Section 2 Dr. Julie Coiro
Spring 2015 Phone: 874-4872
Tues/Thurs 2:00-3:15 PM Office: Chafee 615
Chafee 219 Email:
Office Hours: Tuesdays 12:30-1:45 or by appointment (please email me)
Prerequisites: EDC 312/512 Psychology of Learning, PSY equivalent or graduate standing; as of Spring, 2014, EDC 448 must be taken concurrently with EDC 322 Clinical Experiences for Secondary Education (unless exception given by instructor for alternative assignment)
Course Description:
This course is designed to help teachers further develop methods for teaching in their content area fields. Topics emphasize the development of specialized vocabulary, textbook reading techniques, and other study skills needed to read math, science, social studies, business, and other content area materials. 3 credits.
Course readings, activities, and requirements are designed to help you gain the knowledge and skills necessary to achieve aspects of each of the Rhode Island Professional Teaching Standards (RIPTS, April 2008). Where applicable, coursework also provides teachers with the skills to demonstrate competence in Standards 1, 2, 3, 4, and 5 of the International Reading Association’s Standards for Reading Professionals (SRP), Standards 1, 2, 4, and 5 from the National Educational Technology Standards (NETS, 2008), Standards 5, 6, and 7 of the Rhode Island Middle School Level Competencies, and Themes 1-6 from the URI Graduate Themes. Please see pages 13 of this syllabus for a description of each of these standards.
I read everything the same way. It doesn’t matter if it is my science book or Sports Illustrated. What’s the point? Reading is reading.
~ Luke, grade 10 (from Tovani, 2000)
A good teacher can influence even the most unpromising of students to the unique strength of his or her own mind.
~ Lewis H. Lapham
Please note: If you have a documented disability that may require individual accommodations, please make an appointment with me prior to the third class meeting. We will discuss how to meet your needs to ensure your full participation and fair assessment procedures. You should also contact Disability Services for Students, Office of Student Life, 330 Memorial Union at 874-2098.
Course Purpose, Standards, and Outcomes:
The issue of adolescent literacy is a topic of great interest in schools today. Teaching our students to read, write, speak, listen, view and think about our content area materials is a critically important and much needed skill for effective teachers of middle and secondary level students. The primary goal of this course is to share research and practitioner-based teaching strategies for improving the literacy skills of all learners in grades 5-12. Practical suggestions will be shared in an interactive workshop and seminar. Model lessons, quality text (print and non-print), assessments, and professional resources will be provided. You will have an opportunity to share ideas with colleagues about when and how specific teaching strategies and instructional methods might work in your own classroom.
EDC 448 Course Goals: At the conclusion of EDC448, teachers or teacher candidates will be able to:
1. Actively and professionally participate in classroom seminars while individually and collaboratively reflecting on your beliefs, development, and learning experiences as readers and disciplinary teachers. (RIPTS 1, 2, 3, 4, 6, 10, 11; IRA 1, 4, 5; GT 1, 2, 6; NETS 1,5).
2. Recognize and apply current research-based principles of content area literacy instruction for diverse middle and secondary school students. (RIPTS 2, 5, 8; IRA 1 and 5; GT 1, 4; NETS 3).
3. Demonstrate an understanding of key literacy processes and their relationship to content area learning and instruction. (RIPTS 2, 3, 5, 8; IRA 1 and 2; GT 1, 6)
4. Demonstrate knowledge of how personal factors (e.g., motivation, engagement, and identity) and social/cultural/linguistic factors influence content area learning and literacy instruction. (RIPTS 2, 3, 4, 6; IRA 2, 3, 4; GT 1, 6).
5. Demonstrate knowledge of current theory and best practice for applying research-based reading comprehension strategies that facilitate higher level thinking, discussion, and writing as part of content area learning. (RIPTS 2, 3, 4; IRA 2, 3, 4; GT 1, 6).
6. Work collaboratively with other teachers in similar and different disciplines to develop appropriate text sets and an instructional strategy bank for supporting content and language development for all learners (including English language learners) in your content area. (RIPTS 2, 3, 4, 7, 10, 11; IRA 2, 3, 4, 5).
7. Plan and implement an integrated, standards-based content area reading lesson plan that addresses unique learning differences among students and how to adapt content area instruction accordingly. (RIPTS 2, 3, 4; IRA 2, 3, 4; GT 2, 5, 6; NETS 3)
8. Engage in a range of literacy activities that use the Internet and other technologies to foster inquiry, engagement, and content area learning among adolescents. (RIPTS 1, 2, 5, 6, 8; IRA 2, 4; GT 1, 5, 6; NETS 1, 2, 3, 4, 5)
9. Demonstrate professionalism and ethical standards in teaching and learning and an awareness of professional resources and organizations that support and inspire content area teachers. (RIPTS 10,11; IRA 5; GT 2, 6; NETS 6)
10. Reflect, synthesize, and make connections to learning across multiple texts and perspectives while switching between the “ three hats” of a student, a content-area teacher, and a reflective practitioner. (RIPTS 2, 10, 5,11; IRA 1, 2, 4, 5; GT 1, 4, 6)
Online Locations for Classwork:
· EDC 448 Classroom Wiki: http://edc448uri.wikispaces.com/
Required Texts and Materials:
BEUHL A: Beuhl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International Reading Association.
BEUHL B: Beuhl, D. (2014). Classroom strategies for interactive learning (4th edition). Newark, DE: International Reading Association.
Seminar Reflection Journal (compiled by you) with pre, during, and post seminar reflections and
annotated supplementary readings from reading list on next page
TaskStream Electronic Portfolio System Account (see details on Page 3)
** Course readings and powerpoint slide shows are available on the wiki – please download and read them – as hard copies will not be provided in class for most readings.
A requirement of this course is an active TaskStream electronic portfolio system account. The School of Education utilizes the electronic portfolio assessment system for all education programs at the University of Rhode Island. TaskStream gives our faculty and students a consistent record of academic performance on critical tasks, which are aligned to state and national teaching standards. Details on how to gain an account follow:
· If you already have an active TaskStream account, please be sure to check your account status at the beginning of the semester by visiting TaskStream.com (https://www.taskstream.com/pub/).
· If you need to purchase a TaskStream license visit Activate Subscription https://www.taskstream.com/pub/Enroll/Default.asp) and fill out the application that covers the duration of your education program. You can also purchase TaskStream subscriptions for various time durations through the URI bookstore.
Required Supplementary Reading List for EDC 448
#1A. Ciardello, V. (2003). “To wander and wonder”: Pathways to literacy and inquiry through question-finding. Journal of Adolescent and Adult Literacy, 47(3), 228-239.
#1B. Tovani, C. (2000). What do you wonder?” In C. Tovani. I read it, but I don’t get it: Comprehension strategies for adolescent readers (pp. 79-96). Portland, ME: Stenhouse Publishers.
#2. Shanahan, T. & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78(1), 40-59.
#3A. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Available http://www.core standards.org/assets/CCSSI_ELA%20 Standards.pdf
#3B. Partnership for Assessment of Readiness for College and Careers (2014). PARCC Task Prototypes and New Sample Items. Available http://www.parcconline.org/samples/item-task-prototypes
#3C. Common Core Reflections and Critiques (To Be Determined)
#4. Reading Research Reports: You will be assigned one of several readings for a Jigsaw Activity - See the class wikispace at http://edc448uri.wikispaces.com/JigsawReports to access these reports.
#5. Alliance for Excellent Education (2007). Urgent but overlooked: The literacy crises among adolescent English language learners. [Issue Brief]. http://edc448uri.wikispaces.com/file/view/ELL%20Brief%202007.pdf/158316763/ELL%20Brief%202007.pdf #6. Collins, A., Seely Brown, J., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. Reprinted from American Educator, 6-46.
#7A. Think-aloud videos:
· Hanify, T. J. (2012). Thinking notes: A strategy to encourage close reading. Teaching Channel Video at https://www.teachingchannel.org/videos/student-annotated-reading-strategy
· Brown, H. (2010). Talking to the text with an interactive whiteboard. YouTube Video at http://www.youtube.com/watch?v=qqTzbZv6Hx8
#8. WestEd. (2005-2013). Reading apprenticeship success stories: Improving academic literacy. http://www.wested.org/cs/ra/print/docs/ra/success.htm
#9. Text Complexity Handout 1: Quantitative and qualitative measures of text complexity (TBD)
#10. Argumentation Handout: Excerpts from Chapter 1 of Hillocks, G. (2011). Teaching argument writing: Grades 6-12. Supporting claims with relevant evidence and clear reasoning. Portsmouth, NH: Heinemann.
#12A. (Picture Book Article Choice)
· Billman, L. (2002). Aren’t these books for little kids? Educational Leadership, 48-51.
· Smyth, T. S. & Waid, B. (2010). Integrating literature in math: A novel idea. Mathematics Teacher. 104(2). 113-119.
· Hibling (2003) A Picture's Worth A Thousand Words: Using Visual Images to Improve Comprehension for Middle School Struggling Readers. Reading Teacher, 56, 8.
· Albright, L. (2002). Bringing Ice Maiden to Life: Engaging Adolescents Through Learning in Picture Read-Alouds in Content Areas. Journal of Adolescent & Adult Literacy, 45(5), 418-428
· Connor, J (2003). "The textbooks never said anything!" Adolescents respond to The Middle Passage/White Ships, Black Cargo. Journal of Adolescent & Adult Literacy, 240-246.
· Dreher, S. (2003). Reading Aloud in A High School English Classroom. The English Journal, 93(1), 50-53
· OR find a more recent article about using picture books in secondary content area instruction.
#12B. Interactive Websites for Frontloading Content and/or Building Prior Knowledge http://edc448uri.wikispaces.com/interactivewebsites
#12C. Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). Extended anticipation guide. Guiding readers through text: Strategy guides for new times. Newark, DE: International Reading Association.
#13A. Lawrence, J. F., White, C., & Snow, C. (2010). The words students need. Educational Leadership, 68(2), 23-26 and #13B. The SERP Word Generation Website: http://wg.serpmedia.org/
#14A. Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students’ vocabulary. The Reading Teacher, 39(2), 198-205.
#14B. Beck, I., McKeown, M. & Kucan, L. (2004). Chapters 2-3: Choosing Words to Teach and Introducing Vocabulary. In Bringing Words to Life: Robust vocabulary instruction. New York, NY: Guilford Press.
#15. Lenski, S. (2008). Teaching from a critical literacy perspective and encouraging social action. In S. Lensky & J. Lewis (Eds.) Reading success for struggling adolescent learners (p. 227-245). New York, NY: Guilford Press.
#16. Guskey, T. R. (2008). The rest of the story. Educational Leadership, 65, 28-35.
#17. Teaching Channel Video Segments with Content Specific Examples of Argumentation and Evidence Based Reasoning
· English: Evidence and Arguments Series: TJ. Hanify https://www.teachingchannel.org/videos/evidence-arguments-lesson-planning
· Science: Using Evidence to Form Theories
https://www.teachingchannel.org/videos/geography-lesson-idea-severe-weather?fd=1
· History: Reading Like A Historian
https://www.teachingchannel.org/videos/increasing-student-collaboration
· MATH: Reasoning and Constructing Arguments https://www.teachingchannel.org/blog/2013/07/12/student-growth-across-grade-levels/
Course Requirements and Grading:
Discussion, lecture, and participation are integral parts of this course. As a result, attendance is vital. You begin with 50 points and keep all of them if you attend class and participate regularly. Points will be deducted for missed classes (10 points), tardiness (5 points), and late assignments (points equivalent to one letter grade per assignment). In order to earn the maximum number of points for each activity listed below, please arrive at all class sessions on time and complete all assignments in a timely manner.
Academic honesty and integrity are expected of all students. Any work that you submit must be your own work. URI’s School of Education has a zero tolerance for plagiarism or cheating of any kind. Any ideas, information, approaches, or formats that you use based on the work of others must be acknowledge by citing the appropriate sources with author, date, and title of publication. If you do not understand what plagiarism is, please ask or contact URI’s Writing Center for more information.
All course assignments (listed below) are designed to help you meet the Rhode Island Professional Teaching Standards, and to help you demonstrate your understanding of content-area literacy instruction as recommended by the International Reading Association (IRA), International Society of Technology in Education (ISTE), and RI Middle Level Competencies. Each assignment is worth a number of points. The points earned for each assignment, divided by the total number of possible points, and multiplied by their weight will yield a percentage. Grades will be assigned to percentages as follows:
93-100% = A 90-92% = A- 87-89% = B+
83-86% = B 80-82% = B- 77-79% = C+
73-78% = C 70-72% = C- 65-69% = D 64 and lower = F
Course evaluation is based on the following:
(A more detailed description of each assignment will be provided separately in class.)
Your Final Grade: Attendance and Participation 15%
Reader Response Seminar Journal 20%
Five Graded Tasks 25%
Text Set Bibliography 15%
Lesson Plan 25%
1. Daily Attendance and Participation (15%**): Your professionalism and dispositions toward learning as demonstrated through your prompt attendance at all class periods, advanced completion of required homework tasks, active participation in all class seminars and activities, applied understanding of course readings and discussions through class assignments, and professional interactions with colleagues and instructors. Part of this grade will include in-class summaries/reflections at the start or end of class – kept in a journal and turned in on a regular basis (RIPTS 1.2, 1.3, 2.2, 2.6, 3.2, 4.1, 5.1, 5.2, 7.1, 10.1, 10.2, 10.3, 10.4, 11.1, 11.4; IRA 5.1, 5.3, 5.4). 50 points attendance and participation (**Please note: Up to 10 points are deducted for each missed class)
2. Reader Reflection & Response Journal (20%): Your ability to keep a thoughtful and organized 3-ring binder notebook with important handouts, annotated notes, and seminar reflections organized by syllabus topic. Your journal will be checked at the beginning of each seminar class. (50 points)
3. Graded Tasks (6) (25%): Your understanding and application of research-based reading and writing processes and instructional practices as evidenced by your ability to: 1) complete a comprehension self-assessment, 2) make a small group presentation about a recent report of adolescent literacy, 3) prepare and demonstrate a think-aloud of how to close read a challenging text in your discipline, and 4) construct a quality argumentative response on the topic of rigor vs. accessibility of content area texts for today’s learners. (RIPTS 1.1, 1.3, 2.1, 2.2, 2.3, 3.1, 4.1, 4.3, 6.2, 6.5, 10.2, 10.3, 10.4; IRA 1.3, 4.1, 5.1, 5.2, 5.3). 63 points (Possible points for each assignment are outlined in point sheet).