Teaching Reading and Writing in the Content AreaTED/UTED 4720

Fall 2013

COE MissionWe prepare teachers, leaders, and

counselors whoembrace equity, inquiry

and innovation.

COE Student Resource OfficeOffice Hours

8:00am-5:00pm M-F

Contact

education@uccs.edu

Phone:   719-255-4996Fax:       719-255-4110

Columbine Hall1420 Austin Bluffs ParkwayColorado Springs, CO 80918

http://www.uccs.edu/~coe/

Instructors: Jennifer Tygret and April Lanotte 719-352-1661 jtygret@uccs.edu

April Lanotte 719-243-2565 alanotte@uccs.edu

Office Hours: (Jennifer) Before or After Class; By appointment(April) Tue: 2-4pm; Thu; 1-3pm; by apt.

Required Textbook:Vacca, R. T., Vacca, J. L., & Mraz, M. (2013).  Content area reading:

Literacy and learning across the curriculum. (11th ed.)  Boston, MA:  Pearson Education, Inc.

Additional readings will be posted in Blackboard.Additional Resources :These are good books that you might consider obtaining on your own, as they contain valuable information on subjects we will investigate.Allen, J. (2008). More tools for teaching content literacy. Portland,

ME: Stenhouse.Dean, C.B., Hubbell, E.R., Pitler, H. & Stone, B. (2012). Classroom

instruction that works. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Fisher, D., Brozo, W.G., Frey, N. & Ivey, G. (2007). 50 content area strategies for adolescent literacy. Upper Saddle River, NJ: Pear-son Education.

Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

Gallagher, K. (2011). Write like this: Teaching real-world writing through modeling & mentor texts. Portland, ME: Stenhouse.

Pugalee, D.K. (2007). Developing mathematical and scientific literacy: Effective content reading practices. Norwood, MA: Christopher-Gordon Publishers, Inc.

Pugalee, D.K. (2005). Writing to develop mathematical understanding. Norwood, MA: Christopher-Gordon Publishers, Inc.

Spandel, V. (2005). Creating writers through 6-trait writing assess-ment and instruction. (4th ed.). Boston, MA: Pearson Education.

Wilhelm, J. D. (2007). Engaging readers & writers with inquiry. New York: Scholastic.

Wilhelm, J.D., Smith, M.W. & Fredericksen, J.E. (2012). Get it done! Writing and analyzing informational texts to make things happen. Portsmouth, NH: Heinemann.

Wood, K. D., Lapp, D., Flood, J. & Taylor, D.B. (2008). Guiding read-ers through text: strategy guides for new times. (2nd ed.). Newark, DE: International Reading Association.

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Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Su-pervision and Curriculum Development.

Additional Resources, continued: WebsitesPBS Teachers <http://www.pbs.org/teachers > Purdue Online Writing Lab < http://owl.english.purdue.edu >Reading Online <www.readingonline.org>Read Write Think <http://www.readwritethink.org>Thinkfinity <www.thinkfinity.org>WebQuest.org <http://www.webquest.org/index.php>

Course Format: This course consists of lectures, use of audio and visual media, readings from required text and supplementary journal articles, classroom/threaded discussions, technology-mediated interactions, guest subjects/speakers, student presentations, and small group activities.

Course Overview: This course is designed to help secondary teachers become aware of reading and writing processes as well as current issues in adolescent literacy research and how they apply to subject matter material.

Course Expectations: To gain the most from this course, we expect that you will:(1) Attend each class and participate actively as a member of the class learning community (If you find that you

cannot attend, please contact the appropriate instructor in advance by email, phone, or text).(2) Complete all assignments and assigned readings; be prepared to discuss them in class.(3) Turn all assignments in on time in the appropriate program (TaskStream, Blackboard).(4) Reflect upon what you are learning in class and observing in the field... integrate the two.(5) Develop a research-based professional stance as a content-area teacher.

Course Objectives: Upon mastery of the course the candidate will demonstrate the following knowledge and skills, aligned with the Colorado Teacher Quality Standards (CTQS):

(1) Provide instruction that is aligned with the Colorado Academic Standards; their District's orga-nized plan of instruction; and the individual needs of their students.

[I.a]

(2) Demonstrate knowledge of student literacy development in reading, writing, speaking and lis-tening.

[I.b]

(3) Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evi-dence-based instructional practices and specialized character of the disciplines being taught.

[I.d]

(4) Develop lessons that reflect the interconnectedness of content areas/disciplines. [I.e]

(5) Make instruction and content relevant to students and take actions to connect students’ back-ground and contextual knowledge with new information being taught.

[I.f]

(6) Thoughtfully integrate and utilize appropriate available technology into their instruction to maximize student learning.

[III.d]

(7) Establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem-solving skills.

[III.e]

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(8) Use appropriate methods to assess what each student has learned, including formal and infor-mal assessments, and use results to plan further instruction.

[III.g]

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Candidates will also demonstrate the following knowledge and skills, aligned with the International Reading Association SPA Standards:

IRA (SPA) Standards:

Standard 1: Foundational KnowledgeMiddle and High School Content Classroom Teacher Candidates understand the theoretical and evidence-based foundations of reading and writing processes and instruction.1.1: Understand major theories and empirical research that describe the cognitive, linguistic, motivational, and

sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading–writing connections.

1.2: Understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.

1.3: Understand the role of professional judgment and practical knowledge for improving all students’ reading development and achievement.

Standard 2: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing.2.1: Use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.2.2: Use appropriate and varied instructional approaches, including those that develop word recognition, language

comprehension, strategic knowledge, and reading–writing connections.2.3: Use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online

resources.

Standard 3: Assessment and EvaluationCandidates use a variety of assessment tools and practices to plan and evaluate effective reading and writing instruction.3.1: Understand types of assessments and their purposes, strengths, and limitations.3.2: Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.3.3: Use assessment information to plan and evaluate instruction.3.4: Communicate assessment results and implications to a variety of audiences.

Standard 4: Diversity Candidates create and engage their students in literacy practices that develop awareness, understanding, respect, and a valuing of differences in our society.4.1: Recognize, understand, and value the forms of diversity that exist in society and their importance in learning to

read and write.4.2: Use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge,

beliefs, and engagement with the features of diversity.4.3: Develop and implement strategies to advocate for equity.

Standard 5: Literate EnvironmentCandidates create a literate environment that fosters reading and writing by integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments.5.1: Design the physical environment to optimize students’ use of traditional print, digital, and online resources in

reading and writing instruction.5.2: Design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize

students’ opportunities for learning to read and write.5.3: Use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to

another; discussions, and peer feedback).5.4: Use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate

instruction.4

Standard 6: Professional Learning and LeadershipCandidates recognize the importance of, demonstrate, and facilitate professional learning and leadership as a career-long effort and responsibility.6.1 Demonstrate foundational knowledge of adult learning theories and related research about organizational change,

professional development, and school culture.6.2 Display positive dispositions related to their own reading and writing and the teaching of reading and writing, and

pursue the development of individual professional knowledge and behaviors.6.3: Participate in, design, facilitate, lead, and evaluate effective and differentiated professional development

programs.6.4: Understand and influence local, state, or national policy decisions.

Technology Competencies: It is expected that students begin our program with foundational technology skills that include digital word processing, digital and online formats (e.g. Blackboard) and the use of online research databases. Knowledge of the use of technology-supported multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need assistance with building technological skills should speak with their professor to learn about technology resources at UCCS.

Using your UCCS email account is a requirement of this course due to digital delivery of course content. All students must obtain a UCCS email address and check it regularly (every day) so as not to miss announce-ments. If your UCCS email address is not your primary one, please have emails from UCCS rerouted to the one you check daily.

In addition to using Blackboard, TELP and UCCSTeach faculty are required to develop or identify core assign-ments that must be uploaded to TaskStream, a data management system. All TELP and UCCSTeach students are required to have TaskStream accounts.

Attendance, Preparation, and Participation: Students are expected to maintain high standards of ethical and professional conduct. This includes attending class, being adequately prepared, contributing to class discus-sions, submitting high caliber work and representing your own work fairly and honestly. As an important mem-ber of a classroom community, attendance and punctuality is mandatory. You must actively engage in class and group work to maximize your learning in this course.

If you must miss a class, please inform the appropriate instructor by phone or email prior to class. It is the re-sponsibility of the student to obtain course information that is missed during the absence. Unexcused absences will result in a lower grade.

Class meets 14 times throughout the 17 weeks of this semester. We expect you to attend every class session and to schedule advising appointments, medical/dental appointments, etc. at other times. That is what you will be expected to do in your future career as a professional teacher, and that is what we expect of you now. However, on rare occasions (and they should be rare), you may encounter a scheduling conflict. And, of course, you may end up missing class due to illness or emergency. If you are unable to attend all or part of class on a given week, there will be a threaded discussion topic for you to write about as make-up work. If you are present for the entire class session, you will not need to do the threaded discussion.

Professional Behavior:Professional behavior is necessary for you to be a successful member of a learning community. Please monitor your participation in class discussions and group work and find ways to contribute intelligently to the discussion without silencing others. All written assignments must be computer generated unless otherwise indicated by the professor. Professional behavior will be expected in your future teaching/counseling career and is often the hall-mark of career success.

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Diversity Statement: The faculty of the College of Education is committed to preparing students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural, religious, gender, economic, sexual orientation and ability – while striving to provide fair and equitable treatment and consideration for all. Any student who believes that he/she has not been treated fairly or equitably for any reason should bring it to the at-tention of the instructor, Department Chair or the Dean of the College of Education.

Accommodations: The College of Education wishes to fully include persons with disabilities in this course. In compliance with section 504 and the Americans with Disabilities Act (ADA), UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall, solely by reason of disability, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity…” If you are a student with a disability and believe you will need accommodations for this class, it is your responsi-bility to contact and register with the Disabilities Services Office, and provide them with documentation of your disability, so they can determine what accommodations are appropriate for your situation.

To avoid any delay in the receipt of accommodations, you should contact the Disability Services Office as soon as possible. Please note that accommodations are not retroactive and disability accommodations cannot be pro-vided until a “Faculty Accommodation Letter” from the Disability Services office has been given to the profes-sor by the student. Please contact Disability Services for more information about receiving accommodations at Main Hall room 105, 719-255-3354 or dservice@uccs.edu .

Military Students: Military students who have the potential to participate in military activities including train-ing and deployment should consult with faculty prior to registration for any course, but no later than the end of the first week of classes. At this time, the student should provide the instructor with a schedule of planned ab-sences, preferably signed by the student's commander, in order to allow the instructor to evaluate and advise the student on the possible impact of the absences.

In this course, the instructor will consider absences due to participation in verified military activities to be ex-cused absences, on par with those due to other unavoidable circumstances such as illness. If, however, it ap-pears that military obligations will prevent adequate attendance or performance in the course, the instructor may advise the student to register for the course at another time, when she/he is more likely to be successful.

Student Appeals:Students enrolled in programs or courses in the College of Education may access the COE Appeal/Exception Form at: http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be used for an appeal when a student is:(1) denied admission to professional education program(2) denied permission to student teach or complete professional internship(3) removed from a professional education program or internship(4) denied permission to graduate due to missing requirements(5) requesting an exception to specific policies, procedures, or requirements(6) requesting a grade changeThis form is not to be used for requests to take classes out of sequence or to take a class without the proper pre-requisites. Such requests should be initiated with the department chair.

UCCS Student Code of Conduct:The purpose of the Student Code of Conduct is to maintain the general welfare of the university community. The university strives to make the campus community a place of study, work, and residence where people are treated, and treat one another, with respect and courtesy. http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html

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UCCS Student Rights and Responsibilities:http://www.uccs.edu/orientation/student-rights-and-responsibilities.html

UCCS Academic Ethics Code:http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf

Curriculum & Instruction Department Grading Scale:A       94-100A-      90-93B+     87- 89B       84- 86B-      80 - 83C+     77- 79C       74 - 76C-      70-73D+     67-69D       64 - 66D-      60 - 63  

Syllabus subject to change if necessary.

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Assignments/Assessments (graded activities): ASSIGNMENT or

ASSESSMENTDUE DATE DESCRIPTION

(See detailed assignment instructions and rubrics in Appendix or Blackboard.)ASSESSMENTMETHOD(S)

POINT VALUE

Quiz In Class 8/26/13

Take a quiz on the National Reading Panel report, 5 Components of Reading and lecture notes about concepts of print.

Quiz 10

CARI 09/23/13Blackboard

Create a Content Area Reading Inventory (CARI) to assess the level and rate of your stu-dents’ reading of content material and explain how the results would inform your plan-ning for instruction and interventions.

CARI Rubric* 10

Reading Strategy Lesson**

10/7/13TaskStream

Develop a lesson plan that teaches and/or reinforces a specific research-based reading comprehension strategy (e.g. summarize, question, predict, visualize, self-monitor, evalu-ate).

StrategicReading Lesson

Rubric*

10

UsingWriting-to-Learn

10/21/13Blackboard

Develop a lesson plan handout demonstrating that you know how to use WTL activities (e.g. exit/admit slip, clustering, learning logs, double-entry journal) to help your students understand a reading passage.

Writing-to-Learn Materials Rubric*

10

WebQuest 11/04/13Blackboard

Adapt (or develop from scratch) a WebQuest with at least five sites for a class you teach. WebQuestRubric*

10

WritingAssignment &Rubric**

11/4/13Blackboard

Design a formal writing assignment (writing to publish) and a rubric for grading it. WritingAssignment & Assessment

Rubric*

10

AcademicVocabularyMaterials**

11/11/13 TaskStream

Develop materials for teaching and assessing 5-10 academic vocabulary terms, including a graphic organizer, two activities, and some type of assessment.

VocabularyMaterials Checklist*

10

Reading Guide 11/18/13Blackboard

Construct a guide (text pattern or selective) for your students to use on a text selection Reading GuideRubric*

10

ActiveParticipation

12/9/13 Attend class regularly, do assigned readings and exercises, and participate in class discus-sions, activities and critiques.

Active Participation Rubric* 15

AnnotatedBibliography ofSupplementary Reading

12/9/13Blackboard & In Class

Read at least five books with potential as supplementary reading for your students and prepare a brief but useful annotated bibliography. In addition to uploading your assign-ment in the usual way, add your annotations to a collective GoogleDoc created for the purpose.

AnnotatedBibliography

Rubric*

20(15 for

bib, 5 for talk)

Final Exam 12/16/13 Take the 50-question final. Objective Exam 25TOTAL 140 *Rubrics for these assignments can be found in Blackboard** This is a “core assignment” for this course. It needs to be uploaded into TaskStream as well as in Blackboard.

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COURSE CALENDAR: Session Topics, Readings, and Due DatesWEEK/ DATE

CLASSCONTENT

REQUIRED READINGSReadings outside the textbook

are posted in Blackboard.Please come to class having

read the chapters listed.

SESSION TOPICS ASSIGN-MENTS DUE

ASSESSMENTS THAT VERIFY KNOWLEDGE,

SKILLS &APPLICATION

1.08/26/13

Components of Reading

Report of the National Reading Panel (Executive Summary plus jigsaw on subcommittee reports)

5 Components of Reading (phonemic awareness, phonics, flu-ency, vocabulary, comprehension)

Elements of comprehension (decoding, fluency, grammatical awareness, word meaning knowledge)

Factors impacting fluency (e.g. vocabulary knowledge, text dif-ficulty, background knowledge)

Components of Reading Quiz (In class)

NRP & Concepts of Print & Comprehension Quiz;Discussion;Final Exam

2.09/02/13

LABOR DAY – NO CLASS ON 9/2/13

3.09/09/13

Content &DisciplinaryLiteracy

Content Area Reading: 1 Reading is an active, constructive process Elements of effective adolescent literacy programs Structure of the disciplines

Reading Lesson, Using WTL, Vocabulary Mate-rials, Reading Guide

4.09/16/13

Assessing Students and Texts

Content Area Reading: 4 Readability analyses (e.g., Lexile, Frye, Flesch) Strategies to help students comprehend textbook material CARI Practice

5.09/23/13

Background Knowledge

Content Area Reading: 5, 6 B-D-A Instructional Framework Assessing, activating, building background knowledge

CARI Reading Lesson, Using WTL, Vocabulary Mate-rials

6.09/30/13

Comprehension Content Area Reading: 7 Thinking strategies good readers use to comprehend text (visu-alize, connect, question, infer, evaluate, analyze, recall, self-monitor)

Reading Lesson

7.10/07/13

Writing Across the Curriculum

Content Area Reading: 9 Specific short writing-to-learn strategies (e.g. writing break, exit slip, drawing, clustering)

Research and theory on note-taking Specific longer writing-to-learn strategies (e.g. written conver-

sation, write-around, double-entry journal, etc.) Eleven elements of effective writing instruction Strategies for summarizing

Reading Strat-egy Lesson

Using WTL

8.10/14/13

The NewLiteracies

Content Area Reading: 2 5 major functions of new literacies (identifying important ques-tions, locating information, analyzing information, synthesizing information, communicating information)

Recognizing and planning for instruction when students lack these literacies (Leu)

Final Exam

9.10/21/13

The NewLiteracies, cont’d

WebQuest.orgQuestGarden

Internet inquiries Using Writing to Learn

WebQuest

10.10/28/13

Academic Vocabulary

Content Area Reading: 8 Vocabulary refers to words and concepts Characteristics of effective direct vocabulary instruction

WritingAssignment &

Vocabulary Lesson

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WEEK/ DATE

CLASSCONTENT

REQUIRED READINGSReadings outside the textbook

are posted in Blackboard.Please come to class having

read the chapters listed.

SESSION TOPICS ASSIGN-MENTS DUE

ASSESSMENTS THAT VERIFY KNOWLEDGE,

SKILLS &APPLICATION

Strategies for teaching vocabulary (both definitional and con-textual information; active processing [students define in own words]; nonlinguistic representation; vocabulary notebooks; discussion; games)

Word learning strategies (context clues, morphology, dictionar-ies and thesauruses, analogies and metaphors)

Rubric

11. 11/04/13

Annotated Bibliography

No assigned readings; bring at least three resources for your annotated bibliography and draft bibliography

Constructing a quality annotated bibliography APA vs. MLA citation Selecting sources

WebQuest presentation

WebQuest Writing Assignment & Rubric

12.11/11/13

Studying Text Content Area Reading:10 External and internal text structures Graphic organizers Reading guides: 3-level, text pattern, selective

Academic Vo-cabulary Materials

Reading Guide

13.11/18/13

Trade Books Content Area Reading: 11 (pp. 360-397)

Guest speaker: PPLD librarian on Novelist and other databases; booktalks, All Pikes Peak Reads

Classroom libraries and text sets Teacher read-alouds Models for studying trade books

Reading Guide Annotated Bibliography

14.11/25/13

THANKSGIVING BREAK – NO CLASS ON 11/25/12

15.12/02/13

Assessment & Presentations Week 1

TSAP assessment frameworks (reading) ACT College Readiness Standards in Reading ACT & SAT reading question types Book Talk

Final Exam

16.12/09/13

Presentations Week 2 & Review

Recommended reading Book Talk

AnnotatedBibliography

17.12/16/13

Final Exam Research-based beliefs and practices Final Exam

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Alignment of Course Objectives, Standards, and Conceptual FrameworkCourse Objective Assignment, Activity, or Re-

quired Reading(s)Colorado Teacher Quality

Standards (CTQS)INTASC NETS COE Candi-

date Learn-ing Out-comes

IRA for MS & HS Con-tent Class-room TC’s

1) Provide instruction that is aligned with the Colorado Academic Standards; their District's organized plan of instruction; and the individual needs of their students

Strategic Reading Lesson I.a., I.d. 7(f) 1.A. 2.1

2) Demonstrate knowledge of student literacy development in read-ing, writing, speaking and listening

NRP QuizCARIStrategic Reading LessonUsing Writing-to-LearnWriting Assignment & RubricAcademic Vocabulary MaterialsReading GuideAnnotated BibliographyFinal Exam

I.b., I.d. 5(h); 8(h) 2.A, 2.B. 1.1, 1.2, 1.32.1, 2.2, 2.33.1, 3.2, 3.35.4

3) Demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught

CARIStrategic Reading LessonUsing Writing-to-LearnWriting Assignment & RubricAcademic Vocabulary MaterialsReading GuideAnnotated Bibliography

I.d., I.e, III.b., III.c. 4(c) 2.A 1.1, 1.2, 1.32.1, 2.2, 2.3

4) Develop lessons that reflect the interconnectedness of content areas/disciplines

Strategic Reading LessonUsing Writing-to-LearnAnnotated Bibliography

I.e. 2.B. 2.35.2

5) Make instruction and content relevant to students and take ac-tions to connect students’ background and contextual knowledge with new information being taught

Strategic Reading LessonUsing Writing-to-LearnAnnotated Bibliography

I.e, I.f., II.d. 1(b);2(c);4(d)

2.B. 2.1, 2.24.1

6) Thoughtfully integrate and utilize appropriate available technol-ogy in their instruction to maximize student learning

WebQuest III.d. 3(g) 2(a) 2.A.

7) Establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills

WebQuestReading Guide

III.e. 5(d); 5(g);8(f)

3.A. 2.1

8) Communicate effectively, making learning objectives clear and providing appropriate models of language

Using Writing-to-LearnWriting Assignment & Rubric

III.g. 3(f) 3.C. 6.2

9) Use appropriate methods to assess what each student has learned, including formal and informal assessments, and use re-sults to plan further instruction

CARIWriting Assignment & Rubric

III.h. 1(a);6(a); 6(c); 6(g)7(d)

2(d) 3.B. 3.1, 3.2, 3.3

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Colorado Department of Education. (2008). Response to intervention (RtI): A practitioner’s guide to implementation.

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Fisher, D., Frey, N. & Lapp, D. (2012). Text complexity: Raising rigor in reading. Newark, DE: International Reading Association.

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