PIEDMONT COLLEGE
SCHOOL OF EDUCATION
08/06
Mastering the art of teaching: Preparing
proactive educators to improve the lives of all children
I. COURSE
INFORMATION:
EDMG 337: Teaching Reading and Writing in the Content
Areas
Prerequisites: EDEC 331
Credit: 03
Period: 17
II. INSTRUCTOR
INFORMATION:
Name: Dr.
Patricia McCollum
Office Location: Arrendale
Library L-140
Phone Numbers: (706)
778-8500, ext. 1341; home (706) 282-0390
E-mail: pmccollum@piedmont.edu
Fax Number: (706) 776-0135
Office Hours: Monday: 2:00-5:00 p.m.
Tuesday: by
appointment (first session); 2:00-4:00
(second session)
Wednesday: by
appointment
Thursday:
3:00-5:00 p.m. (first session); by appointment (second session)
III. TIME
AND PLACE
CAMPUS: Demorest SEMESTER: Fall, 2006
Time: 5:50-10:10 p.m.
Place: S-129
IV. TEXT
AND SUPPLEMENTARY READINGS:
Required:
Moore,
D.W., Moore, S.A., Cunningham, P.M., and Cunningham, J.W. (2003). Developing readers and writers in the
content areas K-12, 4th ed. Boston: Allyn & Bacon
Robb
,L. (2003). Teaching reading in social
studies, science and math. New
York, NY: Scholastic Press
American
Psychological Association. (2001). Publication
manual of the American Psychological
Association
(5th ed.). Washington, D. C.: Author.
Supplemental readings will be required
as needed throughout the course. These readings will include research, professional
documents, and personal reading. Also,
copying some materials to share with the class may be required.
V. PIEDMONT
MISSION:
Piedmont
College Mission:
Inspired by the liberal arts tradition and a historical association with the Congregational Christian Churches, Piedmont College cultivates a diverse, challenging and caring intellectual environment to encourage academic success and spiritual development.
To
accomplish this mission, the college offers a number of major fields of study
that are informed by the liberal arts, including specialized professional
programs and selected graduate programs.
Instructional opportunities are also provided at distant locations to
meet student needs.
School of
Education Mission:
The theme of the School of Education is “Mastering the art of teaching: Preparing proactive educators to improve the lives of children.” The School of Education strives to prepare reflective, scholarly, proactive educators in a caring environment with challenging and meaningful learning experiences. These practitioners effectively educate their own students to become knowledgeable, inquisitive, and collaborative learners in diverse, democratic learning communities.
Specific ideals under-gird our conceptual
framework. We advocate the democratic
ideals of: equal rights and opportunities; individual freedom and
responsibility; responsibility for the greater good; respect for diversity;
openness to possibilities; and open, informed discourse.
We endorse the following processes as a means of
striving for our democratic ideals: engaging in participatory decision-making;
collaborating in teaching and learning; collecting information from all
constituencies; examining options and projecting
consequences; nurturing open discourse; providing for field experiences;
assessing processes as well as products; modeling democratic ideals in the
classroom; forming communities of learners; and constantly revising the curriculum to reflect new insights and
understandings. Further, we endorse the
development of a sense of personal integrity and of strong habits of mind
(e.g., reflectiveness, persistence,
clarity, accuracy, and responsiveness to feedback).
IV.
COURSE DESCRIPTION AND PURPOSE:
This
course is designed to prepare middle grades content area teachers to utilize
reading and writing strategies as tools for learning in the content areas. Teacher candidates will be able to employ a
three-part learning framework and strategies for implementing the framework
within their content fields. During the
course, candidates will utilize varied types of print and non-print content
material in developing skills for training students in content literacy
skills. Individual needs of learners
will be addressed in determining the appropriateness of varied grouping
strategies and comprehension activities for each learner.
VII. SCHOOL
OF EDUCATION OUTCOMES
Core
Candidate Learning Outcomes :
The following outcomes, adapted from the 1994 INTASC standards (Interstate New Teacher Assessment and Support Consortium) and updated Fall 2003, are addressed in this course.
1) Learning Environment: The proactive
teacher uses an understanding of individual and group motivation to create a
caring, democratic learning environment that encourages positive social
interaction, active engagement in learning, self regulation, and collaboration. The proactive teacher fosters the ideals of a democratic classroom by treating
students fairly and justly, providing intellectual challenge, and supporting
students as they pursue knowledge and understanding. CO: 2,5,6
2) Subject Matter: The scholarly teacher
understands and can model the central concepts, tools of inquiry, national
standards, and structures of the discipline(s) he or she teaches and can create
learning experiences that make these aspects of subject matter meaningful for
students. CO: 1,2,4,5,6,7,
3) Student Learning: The reflective teacher understands how students
develop and learn and provides well-managed learning opportunities that support
students’ intellectual, social, and personal growth. The teacher documents
student achievements and contributes to systems of accountability designed to
improve schooling. CO: 1,2,4,5,6,7,9
4) Diversity:
By understanding that all learners are products of their innate abilities,
preferred learning styles, and cultural experiences, the democratic teacher
modifies instruction and assessments to meet diverse needs of all students.
CO: 2,3,4,5,6,7
5) Instructional Strategies: The proactive teacher understands and
uses a variety of instructional strategies to encourage the development of all
students’ creative talents, critical thinking, problem solving, and performance
skills. CO: 1,2,5,6,7
6) Assessment Strategies: The scholarly, reflective, proactive teacher
designs a variety of assessments including alternative assessment strategies,
which (a) assess the acquisition of knowledge, skills, and dispositions
expected in the subject, (b) offset the negative effects of high-stakes
testing, and (c) encourage the continual intellectual, social, and personal
growth of all students to become knowledgeable, inquisitive learners.
CO: 1,3,5,7
7) Communication and Technology: The proactive teacher uses knowledge of
effective verbal, non-verbal, and media communication techniques and technologies
to foster active inquiry, collaboration,
and supportive interaction in the classroom. CO: 3,6,8
8) Planning Instruction: The scholarly, reflective, proactive teacher
plans and manages instruction based upon knowledge of content, pedagogy,
students, the community, and curriculum goals. CO: 1,3,4,5,6,8,9
9) Reflection and Professional Development: The scholarly teacher is a reflective
practitioner who continually evaluates the effects of her/his choices and
actions upon others, institutes research aimed at improving instruction,
attends to the development of policies affecting education at the state and
national levels, proactively seeks opportunities for the continual development
of a personal pedagogy. CO: 3
10) Collaboration and Relationships: The scholarly, reflective, proactive teacher
communicates and collaborates with other educators, parents/families,
agencies and the community through democratic processes to support
student learning and well being. CO: 5,6,8,9
Dispositions for All Candidates:
In addition to the common core learning outcomes, all
candidates are expected to be familiar with the dispositions expected of
professionals. Their work with
students, families, and communities reflects the following dispositions as
defined by the School of Education faculty:
Scholarly: Inquiring; creative; seeks solutions; thinks
critically about theory and method; keeps current in discipline (conferences,
journals, classes); pursues lifelong learning.
Reflective: Bases daily decisions on in depth
reflection, done frequently and honestly; considers many possibilities for
problem solutions; stays open to constructive criticism.
Proactive: Anticipates problems in management;
anticipates problems and difficulties in instruction; addresses pertinent issues
of school and community to support student learning; encourages students’
critical thinking, problem solving, and creativity; plans for important student
learning; fosters visionary thinking and action; promotes mindful leadership to
improve schools.
Democratic: Facilitator; views others as capable to deal
with problems and able to make decisions; promotes equitable treatment for all
students; has high expectations for all students; seeks best interest of
students they serve; open-minded; able to view other perspectives; accommodates
individual differences; culturally sensitive in areas of communications,
learning, assessment, and cultural norms; collaborates well with others; works
for the good of the community.
Responsible: Patience, professional temperament; aims to
be the best he/she can be; good work ethic; punctual; recognizes when their own
dispositions may need to be adjusted and are able to develop plans to do
so.
VIII.
COURSE OUTCOMES (CO):
The
main purpose of this course is to introduce you to reading and writing
strategies that will enhance learning in middle grades content area classrooms.
Upon successful completion of this course, the candidate will be able to:
· Connect thinking processes to strategies underlying reading, writing, and learning activities in content area teaching.
· Provide explicit instruction for middle grades students in reading and writing strategies that will enhance their learning in content fields.
· Plan, introduce, guide and culminate units of instruction that will meaningfully engage students with reading and writing activities to enhance understanding.
· Provide diverse print and non-print materials for content-area reading.
· Employ comprehension support in pre-reading, actual reading and post-reading content activities.
· Provide experiences to enhance vocabulary development in content fields.
· Utilize formal and informal writing to encourage middle grades students to connect, organize, share and apply content knowledge.
· Train students in the selection of appropriate study techniques for specific content fields of study.
· Engage middle grades students with a range of materials and methods for learning about the world and organizing content-area and interdisciplinary inquiry.
IX. COURSE
POLICIES & PROCEDURES:
1.
Class Attendance/Participation:
Attendance, timeliness, and
participation are required and part of your grade. The School of Education policy states that more than the allotted
number of excused absences for any reason will result in failure of the
course. The allotted number of excused
absences for this course is one.
Additionally, tardiness or leaving class early will be considered a
partial absence reflected in your grade.
Work missed due to an excused absence may be made up. It is your responsibility to inform me in
writing how you make up the work. Your
writing should include a statement about why you were absent and a detailed
quality description of the process you undertook to make up the work as well as
a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up, the highest grade a
candidate can receive for the course is a B.
Any candidate who misses more than one class will be asked to drop the
course or will receive an F at the end of the semester. However, if makeup work is approved by the
professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmate’s
notes cannot easily duplicate many of the experiences of the course.
INCOMPLETES – A candidate may receive an incomplete (I) for
reasons such as illness or other extenuating circumstances upon approval of
the course instructor and the dean.
An incomplete is not granted just to extend time to complete work that
should have been done in a timely manner.
(See the Piedmont College catalog for additional information regarding
an incomplete).
If
the candidate’s illness is extended, causing more than two class absences, the
candidate may need to request in writing a medical withdrawal. If the Registrar approves the request, a
candidate may receive a “W” for the course.
INCLEMENT
WEATHER – In general, classes are
dismissed or cancelled (day and/or night classes) when conditions in and around
Demorest become such that the main streets and college parking lots become too
dangerous on which to drive. Candidates
who live outside the Demorest area for which road conditions are too difficult
to proceed should stay at home.
Candidates who miss class should consult their instructors for
assignments and make-up work. Dismissed
or cancelled classes must be made up during semester breaks, the first
available Saturday, or an agreed upon make-up by class members and the
professor. When classes are dismissed,
the following radio/TV stations will be informed of the action taken: Station
WCON (99.3 FM) – Cornelia; WMJE (102.9 FM) – Clarkesville/Gainesville; WNEG
(6.30 AM) – Toccoa; WAGA TV – Fox 5, Atlanta; WNEG TV Ch. 32; and WXIA TV – 11
Alive.
PARTICIPATION - Active participation means:
Ø
prepare for classes by
reading the text and/or other assigned readings;
Ø
attend all classes for
duration of allotted class time;
Ø
take active part and
contribute significantly during class discussions and activities;
Ø
be attentive and
respectful of peers and the professor during the discussions, dialogue, and
presentations;
Ø
submit all assignments
on time.
2.
Written Work:
Use
APA style (5th ed.). All
papers for the course are to be typed using size 12 print and one of the
following fonts: Bookman, Times New Roman, Geneva, or similar font. Papers should be double-spaced, error-free,
and grammatically correct (including punctuation, spelling, capitalization,
etc.). Make good use of writing references
such as dictionaries, writing handbooks, and computer spelling and grammar
checks. Each paper should have a cover sheet with your name, course number
and name, assignment, and date clearly
typed on the front.
Quality is important! Work
submitted should reflect your professionalism.
Your writings and reflections will be assessed according to the depth,
breadth, clarity, and accuracy they convey.
Be sure to keep a duplicate copy of all submitted work for your
own records.
3.
Academic Integrity:
By
accepting admission to Piedmont College, each candidate makes a commitment to
understand, support, and abide by the "Academic Integrity Policy"
without compromise or exception. (See
the Piedmont College Catalog and the Student Handbook for details of the
policy), This class will be conducted in strict observance of the policy. The College imposes strict penalties for
academic dishonesty (cheating, fabrication, facilitating academic dishonesty,
and plagiarism) as defined in the Catalog and Handbook.
Some
suggestions for helping you abide by the policy include:
·
All work submitted most
be your original work created in and for this course.
·
Cite and reference work
properly using the current APA guidelines.
o
Cite all quotes or
paraphrased material. It is better
to over cite than not give credit to the author of a work or source that you
are using in your paper or project.
§
Any time you use the
exact words of researcher, author, or source, you must place the words in
quotation marks when your quote is less than 40 words. If more than 40 words, place the quote in an
indented block omitting quotation marks.
(See the APA Manual for specific guidelines.)
§
You must also give
credit to an author or source when you paraphrase.
§
When referring to
information from your course text, be sure you cite and reference the
source and/or authors.
§
Follow the protocol in
the current APA Manual for citing and referencing all electronic sources.
Double
dipping is not permitted. For example:
§
You may not use an
assignment created in one course to meet the requirements in another.
§
Visiting a classroom for
one field experience may not be used to meet a field experience requirement for
another course.
4. Special
Considerations: Piedmont College makes every
effort to provide reasonable and appropriate accommodations to students with
disabilities. Accommodations must be
coordinated through the Office of Academic Support by contacting the director
at 1-800-277-7020, ext. 1359 or by email – dtaylor@piedmont.edu. Students are responsible for providing
accurate and current documentation of their disability and for making a written
request to the Director of Academic Support before receiving
accommodations. Students with special
needs (disabilities, problems, or any other factors that may affect their
performance or that require special instructional strategies) should also make
these needs known to the professor during the first class session.
5. Cell
Phone Usage: Cell phones should not be used
during class time. Use only prior to
the beginning of class or during break.
If you need to be contacted due to a crisis, critical, or emergency
situation, you should leave your phone on vibrate and respond appropriately and
professionally. Notify the professor in
advance when possible.
X. STUDENT EXPECTATIONS AND COURSE
OUTLINE:
1. Instructional Methods
This class will operate as a democratic classroom. Candidates will engage in shared decision-
making and in taking responsibility for making the classroom the best it can
be. Interactive discussions and problem
solving will be emphasized where all ideas and contributions are explored and
respected. Various approaches will be
utilized by the candidates and professor including: lecture, demonstrations, observations, class discussions, small
group discussions, cooperative group work, field observations, use of
educational technology, student presentations, readings, writings, listening,
questioning, and formative and summative evaluations.
2.
Assignments:
Readings from the assigned texts will be the focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.
All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose one grade per class meeting unless prearranged by the professor and the candidate. To meet the deadline, assignments may be mailed (post marked by the due date) or delivered by a peer at the class meeting. Make-up tests will be considered if a reason for missing the original test is justified. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.
Other
assignments or activities may be required as deemed necessary to assure the
mastery of the course objectives as stated.
3. Description of Assignments
·
Candidates will complete a total of six current journal articles related
to reading and writing in the content area.
The articles will be selected from journals listed on the syllabus or
other journals approved in advance by the instructor. Articles will be reviewed in the format
provided by the professor. Three
completed reviews will be due at the third class meeting, and three reviews
will be due on the fifth class meeting. Candidates are encouraged to read
the articles suggested by the professor or the authors of the textbooks;
special consideration will be given in
grading those articles selected from the authors’ recommended journal
sources or the list provided by the professor.
·
Candidates will observe a class in a middle grades content-area classroom
to observe the utilization of literacy strategies in the instructional
setting. Candidates will interview a
middle grades content area teacher regarding effective teaching strategies that
he/she uses to engage students in reading, learning, writing and thinking about
content area subject matter. A form and
letter will be provided to complete for the classroom activity.
·
Candidates will complete a Learning Log activity at least once per week
during the eight weeks of the class.
Suggested learning log activities are listed at the end of the syllabus.
·
Candidates will develop a 7-10 day content area teaching unit based on a
nonfiction or fiction book related to the topic of the unit. Textbook materials may be used as a
secondary source, but the unit should be developed around the trade book. Activities should include activities for
understanding and developing the content, not merely allowing time in class for
reading the trade book. Additionally,
a minimum of two reading in the content area strategies should be used
in the unit. The unit should be
developed according to the criteria provided by the professor. Candidates should plan to teach one day of
the unit to classmates.
·
Candidates will complete a midterm and final exam activity which will
allow them to demonstrate their abilities to apply knowledge gained in the
class.
4. Field Experiences (Initial and
Advanced Certification Tasks):
Each candidate is responsible for arranging and documenting his/her field experiences at the middle grades level; a minimum of three hours of field experience should be completed in this class.
XI. RESOURCES:
1. Bibliography
Journals:
Reading Research Quarterly
The
Reading Teacher
Language
Arts Journal
Journal
of Educational Research
Reading
Research and Instruction
English
Journal
Journal
of Adolescent and Adult Literacy
Voices
from the Middle
Journal
of Reading Education
Reading
Horizons
Reading
Improvement
Georgia
Journal of Reading
Journal
of Reading
Books:
Atwell, N. (1987,1999). In the middle: Writing, reading and learning with adolescents. Portsmouth,
NH: Heinemann.
Blasingame, J. & Bushman,
J.H. (2005). Teaching writing in middle and secondary schools. Upper
Saddle River, NJ: Pearson.
Cunningham,P. & Allington,
R. (1998). Classrooms that work: They can
all read and write, 2nd ed. New York, NY: Addison
Wesley.
Freeman, E.B. & Person, D.
G. (1998). Connecting informational children’s books with content area
learning. Needham Heights, MA:
Allyn & Bacon.
Hoyt, L. (1999). Revisit,
reflect, retell: Strategies for
improving reading comprehension. Portsmouth,
NY: Heinemann.
Kane, S. (2003). Literacy & learning in the content
areas. Scottsdale, AR: Holcomb Hathaway.
Rycik, J.A. & Irvin, J. L.
(2005). Teaching reading in the middle grades: Understanding and supporting literacy development.
Boston: Pearson.
Tama, M.C. & McClain, A.B.
(2001).Guiding reading and writing in the
content areas practical strategies 2nd ed. Dubuque, IA: Kendall/Hunt.
Unrau, N. (2004). Content
area reading and writing: Fostering
literacies in middle and high school cultures. Upper Saddle River, NJ:
Pearson.
Vacca, R.T. & Vacca J.
L.(1999). Content area reading: Literacy and learning across the curriculum
6th ed. New York, NY:
Addison Wesley Longman.
Wilheim, J.D.(2001). Improving comprehension with think-aloud
strategies. New York, NY: Scholastic Inc.
Relevant Web Sites:
§ Piedmont College’s Web Page: www.piedmont.edu
§
Library: http://library.piedmont.edu
§
Galileo: http://www.galileo.usg.edu/
§
Bookstore: http://www.piedmont.bkstr.com/
§
Georgia Professional
Standards Commission: www.gapsc.com
§
Georgia Department of
Education: http://www.doe.k12.ga.us/
§
Georgia Performance
Standards:
http://www.goergiastandards.org
US
Department of Education: http://www.ed.gov/
Education
World: http://www.education-world.com/
Internet
Public Library: http://www.ipl.org/
Education
Website Clearinghouse: http://library.ucf.edu/internet/Education/webed.htm
Educational Software Institute: http://www.edsoft.com/
National Council of Teachers of English: http://www.ncte.org
Center
for Research on Education, Diversity and Excellence (CREDE): http://www.crede.ucsc.edu
Center
on English Learning and Achievement (CELA): http://cela.albany.edu
Better
Teaching: Tips and Techniques to Improve Student Learning: http://www.teacher-institute.com
International
Reading Association http://www.reading.org/
Library
of Congress http://lcweb.loc.gov/
Scholastic
Publishing http://scholastic.com/
Discovery
School.com http://www.school.discovery.com/
American
Library Association http://www/ala/org/parents/index.html
National
Council of Teacher of English http://www.ncte.org/
ASCD
http://www.ascd.org/
ERIC
http://www.accesseric.org/
National
Middle School Association: http://www.nmsa.org
National
Council of Teachers of Mathematics: http://www.nctm.org
National
Science Teachers Association: http://www.nsta.org
National
Council of Social Studies: http://www.ncss.org
Club
Mid: Http://www.ClubMid.phschool.com
Middle
Web: http://www.middleweb.com/
On-Line
Books: http://digital.library.upenn.edu/books/
2. Praxis/GACE
information:
All students seeking initial certification in the state of Georgia must pass Praxis I or GACE I to be admitted to student teaching. Students may exempt this requirement by providing either SAT ACT, GRE CBEST, CLAST, or FTCE scores which meet the following criteria:
SAT: minimum required score – 1000 (w/ no minimum verbal score or math score required) The composite score is obtained by adding the verbal and the math scores. Candidates must take both the verbal and the math sections of the test.
ACT: minimum score – 43 (w/ no minimum English score or math score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the English and the math sections of the test.
GRE: 1030 minimum score (w/ no minimum verbal score or quantitative score required)
The composite score is obtained by adding the verbal and quantitative scores. Candidates must take both the verbal and quantitative sections of the test.
CBEST: Passing Scores indicated on score report – Used in California and Oregon
http://www.ctc.ca.gov/profserv/examinfo/cbest.html
CLAST: Passing Scores indicated on report – Used in Florida
http://www.firn.edu/doe/sas/clast/clstpscr.htm
FTCE: General Knowledge – Passing Scores indicated on score report – Used in Florida
http://www.cefe.usf.edu/TestDescGK.aspx
Teacher candidates who are seeking initial certification must also pass Praxis II or GACE II in the appropriate content areas in order to be recommended for certification. Candidates who are currently certified and are adding a new field must also pass the appropriate content exam.
Information on Praxis I &II may be found atwww.ets.org/teachingandlearning/index.html Information on GACE Test may be found at http://www.gace.nesinc.com/.
The first administration of FACE is November 18,2006.
§ If you have not received a passing composite score on the Praxis I test as of September 1, 2006 you will be required to pass the GACE basic skills assessment (all three sections).
§ If you have passed one test of the two-test Praxis II, you will have until March 1, 2007 to pass the other test. Otherwise, you will have to take the two tests of GACE II.
§ A candidate who has passed neither part of a two-test Praxis II requirement by September 1, 2006 will need to take the GACE II assessment.
XII. ASSESSMENT
AND EVALUATION
Your
final grade will be determined by totaling all points earned throughout the
semester. In order to receive a grade
for this class you must complete ALL assignments and turn them in on time. Point values are listed below:
ASSIGNMENT POINT
VALUE
Reading
and attendance 50
Participation 150
Journal
readings 100
Classroom
observation 100
Content
area unit 250
Midterm
exam 100
Final
exam 100
Learning
log entries 150
TOTAL
POINTS 1000
A=920-1000 points
B=820-919points
C=720-819points
D=620 –719 points
F=BELOW 620
XIII.
TENTATIVE SCHEDULE
|
1ST CLASS-AUGUST
17, 2006 |
READING AND WRITING IN THE
CONTENT FIELDS |
READ CHAPTERS 1 &
2-MOORE; CH 1-ROBB |
PARTICIPATION IN CLASS
ACTIVITIES |
|
2ND CLASS-AUGUST
24, 2006 |
INSTRUCTIONAL PLANNING |
READ CHAPTER 3-MOORE;
CHAPTER 2-ROBB |
CLASS ACTIVITIES LEARNING
LOG |
|
3RD
CLASS-AAUGUST 31, 2006 |
SELECTING CONTENT AREA
READING MATERIALS |
READ CHAPTER 4-MOORE;
CHAPTER 11-ROBB |