

Adams, M. J. (1996). Beginning to read: Thinking and learning about print. Cambridge, MA: M.I.T. Press.

Baker, E. A. (Ed.) (2010). The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford.

Baker, E. A., & Leu, D. J. (2014). The new literacies: Multiple perspectives on research and practice. New York, NY: Guilford Press.

Barr, R., Kamil, M., Mosenthal, P., & Pearson, P. D. (Eds.). (1991). Handbook of reading research: Volume II. White Plains, NY: Longman.

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford.

Brisk, M. E. & Harrington, M. M. (2007). Literacy and bilingualism: A handbook for all teachers. Mahwah, NJ: Lawrence Erlbaum.

Brisk, M. E. (2014). Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms. New York, NY: Routledge.

Caldwell, J. S. (2014). Reading assessment: A primer for teachers in the Common Core era (3rded.). New York, NY: Guilford.

Campo, N. (2008). Literacy centers in photographs: A step-by-step guide in photos that show how to organize literacy centers, establish routines, and manage center-based learning all year long. New York, NY:Scholastic.

Elish-Piper, L., & L’Allier, S. (2014). The Common Core coaching book: Strategies to help teachers address the K-5 ELA Standards. New York, NY: Guilford.

Kamil, M. L., Mosenthal, P. B., Pearson, P. D., & Barr. R. (Eds.). (2000). Handbook of reading research: Volume III. Mahwah, NJ: Lawrence Erlbaum.

McGee, L. M, & Richgels, D. J. (2014). Designing early literacy programs: Differentiated instruction in preschool and kindergarten. New York, NY: Guilford.

Mesmer, H. A., Mesmer, E., & Jones, J. (2014). Reading intervention in the primary grades: A common-sense guide to RTI. New York, NY: Guilford.

Miller, D. (2002). Reading with meaning: Teaching comprehension in the primary grades. Portland, ME: Stenhouse.

Morrow, L. M., Rueda, R., Lapp, D., & Cooper, E. (Eds.) (2010). Handbook of research on literacy and diversity. New York, NY: Guilford.

Pearson, P. D., Barr, R., Kamil, M. L., & Mosenthal, P. (Eds.). (1984). Handbook of reading research. New York, NY: Longman.

Pressley, M. & Allington, R. L. (2014). Reading instruction that works: The case for balanced teaching, (4thed.). New York, NY: Guilford Press.

Ray, K. W. (1999). Wonderous words: Writers and writing in the elementary classroom. Urbana, Ill.: National Council of Teachers of Education.

Ruddell, R. B., Ruddell, M. R., & Singer, H. (Eds.). (2001). Theoretical models and processes of reading (5th ed.). Newark, DE: International Reading Association.

Shaywitz, S. (2004). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. New York, NY: Knopf.

Silverman, R. D., & Meyer, A. G. (2014). Developing vocabulary and oral language in young children. New York, NY: Guilford.

Smith, M. W., & Wilhelm, J. D. (2002). “Reading don’t fix no Chevys”: Literacy in the lives of young men. Portsmouth, NH: Heinemann.

Smith, N. B. (1974). American reading instruction. Newark, DE: International Reading Association.

Snow, C.E., Burns, S., & Griffin, P. (Eds.) (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stanovich, K.E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York, NY: Guilford Press.

Walpole, S. & McKenna, M. (2004). The literacy coaches’ handbook: A guide to research-based practice. New York, NY: Guilford.

  1. Non-Print

1