Content+Area+Reading+-+REA+3315

** Office Hours: 12:00 - 2:00 p.m. and by appointment ** The mission of Arlington Baptist College is to prepare men and women for Christian life and ministries, both lay and professional, through studies in Bible, general education, church vocations, and practical service, integrating faith and learning in a context of a Christian world view. The focus of this course is reading to learn. Students will learn how to maximize critical thinking by incorporating the language arts in content area reading instruction. Particular emphasis is placed upon the application of strategies for text comprehension. The student will also learn methods to evaluate text, match text to reader, and assess comprehension. Special attention is given to developing and refining the skills needed to provide instructional strategies for teaching reading as described in Texas Essential Knowledge and Skills (TEKS). Allan, K. K., & Miller, M. S. (2005) Literacy //Learning in the Content Areas: Strategies for Middle and Secondary School Teachers.// 2nd Ed. Boston: Houghton-Mifflin. ISBN-13:978-0-618-33277-9 As your instructor, I will:
 * CONTENT AREA READING **
 * REA 3315 (3 Credits) **
 * Spring 2010 **
 * TTH 9:30 -10:45 **
 * CE 203 **
 * Alicia Massingill, Professor **
 * MISSION **** STATEMENT **
 * COURSE DESCRIPTION **
 * TEXTBOOK **
 * COURSE GOALS: **

A. Explore the difficulties inherent in content area reading instruction B. Introduce an instructional framework for teaching reading in the content areas C. Explore strategies to increase comprehension in the content areas D. Explore current research in the field of content area reading E. Suggest methods to assess textbooks and evaluate student comprehension F. Introduce current instruments used to assess reading skills As a student of this course, you will:
 * INSTRUCTIONAL GOALS **

A. Differentiate between learning to read and reading to learn B. Appreciate the importance of expository text in education C. Understand the importance of student engagement in order to achieve comprehension D. Become familiar with the BDA instructional framework E. Explore ways to implement BDA in the content areas F. Compare methods of assessing text readability and student Comprehension

As a student of this course, you will:
 * INSTRUCTIONAL OBJECTIVES **

A. List steps in the BDA lesson framework B. Incorporate effective literacy strategies into the content-area curriculum C. Complement content area instruction with multiple resources Including literature and technology D. Identify activities that can support the match between reader and text E. Adapt text for special-needs students F. Research a variety of types of texts that secondary student could read in their content areas and evaluate the texts G. Identify text features and structures that facilitate comprehension H. Identify strategies and activities for teaching vocabulary I. Discuss the connection between reading and writing J. Guide the reader’s ability to use study skills and cooperative study techniques K. Select teaching/assessing tools that support students’ learning before reading, during reading, and after reading L. Incorporate writing teaching tools that support content learning M. Describe the three types of curriculum models for content area-- single discipline, coordinated, and integrated N. Choose one curriculum model and outline a content area unit that incorporates literacy strategies and teaching tools O. Inquire into your own literacy strategies and student’s literacy Strategies 1. Lesson Quizzes 8@ 25 points each 200 points
 * EVALUATION CRITERIA **

2. Class attendance, participation 100 points

3. Content Area Teacher Interview 25 points

4. Content Area Reading Student Interview 25 points

5. Literacy Teaching Tools and Content Area Text Assignments: a. Annotated Bibliography of a variety of texts on a content area topic  25 Points b. Vocabulary Graphic Organizer for one text 25 Points c. Fry Readability Formula Exercise 25 Points d. Questioning Activity  25 Points e. Anticipation Guide  25 Points

f. Directed Reading  25 Points

g. Vocabulary List  25 Points

h. Text Pattern Guide 25 Points

6. Modeling and Explaining Script for a content area text 50 Points

7. Outline of a Content Area Unit 200 Points

8. FINAL EXAM __200 Points__ TOTAL 1000 Points

930-1000 points: A 850 - 920 points: B 760 - 840 points: C 700 - 750 points: D Below 700 points: F 1. Interview an experienced teacher in your content area. How does the teacher want his or her students to view the content area? What are his or her major goals for the students that underlie his or her teaching? What does the teacher consider the major themes or ideas in the content area? How do those major ideas relate to one another and to the everyday world? Can the teacher sketch a diagram or model of the essence of the content area, the relationships among the major ideas, or what it means to “do” the content area? You may use a question/answer format for your results, or you may summarize your results in paragraph form. 2. Interview a student about his or her literacy activities in and out of school. What does the student read and write in school? What speaking and listening activities does the student engage in during school? Outside school, what reading and writing, speaking and listening does the student engage in? Does the student use literacy to accomplish everyday activities, like ordering a hamburger or using a computer program? Does the student use literacy as a hobby, such as reading a book for pleasure or keeping a diary? How would the student assess the importance of literacy in his or her everyday life and to his or her learning in school? Summarize your results in paragraph form. Prepare a cover sheet for your assignment. 3. GRAPHIC ORGANIZER: Using an available textbook in your discipline (Language Arts, History, etc.), select a chapter and prepare a Vocabulary Graphic Organizer for the textbook chapter that you choose. Information about this activity is in several places in your text for this course: pp. 89-92, 113-116, 132, 169-171, 172-176, 181-182, 193-194, 200-203, 207-208, 289-291, 300, 343. Create a cover page with your name, the course name and number, the title of the book you have chosen, and the subject area of the text. Attach the cover sheet to your graphic organizer.
 * Attendance and participation: You are expected to attend and participate in class activities and discussion. Because each class is important, you are only allowed to miss two (2) class sessions before a point deduction occurs. For every absence beyond two (2), there will be a point deduction of three (3) points per absence from your final grade. **
 * Assignments: **

4.Fry Readability Formula Exercise: Select a text in your content area. Determine its readability using the Fry Readability Formula. Information on this topic is available online on several sites and in the textbook, pp. 57-59. Create a cover page with your name, the course name and number, the title of the book you have chosen, and the subject area of the text.

5. Questioning Activity: In your content area, develop a discussion activity that is teacher-led and a discussion activity that is peer-led. Use the material in the textbook on pages: 64-65. 68, 139-143,152-155, 210, 285, 300, 301, 324. Create a cover page with your name, the course name and number, the title of the text you have chosen, and the subject area of the text.

6. Anticipation Guide: Construct an anticipation guide. Find an informational book, a magazine, an article, or a newspaper article about a topic, issue, or problem related to your content area. Think about what prior knowledge, opinions, beliefs, and misconceptions student might have. Using your best estimate of their prior knowledge and opinions, write five to eight statements that invite students to think students to think a bout the topic and even to take a position. Add “Before” and “After” columns for students to check. Refer to the text, pp. 97-99, 300. Create a cover page with your name, the course name and number, the title of the text you have chosen, and the subject area of the text.

7. Directed Reading Activity (DRA): Plan a Directed Reading Activity that includes a content objective, one or two connection or higher level questions, and supporting questions would help secondary student answer the connections. Refer to pages 68, 139, 140-141, 152. Create a cover page with name, the course name and number, and the subject area of your activity.

8. Vocabulary List: Examine a teacher’s manual for a textbook or anthology in your content area. List the new vocabulary that the manual lists for you to teach before the students read. Read the chapter or story and think about the important concepts. Do you agree with the selection of vocabulary listed in the manual? What words would YOU list? Create a cover page with your name, the course name and number, the title of the teacher’s manual you have chosen, and the subject area of the text.

9. Text Pattern Guide: Create a text pattern guide for a text in your content area. Refer to pages 169-173 in the textbook. You could choose a textbook, but I recommend choosing a magazine or newspaper article, a chapter from an informational book, or even a web site. If you choose a fiction book, you may decide to make a guide for the whole book, several chapters, or one chapter. Decide on your content objective. Create a graphic organizer that depicts how the text is organized. Create a cover page with your name, the course name and number, the title and type of the material you have chosen, and the subject area of the material. (material: is it a book, magazine, website, etc.)

10. Using information in Chapter 4, model and explain script for a content area. This activity will be an oral presentation. You may provide your classmates with any written materials that you choose.

11. UNIT PLAN: Referring to the sample lesson plan and its component parts in Chapter 3, develop a unit in your discipline with necessary lesson plans. Remember to include with your unit and lesson plan: goals and objectives materials teaching procedures assessment and evaluation.

The unit may encompass anywhere from 10 lessons to 15 lessons.

Prepare a notebook for your Unit Plan and insert the Multiple Choice questions in the front pocket.

** CLASS CALENDAR ** JAN 12 Overview of Syllabus ** Assignment: Read Ch 1** Becoming a Content-Area Teacher JAN 14 Becoming a Content-Area Teacher Learning and Literacy in Content Areas **Assignment: Inquiry into** Literacy and Learning In and Out of School **Your Learning, p.21** QUIZ Ch 1** Inquiry into Your Students’** JAN 19 Who are the Students in the Classrooms? **Assignment: read Ch 2** JAN 21 Teaching Diverse Students QUIZ Ch 2
 * CLASS ACTIVITIES and TOPICS HOMEWORK **
 * Learning, p. 22 **

JAN 26 Choices and Decisions About Materials **Assignment: read Ch 3 &** JAN 28 Share: **Inquiry into Your Learning** **DUE: Inquiry into Your** Choices and Decisions About Pedagogy **Learning, p. 21** The Role and Format of Lesson Plans **Assignment: Annotated** QUIZ** Bibliography of a variety of**
 * READ one chapter in a **
 * textbook or one short **
 * story in an anthology & **
 * bring book with you Jan 28 **
 * Texts on a content-area topic**

FEB 2 Purpose Setting **Assignment: read Ch 4**  Activating Prior Knowledge Previewing and Predicting Focus on Writing: Journals for Brainstorming

FEB 4 Monitoring Progress **DUE**: **Annotated** QUIZ** Bibliography** FEB 9 Vocabulary in the Content Areas **Assignment: read Ch 5;** Focus on Writing: Using new Vocabulary **bring in textbook chapter** **chapter or short story** _ FEB 11 Monitoring Purpose and Progress **DUE: Inquiry into Your** Share: **Inquiry into Your Students’ Learning, p. 22** QUIZ _ FEB 16 Finding and Interpreting Information **Assignment: read Ch 6 pp. ** Strategies and Tools: Text-Based **Assignment: Comprehensive**
 * or short story; prepare a **
 * Vocabulary Graphic Organizer for the textbook **
 * Students’ Learning, p. 22 **
 * 123-147 read a non-fiction text and bring to class **

FEB 18 Strategies and Tools: Text-Based ** DUE: Vocabulary Graphic** Connections  **Organizer** FEB 23 Strategies and Tools: Schema-Based **Assignment: read Ch 6 pp**. Connections **147-162 read fiction or** **poetry text and bring to class** FEB 25 Strategies and Tools: Schema-Based **Assignment: Discussion and** Connections **Journal Prompts for a  fiction or poetry text** MAR 2 Monitoring Purpose and Process During **DUE: Comprehension Guide** Reading QUIZ MAR 4 Catch up Day _ _ M AR 9 & 11 SPRING BREAK

MAR 16 Capitalizing on Text Organization **Assignment: read Ch 7 ** Making Notes or Drawings **Bring to class either fiction** **or non-fiction text** Defining Vocabulary in Context **Assignment**: **Text Pattern**
 * Guide for either fiction or **
 * non-fiction text **

MAR 23 A Lesson on Strategies **Assignment: read Ch 8;** MAR 25 Focus on Writing: Revising Drafts **DUE: Text Pattern Guide** QUIZ _ MAR 30 Literary strategies for Conducting **Assignment: read Ch 9,** Research **Modeling & Explaining** ** Script ** APR 1 Research Methods QUIZ **DUE: Retelling**
 * Retelling **

APR 8 Models for Curriculum Development **DUE: Modeling &  **QUIZ**   Explaining Script** _ APR 13- 15 Enhancing Literary and Learning in **Assignment: read Ch 11** APR 20-22 Integrated Curriculum **Assignment: read Ch 12** _ APR 27-29 Content Area Unit Information regarding FINAL EXAM ___ MAY 3-7 Final Exam week

** CONTENT AREA READING ** ** BIBLIOGRAPHY **

Adams, M.J. (1990). Beginning to read: **Thinking and learning about print**. Cambridge, MA: The MIT Press. Anderson, R., Hiebert, E.H., Scott, J.A., & Wilkinson, l.A.G. (1985**). Becoming a nation of readers: The report of the commission on reading**. Newark, DE: International Reading Association. Atwell, Nancie. **In the Middle: Writing, Reading and Learning with Adolescents**, Portsmouth, N.H.: 1987. Barron, R.F., & Earle, R.A. (1973). An approach for vocabulary instruction. In H.L. Herber and R.F. Barron (Eds.), **Research in reading in the content areas: Second year report**. Syracuse, NY: Syracuse University Reading and Language Arts Center, 84-100. Carr, E., & Ogle, D. (1987). **K-W-L Plus: A strategy for comprehension and summarization**. Journal of Reading, 30, 626-631. Collins, A., & Smith, E.E. (1980). **Teaching the process of reading comprehension**. (Technical Report No. 182). Urbana, IL: Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 193 616). Cooper, J. David**. Literacy: Helping Children Construct Meaning**, Second Edition. Boston: Houghton Mifflin,1993. , B., & Porter, S.M. (1982). **Comprehension-rating: A procedure to assist poor comprehenders**. Journal of Reading, 26,197-202. Dole, J.A., & Smith, E.L. (1987). **When prior knowledge is wrong: Reading and learning from science text**. Paper presented at the annual meeting of the National Reading Conference, St. Petersburg, FL. Dowhower, S.L. (1989). **Repeated reading: Research into practice**. The Reading Teacher, 42, 502-507. Eanet, M.G., & Manzo, A.V. (1976). **REAP: A strategy for improving reading/writing/study skills**. Journal of Reading,19, 647-652. Fletcher, Ralph. **What A Writer Needs**. Portsmouth, N.H.: Heinemann,1994.