Syllabus / EdSe 4214 (2 credits) Teaching Reading Grades 5-12 / Spring Term 2008

Christopher W. Johnson / Engineering 213

Phone: (218) 726-7042

E-mail:

Class Time/Location: 9:00, MWF @Mon. 206; 2:00, MWF in BoH 104

Office Hours

-001 9:00 A.M. - 09:50 A.M. ,M,W,F (01/22/2008 - 05/09/2008) ,MonH121 ,2 credits.
-002 2:00 P.M. - 02:50 P.M. ,M,W,F (01/22/2008 - 05/09/2008) ,BohH104 ,2 credits.

Course Description: An introduction to discourse about literacy. Candidates will become proficient with teaching procedures, objectives, and materials that promote content-area literacy. The course will include an emphasis on teaching reading, writing, speaking, and listening effectively. Course content will proceed according to ‘best practices’ research and theory, with a particular emphasis on strategies for students in grades 5 through 12. Candidates will learn the rudiments of analysis of reading difficulties, and will examine appropriate accommodations for diverse learners.

Course Overview: The purpose of the class is to acquaint candidates with the theories, principles, goals, and methods of integrating the language arts (reading, writing, speaking, and listening) throughout content area curricula, so students will be able to use reading, writing, speaking, and listening to acquire information, create knowledge, express and share ideas, ask questions and raise issues, pursue answers, argue points, come to consensus, and communicate and collaborate with others. This involves language learning and using language to learn. The IRA and NCTE curricular standards serve as a foundation. All of this is in keeping with the Learner Sensitive Model—the components of which include: diversity, collaboration, reflection, empowerment, and technology.

Required Texts/Readings: Beers, Kylene. (2003). When Kids Can't Read: What Teachers Can Do. Portsmouth, NH: Heinemann. Other readings will be made available on reserve.

One trade book to be selected following class discussion.

Course Objectives:

1-Understands the interactive/constructive nature of reading comprehension and how it functions in the literal, inferential, and schema-based levels of understanding.

2-Understands the stages of the reading process so as to model and teach strategies that occur before, during, and after reading.

3-Teaches content area reading strategies to encourage competence and independence for lifelong learning.

4-Teaches students to apply comprehension strategies for a variety of purposes to various materials and tasks, including everyday life situations.

5-Teaches students to seek out and synthesize information from a variety of textual and non-textual sources.

6-Possesses skill in the selection and teaching of technical vocabulary.

7-Models and teaches the use of books and other printed sources for personal growth and lifelong learning.

The content, teaching methods, activities, and requirements for this course are based on the INTASC (Interstate New Teacher Assessment and Support Consortium) and Minnesota Standards of Effective Practice see ( ) and the five themes of the Learner-Sensitive Teacher Model of the Department of Education at UMD as stated below:

Course Requirements and Expectations:

Attendance and participation are essential. I consider attendance in class and participation in class activities to be professional obligations. You are expected to behave professionally in class and while you are working in the schools. The only exceptions are illness, accident, or a death within your family. A physician's note or other evidence of your absence is required. Individuals who are required to attend district or university events that conflict with class time must present evidence of the meeting/event that indicates that the individual is required to attend and the date and specific times required for attendance. If you miss a class for any reason it is your responsibility to find out from a classmate what you missed. Please do not wait until the next class period to pick up any handouts and find out what assignments you will need to complete.

Assignments and Deadlines

There may be changes made to these assignments and deadlines as the instructor works out the best way to schedule the required work.

Please see the Schedule of Assignments on the course website.

List of Websites pertaining to Teaching Reading

American Library Association

International Reading Association

National Council of Teachers of English

Children’s books resource:

For Science teachers:

For Social Studies Teachers

For Math teachers

For Music Teachers

For Art Teachers

Language Teachers' Associations

Database of Award Winning Literature

IMPORTANT: I INVITE ANY OF YOU WHO HAS ANY DISABILITY, EITHER PERMANENT OR TEMPORARY, OR ANY OTHER SPECIAL CIRCUMSTANCES WHICH MIGHT AFFECT YOUR ABILITY TO PERFORM IN THIS CLASS TO INFORM ME SO THAT TOGETHER WE CAN ADAPT METHODS, MATERIALS, OR ASSIGNMENTS AS NEEDED TO PROVIDE EQUITABLE PARTICIPATION.