The University of Texas at El Paso

Reading-Study in Content Areas

Course Information

Class hours: Tuesdays, 12:30 PM–3:20 PM

Prefix: RED 3342

Section: 005

CRN: 12819

Room: 308 College of Education

Semester: Fall 2010

Course Instructor

Name: Deborah Reed, Ph.D.

Assistant Professor

Department of Educational Psychology and Special Services

Office: 702 College of Education

Office Phone: 747-8661

Secretary Phone: 747-7637

Office Hours: Mondays 1:30 – 2:30 PM, Tuesdays 10:00-11:00 AM, and by appointment.

Email:

Course Description

Content Literacy (3-0) Methods and materials for developing maturity in reading and study skills, especially in the content areas from K-12. Special emphasis is given to the development of interest, the matching of students to proper materials, and instructional techniques for integrating the teaching of skills with the teaching of content.

Course Objectives

At the completion of this course, you will:

  1. Define content-area literacy in an authentic and culturally-relevant manner.
  2. Recognize and appreciate the value of language and culture in the reading, writing and learning processes; as well as, their connection to content-area disciplines.
  3. Show an understanding about the psychological and developmental literacy features of children and adolescents.
  4. Analyze State of Texas standards and guidelines pertinent to content-area literacy instruction.
  5. Design an original unit of instruction that demonstrates best practices in content-area literacy instruction.
  6. Demonstrate awareness about the technological innovations that provide insight to best practices for content-area literacy instruction.
  7. Recognize how to successfully integrate instructional practices in order to accommodate unique differences among students with regards to age, gender, linguistic diversity and social class.

Student learning outcomes:

Upon completion of this course, students will be able to:

(1)Develop and apply a meaningful understanding of literacy in the content areas through the creation of lesson plans and thematic units (TExES Language Arts and Reading 8-12 Standard I);

(2)Select and use a variety of media and texts, including trade books, textbooks, videos, and other forms of technology, in order to engage students in content area literacy (TExES Language Arts and Reading 8-12 Standard IV);

(3)Evaluate the importance of reading for understanding and apply reading and study strategies for various types of literary and non-literary texts through in-class strategy demonstrations (TExES Language Arts and Reading 4-8 Standard IV; TExES Language Arts and Reading 8-12 Standard II, III);

(4)Understand that writing is a recursive, developmental, integrative, and ongoing process and apply this understanding through engagement in the writing process with course assignments (TExES Language Arts and Reading 4-8 Standard V; TExES Language Arts and Reading 8-12 Standard V, VI);

(5)Demonstrate understanding of the word analysis skills and strategies in order to enhance students’ vocabulary development and conceptual understanding (TExES Language Arts and Reading 4-8 Standard III; TExES Language Arts and Reading 8-12 Standard VII)

(6)Understand inquiry-based approaches to literacy teaching and learning and apply this understanding through the development of lesson plans and thematic units (TExES Language Arts and Reading 4-8 Standard VI);

(7)Interpret, analyze, and produce visual images and messages using multiple forms of media and technology and be able to provide opportunities for students to do the same (TExES Language Arts and Reading 4-8 Standard VII; TExES Language Arts and Reading 8-12 Standard IX);

(8)Understand the importance of oral communication and create ways to foster listening and speaking skills of students through lesson plans, book talks, and thematic units (TExES Language Arts and Reading 4-8 Standard I; TExES Language Arts and Reading 8-12 Standard VIII);

Online Course Information

There will be an online Blackboard website that will be used in conjunction with this course. The address for that site is:

Once you open the website, login with your UTEP username and password. The course blackboard site will be a repository for assignments, handouts, readings and other material essential for the successful completion of the course. Please note that you should be on campus when you first use the website, and that you should also activate a VPN address if you wish to utilize the website from off campus. More information about the course website will be provided during class.

College of Education Vision, Mission & Goals

The long-term vision of the UTEP College of Education is to expand interdisciplinary research to meet the compelling need for research linking teaching and learning to meet the critical challenges of education in the 21st century. This vision includes the strengthening the role of the College of Education in linking the U.S. and Mexico in building collaborative relationships to enhance current educational theory and practice.

The mission of the College of Education is to prepare effective teachers, counselors, diagnosticians, and school administrators, who successfully address the problems of schools and other youth serving agencies, especially in communities with a significant Hispanic population.

Respect for Diversity

It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, disability, age, socio-economic status, ethnicity, race, and culture. Your suggestions are appreciated and important to me. It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a valuable resource, strength, and benefit. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. I would like to hear from anyone who has a disability that may require some modification of seating, testing, or other class requirements so that appropriate arrangements may be made. I have attempted to avoid conflicts with major religious holidays. If I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements.

Disabled Student Statement

In Section 504 of the Vocational Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990, if a student needs an accommodation then the Office of Disabled Student Services located at UTEP need to be contacted. If you have a condition, which may affect your ability to perform successfully in this course, you are encouraged to discuss this in confidence with the instructor and/or the director of the Disabled Student Services. You may call 915.747.5148 for general information about the American with Disabilities Act (ADA) and the rights that you have as a UTEP student with a disability. You also can visit the DSSO website at or the DSSO office in Room 108 East Union Building.

Individuals with disabilities have the right to equal access and opportunity. It is the student's responsibility to contact the instructor and The Disabled Student Services Office at The University of Texas at El Paso.

Required Texts

  1. Bean, T.W., Readence, J.E., and Baldwin, R.S. (2008). Content Area Literacy: An integrated approach(9th edition). Dubuque, IA: Kendall / Hunt Publishing Company.
  1. Kosanovich, M. L., Reed, D. K., & Miller, D. H. (2010). Bringing literacy strategies into content instruction: Professional learning for secondary-level teachers. Portsmouth, NH: RMC Research Corporation, Center on Instruction. (Available for free download at:

You will also need a copy of the English language arts/reading TEKS for your grade and the ELPS. You may download these from Texas Education Agency site. (

Attendance Policy

This course requires your active participation in discussion and cooperative activities. If you have an excessive amount of unexcused or excused absences or tardies, your final grade will reflect your lack of participation. Leaving early from class will count as an absence. Arriving very late to a class will count as an absence. Spending class time doing other activities (including texting, surfing the web, working on other assignments) will count as an absence. Attendance will be taken at each class. More than two absences can be considered excessive. Deduct ten points from your overall grade for each absence beyond the two allotted excused and unexcused absences. Excused absences will need to be documented in writing through a note from your doctor that specifies the exact time and date of your required absence, or a letter from your coach that specifies your participation in a scheduled out-of-town game. A personal phone call, email, or a note from a friend does not constitute an excused absence. I appreciate being informed about any special circumstance that may prevent you from participating in the class. It is always a good idea to let me know about an absence before it occurs.

Classroom Participation

I expect everyone to complete all assigned readings and assignments on time as specified by the syllabus schedule. Any assignments handed in beyond the due date will be marked “late” and reduce the overall point average that determines your grade. Timely completion of all assigned readings and assignments is expected. Due to the amount of dialogue and in-class instruction, active class participation is required. Be prepared to share your work in class. Students who are unwilling to share their work, or who avoid sharing their work by not having it ready, will have points deducted from their overall average.

Professional Behavior

This is a professional development class designed to prepare you for a career in education. I expect each student to participate in the class in a professional manner. Negative behavior will not be tolerated in class. Please do not use cell phones or text messaging during class. If you absolutely must take a call during class, plan to step outside to do so. It is a good idea to let me know ahead of time that you will need to leave the class to take a call.

Course Communication

I normally respond to emails within 48 hours or sooner. Please allow a reasonable amount of time for me to reply to your email. You are also welcome to meet with me in person during normal office hours during the day.

Effective Electronic Communications

It is important to share a word of caution, so we can become wiser about interpersonal distance learning communications. When communicating electronically, many of the feelings or impressions that are transmitted via body language in face-to-face communications are lost. Consequently, interpreting emotions and innuendos is much more difficult. Only what is written, or drawn, carries the message. Often, excitement can be misinterpreted as anger or insult. It is important that we all keep this in mind as we communicate. Words in print may seem harmless, but they could emotionally injure us when working at a distance. Hence, it is vitally important that we are conscious of how we communicate while working at a distance.For example, avoid the use of caps in your electronic messages, as wording in caps comes across as shouting.

The standard practice ("Netiquette") for participation in networked discussion requires that all participation be focused on the topic at hand, not become personalized, and be substantive in nature. (Translation: you may certainly disagree with others, but you must do so respectfully; you may express strong beliefs or emotions, but you may not get so carried away that you lose all perspective on the course itself. More information on Netiquette, the etiquette of Internet communication, can be found at .

Time Management

The rule of thumb for time planning for a course is approximately three (3) hours for every credit hour taken. This is a standard figure recommended across the board by American universities. For a 3 credit course, course you should expect to spend:

3 hours of class time + 9 hours of study and prep time = 12 hours per week.

Computer Requirements

First, let's make sure your computer has the necessary plug-ins you will need to access all the content in this course. Next, please utilize the Blackboard Browser checker and fix any discrepancies. In addition, you will need the following software on your computers to efficiently work in this, or other, online courses. In some cases your computer may already have some of these programs installed.

  • Adobe Acrobat Reader: You can get the program by going to and then clicking on the icon on the center of the screen which says “Get Adobe Reader”. Follow instructions to install the reader.
  • Adobe Flash Player: You can get the player by going to and then clicking on “Get Adobe Flash Player”. Follow instructions to install the player.
  • Microsoft Office: I recommend buying this if you do not have any word processing software or presentation software. As students, you can generally buy this whole package for about $25, far less than the store price of approximately $400.

Assignments and Grading

The instructor reserves the option to change scheduled class topics, assignments, grade percentages, and due dates. Additional quizzes may be given if deemed necessary.

  1. Weekly Assignments (30% of grade)

There will be short quizzes on each reading assignment. Quizzes are on Blackboard in the “Assessments” section. You are able to retake the quizzes up to 4 times, but you must complete the quizzes by the start of class on the day the reading is due.

Other assignments are done in class and may include short written responses. These will be used as the basis for discussion with your classmates.

  1. Unit Plan (25% of grade)

Each student or pair of students will write a sample unit plan that could be used in your anticipated classroom instruction. Lessons within the unit will incorporatedifferent literacy strategies to support the learning of your content. The strategies may be chosen from those included in the assigned readings or other class material. The unit plan must include the following information:

  1. Unit or topic title
  2. Targeted grade level and course/subject
  3. Appropriate TEKS from your content area (include both the exact language from the TEKS as well as a student-friendly re-write that explains in simplified terms what it is you expect students to know and/or be able to do as a result of your lesson)
  4. A text (some form of written material – traditional print or electronic format – students must read as part of the lesson) and any other materials or resources needed (be sure to incorporate technology if it was not used for the text reading)
  5. Key vocabulary words/concepts from the text and supplementary material
  6. Literacy strategy or strategies to be used and why (state the purpose for each strategy)
  7. How you will assess students’ 1) learning of your content and 2) use of the literacy strategy or strategies
  8. Possible extension activities for students who are exceeding your objectives
  9. Possible scaffolds for students who are struggling to meet your objectives
  10. Full bibliographic citations (in APA style) for all sources used
  1. Strategy Demonstration (20% of grade)

Each student will demonstrate a literacy strategy (from the above described unit plan) to the class. If you worked with a partner on your lesson plan, you must each demonstrate a different strategy from a different lesson within the unit. Your demonstration should actively involve the class in some way, as well as reflect your interest in a particular content area. You will demonstrate the strategy in the “I Do” or modeling phase of instruction. In other words, assume that no one is familiar with your strategy and must be taught how and why to use it for the first time. It is strongly recommended that you prepare a handout for your strategy demonstration. The demonstration/modeling should last 15-20 minutes.

  1. Observations (13% of grade)

Each student will observe in, at least, two different classrooms in which instruction in your content area is being provided. At least one classroom will be on a campus deemed to have high implementation of content area literacy strategies. These observations will be purposeful and will adhere to an observation form provided by the instructor. Please note that the observations are intended as learning experiences for pre-service candidates, not as venues for harshly critiquing in-service teachers. Professional behavior expected of candidates includes:

  1. Dressing according to the standards for teachers in that school
  2. Arriving at the school with adequate time to sign-in and find the classroom prior to the start of the observation period
  3. Introducing yourself to the teacher being observed
  4. Completely turning off your cell phone (this means powering down, not simply using the vibrate option)
  5. Maintaining a respectful demeanor while in the classroom (e.g., displaying a pleasant expression, showing interest in the lesson/activity, taking notes in a calm manner)
  6. Staying in the classroom during the entire observation period
  7. Responding or participating if invited/asked by the teacher
  8. Thanking the teacher after the observation period
  1. Classroom Participation (12% of grade)

At the end of the course, you will be assigned a participation grade based on how well you engaged the class in terms of your verbal and non-verbal participation. Positive classroom participation that can result in a higher grade would include sharing informed insights about the readings, displaying collegiality among your peers, working constructively toward a clearer understanding of the topic under discussion. Negative participation, unprofessionalbehavior, and/or late assignments will result in a lower grade.