ST. PETERSBURG COLLEGE
COLLEGE OF EDUCATION
The mission of the Education Community is to prepare future educators
who will promote lifelong learning and empower diverse communities.
COURSE SYLLABUS
RED 4043 READING WITH THE DISCIPLINES 5-12
The syllabus course calendar and other attending documents are subject to change during the semester in the event of extenuating circumstances.
Course Prefix: / RED 4043Section #: / 3944
Credit Hours: / 3
Co-requisites: / None
Pre-requisites: / None
Day, Time and Campus: / Wednesday / 6:00-8:40 p.m., ES 305 / Clearwater
Modality: / Blended
Professor: / Cher N. Gauweiler, Ph.D.
Office Hours: / Listed on this website:
http://web.spcollege.edu/instructors/id/gauweiler.cher / By appt.
Office Location: / Tarpon Springs / BB 106
Office Phone: / (727) 712-5420
Email Address: / or through MyCourses (preferred)
ACADEMIC DEPARTMENT: College of Education
Dean: / Kimberly Hartman, Ph.D.Office Location & Number: / Tarpon Springs / BB 101
Note from Instructor: Welcome to the course! I’m looking forward to working with you this semester. Please read through this information carefully. We will also discuss this information in detail the first class meeting.
I. COURSE DESCRIPTION
Prerequisite: Admission to: EPI-CT, MTSED-BS, MGMED-BS, or MGSED-BS.This course examines the fundamentals of teaching reading including comprehension, fluency, and vocabulary within various disciplines in the secondary grades. The major emphasis of the course is teaching reading as a process to enhance metacognition and support understanding of more complex text, including informational and narrative forms. In addition, a major focus area is using informal and formal reading assessment to guide instruction. This course is blended.
II. MAJOR LEARNING OUTCOMES
1. The student will describe the foundation of reading including decoding and oral language development by:a. defining specific terms related to decoding including phonemes, graphemes, and morphemes.
b. analyzing the connection between students’ decoding ability and reading comprehension.
c. creating opportunities to utilize oral language to engage in authentic conversations with peers.
d. developing higher order questions in order to facilitate students’ deeper reading of texts.
2. The student will examine how to teach reading as a process to facilitate student comprehension, increase metacognition, and develop reading fluency for all students by:
a. applying appropriate reading strategies such as inferring, questioning, summarizing, and visualizing to teach students how to monitor their comprehension.
b. modeling how to interact with text through explicit instruction.
c. explaining the components of reading fluency (ex: rate, prosody, automaticity) and the connection to student comprehension while reading.
d. including modifications and accommodations for lessons to meet the needs of English Language Learners and students with special needs.
3. The student will explore how to teach and assess vocabulary to help students understand complex texts by:
a. applying research based best practices in teaching vocabulary to a specific discipline.
b. comparing different approaches to teaching vocabulary, such as morphemic and contextual analysis.
c. developing methods to assess students’ vocabulary for deeper word knowledge.
4. The student will compare and contrast the use of formal and informal assessment to guide reading instruction by:
a. analyzing student data to determine strengths and weaknesses in reading and to modify instruction based on given information.
b. evaluating different forms of informal assessment and determine the most appropriate methods to use for a given grade level and subject area.
c. administering a basic reading assessment to determine students’ skills in reading.
5. The student will investigate how to utilize appropriate texts, including digital, to increase student interest in reading by:
a. creating an annotated list of resources that would be appropriate for a specific discipline, grade level, and subject area.
b. comparing the advantages and disadvantages between reading online with printed texts.
c. discussing the role of motivation in reading and determining the most appropriate methods to engage students with text.
d. selecting appropriate texts based on quantitative and qualitative readability measures.
III. REQUIRED TEXTBOOK(S), RESOURCES AND MATERIALS
A. Required Textbooks
Textbook(s) / Required: Bean, T., Readence, J., & Baldwin, R. (2013). Content area literacy: An integrated approach, 10th ed. Dubuque, IA: Kendall Hunt Publishing.Recommended: None.
Students using eBooks must have access to the eBooks during class sessions.
B. Supplemental Material
Resources: Various articles and/or chapters related to reading in the content areas available through MyCourses.Library: / http://www.spcollege.edu/libraries/
C. Technology
Technology is an essential tool for receiving and developing instruction. Students are expected to reference MYCOURSES continuously to assure all current content for class has been accessed. Additionally students are expected to be familiar or familiarize themselves with PowerPoint presentation methods.The instructor of this course frequently uses smart boards, ELMOs, Power Point, digital media, and web based resources to disseminate information and engage preservice learners and students.
All work must be submitted in a format compatible with Microsoft Word (e.g.: .doc, .docx, .rtf)
D. Supplies
Discussed in class.IV. COURSE REQUIREMENTS & EXPECTATIONS
A. School Based Hours Course Requirements
This course requires 0 hours of observation/participation in an appropriate classroom setting as approved by the Office of School Partnerships.
B. ALL Course Assignments
ASSIGNMENT TITLE / POINTSQuizzes – Students will take online quizzes based on course readings. Seven quizzes @ 10 pts. each. / 70
Journal Entries - Students will respond to specific prompts based on course topics (Two journal entries @ 25 pts. each). / 50
Reading Assessments with a Student (Grades 5-12)
1. Conduct a reading interview for nonfiction
2. Administer a Content Area Reading Inventory including a quantitative and qualitative fluency analysis
(Two assessments @ 25 pts. each) / 50
Content Area Supplemental Resource File -
Students will collect at least FIVE high-interest articles/texts that could be used within the content area. Each article should come from a different source (ex: newspaper, Internet, magazine, advertisement, etc.). Student should attach a one paragraph summary of the article and a one paragraph explanation of how this text could be used in the content area classroom. / 30
Online Class Participation (OCP) – Students will actively engage in blended sessions through such activities including: posting discussion board entries, uploading activities to dropboxes, and responding to online videos. (Seven sessions @ 25 pts. each). / 175
*Lesson Plan - Write and present a lesson plan within your content area that integrates vocabulary, comprehension, and assessment. / 50
*Case Study Analysis – Using data provided on three students at three different reading levels, a determination will be made on methods and practices that will be used to differentiate instruction in order to ensure and promote success in the content area classroom. / 25
Interdisciplinary Project - Students will be assigned to a group based on their content area. Students will demonstrate how to integrate best practices in secondary literacy through role play (ex: panel discussion, talk show, or seminar). The project will emphasize specific elements of literacy including vocabulary building, enhancing comprehension, and utilizing assessment. / 50
*Final Exam / 100
Total Points / 600
* Assignments labeled with an (*) denote required assignments that must be passed at 75%.
UCC Assignments: Teacher candidates must demonstrate UCC competencies and earn a ‘C or above (at least 75%)’ on all UCC assignments [FEAP, ESOL, FSAC, Reading Competencies (RC), and Additional Element] in order to successfully pass the course.FEAP Assignment Rubrics: In addition to a ‘C or above’, a teacher candidate must also earn a ‘minimum’ score on the line item of the rubric for assignments aligned to FEAP standards.
If the teacher candidate has not successfully demonstrated the UCC competency as stated above, he/she may have an opportunity (within the term) to work with the instructor to improve the understanding of the concept. The assignment must then be corrected and resubmitted, and will not receive a grade higher than a C. In the event of cheating or plagiarizing, see BOT Rule 6Hx23-4.72 for consequences.
Teacher candidates must upload into Chalk & Wire all FEAP, ESOL, and RC assignments (identified as Critical Reading Tasks) as denoted in the Uniform Core Curriculum Assessments table above.
Adapting or modifying a lesson plan from an existing source (i.e., the internet) does not mean “copy and paste.” It means that, if you use someone else’s intellectual property for this purpose, you may read through the given source for ideas, but then rethink and rewrite the idea in your own words with your own modifications to meet the needs of the assignment. Anything adapted or used verbatim must be cited with credit given to the author(s). This includes specific citations on all supplementary materials (i.e., assignment sheets, graphic organizers, checklists) that are not originally your work. This applies to all COE lesson plans unless the instructor directly specifies otherwise.
V. SYLLABUS STATEMENTS COMMON TO ALL COE SYLLABI
A. COE SYLLABUS STATEMENTS
https://docs.google.com/document/d/1VrvFtlW9RPl2YgbSrHdstAkktd-BtneMQuttI5khNzQ/edit?usp=sharing
B. SPC Syllabus Statements
http://www.spcollege.edu/addendum/
Each student must read all topics within this syllabus and the content of the links. If the student needs clarification on any items in the syllabus or linked statements, he/she should contact the course instructor.
If you remain enrolled after the drop date this signifies that you agree to abide fully by the parameters set in this syllabus and any syllabus addendum.
VI. CALENDAR AND TOPICAL OUTLINE (May be modified at the discretion of the professor).
***ALL ASSIGNMENTS FOR ONLINE SESSIONS WILL BE DUE THE FOLLOWING SUNDAY (WITH THE EXCEPTION OF WEEK SEVENTEEN).***
WEEK(S) / TOPICS / DUE / SESSION FORMATONE
AUGUST 16 / Introduction to Content Area Literacy
Metacognition
Motivation / Read Ch. 3, (pp. 47-57 only) AND Ch. 7 (pp. 143-159 only)
Quiz #1 / FACE TO FACE
TWO
AUGUST 23
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / Content Area Literacy Continued… / Read Ch. 1
Quiz #2
OCP #1 / ONLINE
THREE
AUGUST 30
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / The Foundation of Reading / OCP #2
Journal #1 / ONLINE
FOUR
SEPTEMBER 6 / Comprehension / Read Ch. 9
Quiz #3
Reading Assessment with a Student #1 / FACE TO FACE
FIVE
SEPTEMBER 13
/ Comprehension continued / Content Area Supplemental Resource File / FACE TO FACE
SIX
SEPTEMBER 20 / Introduction to Assessment
Text Readability / Read Ch. 10
Quiz #4
Lesson Plan and Presentation / FACE TO FACE
SEVEN
SEPTEMBER 27
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / Assessment continued / Article in MyCourses
OCP #3
Case Study Analysis / ONLINE
EIGHT
OCTOBER 4
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / Assessment continued / OCP #4
Reading Assessment with a Student #2 / ONLINE
NINE
OCTOBER 11 / Vocabulary / Read Ch. 5
Quiz #5 / FACE TO FACE
TEN
OCTOBER 18 / Vocabulary
Discuss Interdisciplinary Projects / Journal #2 / FACE TO FACE
ELEVEN
OCTOBER 25
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / Fluency / Read online article in MyCourses
Quiz #6
OCP #5 / ONLINE
TWELVE
NOVEMBER 1
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / Fluency continued / OCP #6 / ONLINE
THIRTEEN
NOVEMBER 8
(ONLINE WORK DUE SUNDAY, by 11:30 p.m.) / The New Literacies / Read Ch. 2
Quiz #7
OCP #7 / ONLINE
FOURTEEN
NOVEMBER 15 / Interdisciplinary Project Planning Time / FACE TO FACE
FIFTEEN
NOVEMBER 22
NO CLASS: THANKSGIVING HOLIDAY
SIXTEEN
NOVEMBER 29 / Interdisciplinary Projects
Review for Final Exam / Interdisciplinary Project Presentations / FACE TO FACE
SEVENTEEN
DECEMBER 6
FINAL EXAM WEEK
EXAM MUST BE TAKEN BY TUESDAY, 11:30 p.m. / Synthesis / Final Exam / ONLINE
VII. Uniform Core Curriculum Assignments
ASSIGNMENT NAME / UCC / Specific Indicator(s)Reading Quizzes / RC / RC: 1.D.3, 1.E.3, 1.E.4, 1.F.1, 1.F.2, 1.F.3, 1.F.6, 1.G.1, 2.A.1, 2.A.6, 2.A.9, 2.E.1, 2.E.3, 2.F.1, 2.F.4, 2.F.7, 2.G.3, 2.F.5
Journal Entries / RC / RC: 1.B.3, 2.A.2, 2.B.2
Reading Assessments with a Student / RC / RC: 1.A.10, 1.E.5, 1.G.5
Content Area Supplemental Resource File / RC / RC: 1.A.6., 1.G.4
Online Class Participation / RC / RC: 1.A.2, 2.A.4, 2.A.7, 2.B.1, 2.B.3, 2.B.4, 2.B.5, 2.C.1, 2.C.2, 2.C.3, 2.C.4, 2.C.5, 2.D.1, 2.D.2, 2.D.3, 2.D.4, 2.E.2, 2.F.3, 2.F.6, 2.G.5
Lesson Plan / FEAP
RC / FEAP: 1.b, 3.a., 3.b., 3.f
RC: 1.A.5, 1.A.8;
Case Study Analysis / FEAP / FEAP: 5.b, 5.c
RC: 2.A.3, 2.G.6
Interdisciplinary Project / RC / RC: 2.G.1, 2.G.4
Final Exam / FEAP
RC / RC: summative assessment for Competencies 1 and 2
CLASSROOM CONTRACT
To promote the most conducive environment for learning and teaching, I would appreciate your willingness to:
o Arrive to class by the beginning of class time. Three or more tardies (even if you’re only a few minutes late) and/or leaving class early will result in an absence for that class session.
o Notify me through e-mail or phone call if you will miss class so I can document your absence.
o Remain in the room unless we have a break, or I am not directly teaching (you’re engaged in partner, small group activities, etc.)
o Refrain from side conversations because it’s distracting to others.
o Turn off your cell phone during class (unless it’s an emergency; you can also notify me ahead of time if you are expecting an important call and need to take it).
o Refrain from texting.
o Please do not use personal laptops/electronic devices unless we need them for a specific task. Laptops are a great resource, but they should only be used for this course. In the past, students have worked on other assignments, checked e-mail, surfed the ‘Net, updated Facebook, etc. While in class, I need you to “be” here…body and mind.
o Notify me privately if there is a problem. I can’t help you if I don’t know about it.
Thank you for your cooperation. – Dr. G.
In return, please list what you expect from me as an instructor. I will try my best to accommodate your learning needs:
Dr. Cher Gauweiler RED 4043 10 of 10
2017-2018