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Florida Agricultural and Mechanical University Tallahassee, Florida 32307

COURSE SYLLABUS

Course Number: RED 5336 Prerequisite(s):None

Course Title: Foundations of Reading Required Text• Alvermann, Donna; Stephen Phelphs; Victoria Gillis. Content Area Reading and

Literacy. Pearson: Allyn & Bacon. 6

th.ed.Boston.

Course Credit: 3 credit hours Course Hours: 3 Credit Hours

College: Education Department: Elementary Education

Other Instructional Materials: • Selected articles and columns provided by the professor. Articles from referred journals of reading such as: Journal Adolescent and Adult Literacy, Reading Research Quarterly, Reading Teacher, Journal of Language Arts, and Journal of Reading Behavior

Faculty Name:

Term and Year: Spring 2011 Place and Time: Core Education Complex, 5:00pm- 8:30pm

Office Location:

Telephone: e-mail:

Office Hours Other times by appointment

Monday

Tuesday 3:00pm-5:00pm 8:30pm-9:00pm

Wednesday 3:00pm-5:00pm 8:30pm-9:00pm

Thursday 3:00pm-5:00pm 8:30pm-9:00pm

Friday

Course Description: RED 5336 Reading in Content Areas (3) Place of reading in the middle and high school. Trends and practice in reading instruction, the prevention of reading difficulties, and the integration of reading strategies in the content areas. Course Purpose: This course is designed to acquaint in-service teachers with the fundamental concepts and knowledge for teaching reading in the content areas. The concepts in this course will develop an awareness, understanding and appreciation of literacy practices that foster reading across the curriculum. The in-service teacher will gain knowledge of the teaching of reading by integrating curriculum across all school subject areas including social studies, science, and math. This course is designed to address the Florida A &M University Conceptual Framework. Our goal is to produce teachers who are “Exemplary Professionals” who are: professionally astute, academically astute, confident, analytical/reflective, proactive, and ethical. The theme “Teachers as Exemplary Professionals” is operationalized through the “Integrated Model” that also

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addresses the following State, National, and Learned Societies’ standards for producing quality reading professionals: Florida Educator Accomplished Practices (FEAPS), and the Florida Subject Area Competencies (FSAC). This course will prepare both elementary and secondary teachers to teach their students to competently handle the reading demands of their content area textbooks and courses. Conceptual Framework The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K) Demonstrate understanding of diverse backgrounds of

individuals. F: 5,6,7

I: 3

CF: 1.2 (S,D)

Demonstrate diverse student learning through differentiated instruction.

F: 5,7

I: 3,8

CF: 1.3 (S,D)

Create and foster learning opportunities adapted to diverse learners.

F: 5,6

I: 3,8

CF: 1.5 (K, S)

Establish a climate that values diversity and supports learning for all students.

F: 5, 7, 9, 10

I: 5

TECHNOLOGY

•CF 2 •Through this focal area, the FAMU professional education candidate will:

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CF: 2.3 (K)

Demonstrate knowledge of fundamental concepts in technology. F: 12 I: 1,6

CF: 2.4 (K)

Demonstrate an understanding of concepts related to software, hardware, and applications

F: 2,12

I: 6

CF: 2.5 (S)

Use technology to prepare and teach lessons and promote creativity among students.

F: 12 I: 6

VALUES •CF3 •Through this focal area, the FAMU professional education candidate will: CF: 3.1 (S)

Work with colleagues in a professional manner. F: 6 I: 2,5

CF: 3.2 (S)

Use clear and accurate communication with students, families and other stakeholders.

F:11,6 I: 9,10

CF: 3.3(S,D)

Promote perspectives, ideas, people, and culture. F:5,6

I:3

CF: 3.4(D)

Demonstrate achievement of goals. F: 3,9 I: 5,9

CF: 3.5(D)

Create learning opportunities that foster cooperation, support, and individual participation among students.

F: 7,2 I: 5,10

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will: CF: 4.1 (K)

Demonstrate an understanding of a variety of instructional / professional strategies to encourage student development of critical thinking and performance.

F:4,7 I: 4

CF: 4.3 (D)

Create and foster opportunities for student learners to demonstrate critical thinking and self-directed learning as habits of mind.

F: 4 I: 1,4

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8 I: 4

PROFESSIONALISM

• CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 Know the content F: 8 I: 1

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(K) CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F:7,9 I: 7

CF: 5.3 (D)

Demonstrate commitment to personal growth & development. F:3,7 I: 9

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development and acquisition of knowledge and motivation.

F: 7 I: 2

CF: 5.5 (S)

Construct learning opportunities that support student development & acquisition of knowledge & motivation.

F: 7 I: 5

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2 I: 6

URBAN/RURAL EDUCATION

•CF6 •Through this focal area, the FAMU professional education candidate will: CF: 6.1 (S)

Demonstrate the ability to work in school settings with varied levels of human and material resources.

F: 9,10,11

I: 10

CF: 6.2 (S,D)

Demonstrate the ability to work in school settings that focus on rural/urban context with opportunities and challenges that these opportunities provide.

F: 11 I: 3

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11 I: 2,3

CF: 6.4(S)

Communicate effectively with students’ parents and the community. F: 5,11 I: 6

Behavioral Objectives

1. Each in-service teacher will be able to design and teach lessons that will prepare students to use reading processes effectively: Pre-reading strategies. 2. Each in-service teacher will be able to design and teach lessons that will prepare students to use reading process effectively: During reading strategies. 3. Each in-service teacher will be able to design and teach lessons that will prepare students to use reading process effectively: After reading strategies. 4. Each in-service teacher will be able to design and teach lessons that will prepare students to constructs meaning from a wide variety of texts: Comprehension. 5. Each in-service teacher will be able to design and teach lessons that will prepare students to constructs meaning from a wide range of texts: Reading for a variety of purposes. 6. Each in-service teacher will be able to design and teach lessons that will prepare students to constructs meaning from formal literature backgrounds.

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Knowledge of content area reading and learning 1. Identify instructional approaches and strategies for developing and using content area vocabulary (e.g., semantic mapping, semantic feature analysis, categorization activities). 2. Identify text structures (e.g., cause and effect, chronological order, compare and contrast) and features (e.g., index, glossary, heading/subheading, lists) of fiction and nonfiction texts. 3. Identify instructional approaches and strategies for teaching study skills (e.g., note taking; summarizing; discussion; using reference materials, maps, and graphics). 4. Identify instructional approaches and strategies for teaching functional literacy skills (e.g., reading labels, signs, newspapers, schedules). 5. Apply instructional approaches and strategies for helping students comprehend content area texts (e.g., discussion, graphic organizers, metacognition, background knowledge).

Florida Teacher Certification Examination Competencies in Content Area Reading 6.1: Identify instructional approaches and strategies for developing and using content area vocabulary. 6.2 Identify text structures (e.g., cause and effect, chronological order, compare and contrast, and features (e.g., index, glossary, headings/ subheadings, lists) of fiction and nonfiction texts. 6.3: Identify instructional approaches and strategies for teaching study skills (e.g., note taking; summarizing; discussion; using reference materials, maps, and graphics. 6.4: Identify instructional approaches and strategies for teaching functional literacy skills (e.g., reading labels, signs, newspapers, schedules). 6.5: Apply instructional approaches and strategies for helping students comprehend content area texts (e.g., discussion, graphic organizers, metacognition, background knowledge).

Florida Reading Endorsement Competencies 1 & 2

2.c. Identify explicit, systematic instructional plans for scaffolding development of comprehension skills and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevant details, prediction; “thinking –aloud” strategies, sentence manipulation, paraphrasing, etc.. 2.f.4. Identify research- based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency. 2.f.1. Identify comprehensive instructional plans that synchronize the major reading components (e.g., lesson plans; structural analysis, Morphemic analysis, reciprocal teaching, rereading, etc.) 2.f.2. Identify explicit, systematic instructional plan for scaffolding content are vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.)

Florida Educator Accomplished Practices

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AP#1. Assessment: The professional teacher continually reviews and assesses data gathered from a variety of sources. AP#2. Communication: The professional teacher constantly seeks to create a classroom that is accepting, yet business-like, on task and produces results. AP#3. Continuous Improvement: The professional teacher recognizes the need to strengthen his/her teaching through self reflection and commitment to lifelong learning. AP#4. Critical Thinking: The professional teacher uses a variety of performance assessment techniques and strategies that measure higher order thinking skills in students and provide realistic projects and problem solving activities that will enable all students to demonstrate their ability to think creatively. AP#5. Diversity: The professional teacher establishes a “risk-taking” environment which accepts and fosters diversity. AP#6. Ethics: The professional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession of Florida. AP#7. Human Development and Learning: The professional teacher draws upon well established human development/learning theories and concepts and a variety of information about students, the professional teacher provides learning opportunities appropriate to student learning style, linguistic and cultural heritage, experiential background and developmental level. AP#8. Knowledge of Subject Matter: The professional teacher has a basic understanding of the subject him /her teachers and is beginning to understand that her/his subject is linked to other disciplines and can be applied in real-world “integrated settings. AP#9. Learning Environments: The professional teacher understands the importance of setting up effective learning environments and begins to experiment with a variety of them, seeking to identify those which work best in a particular situation. AP#10. Planning: The professional teacher sets high expectations for all students and uses concepts from a variety of concept areas. AP#11. Role of the Teacher: The professional teacher establishes open lines of communication and works cooperatively with families, educational professionals and other members of the student’s support system to promote continuous improvement of the educational experience. AP#12. Technology: The professional teacher uses technology to establish an atmosphere of active learning with existing and emerging technologies available to the school site.

Cross Walk of Applicable Standards

Assignments FSAC-Reading

INTASC FTCE-Reading

FEAPS PEU Conceptual Framework

Reading Endorsement

Journal Article Critique

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,) 2,4,7,8, 4.1,4.2,5.1, 5.7

2.f.3

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Research Paper

1.1,1.2,1.3, 1.4,1.5,1.6

2,4,7,8 3.1,3.3,4.1, 4.5

2.f.3

Completion of Chapter Study Guide

1.1,1.2,1.3, 1.4,1.5,1.6

2,3,4,8 3.1,3.3,4.1, 4.5

Lesson Plans And Simulated Teaching

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,3.25) 6.1,6.2,6.3, 6.4,6.5

1,2,3,4,5,7, 8,9,10,11, 12

5.1,5.3,5.4,5.6, 5.7,1.2,1.5 .

2.a,2.b,2.c, 2.f.4,2.f.1, 2.f.2,2.f.3

Development of Teaching Aids: KWL Charts, Reading Guides, Graphic Organizers, Venn Diagrams

1.1,1.2,1.3, 1.4,1.5,1.6

3(3.11,3.14,3.25) 6.1,6.3,6.5 5,1,4,8,9,2, 3,10,11

5.1,5.3,5.4, 5.6,5.7

2.a,2.b,2.c, 2.f.4,2.f.1, 2.f.2,2.f.3

Reading

Competency Indicator

Code Specific

Indicator Description of

Activity Assessment Instrument

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Competency 1: Foundations in Language & Cognition

Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.

1.A.1

1.A.2

Specific Indicator A: Phonemic Awareness

Identify and ap-ply basic con-cepts of phonol-ogy as they re-late to language development and reading per-formance (e.g., phonological process, invento-ry of phonemes, phonemic awareness skills, phonemic analy-sis)*

Distinguish both phonological and phonemic differences in language and their applica-tions in written and oral dis-course patterns (e.g., language & dialect differ-ences)*

Have students develop and administer a phonemic awareness inventory to determine their Students’ instructional level for phonics lessons.

Have students administer the

Professor

Observation assessment of protocol.

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Wepman Auditory Discrimination Test to a student who speaks Standard English, and one who speak a non- standard dialect and compare the differences in their performance.

Professor Observation and assessment of protocol

11

1.B.1

Specific Indicator B: Phonics

Identify struc-tural patterns of words as they relate to reading

Review the Clymer study on phonic generalizations, and

Quiz

12

1.B.2

development and reading per-formance (e.g., inventory of or-thographic re-presentations, syllable conven-tions; spellings of prefixes, root words, affixes)

Apply structural analysis to words (e.g., or-thographic anal-ysis, spelling morphologies, advance phonics skills)

have students divide a group of words into syllables following the generalizations reviewed.

After a review of phonics generalizations related to orthographic analysis, and morphologies, administer a spelling test in which these elements are used.

Quiz

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1.C.1

Specific Indicator C: Fluency

Identify the principles of reading fluency as they relate to reading devel-opment

After viewing a video of a teacher administering a running record to a reader, have students administer an oral reading

Professor

Observation

And assessment of protocol.

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1.C.2

*Understands the role of reading fluency in development of the reading process

fluency inventory to a reader.

After students have administered a reading fluency inventory to a reader, have them to write a 250 word reflection on the importance of fluency.

Evaluate protocol and grade reflection

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1.D.1

Specific Indicator D: Vocabulary

• Identify and apply prin-ciples of English morphology as they re-late to lan-guage

acquisition(e.g.. identify meanings of morphemes, inflectional and derivational morphemes,

After introducing some examples of word knowledge rating scales in which morphology, inflectional endings are taught, have students develop a lesson in which these elements are taught.

Professor Assessment

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1.D.2

morphemic analysis).

• Identify principles of seman-tics as they relate to vo-cabulary ddevelop-ment (e,g,, antonyms, synonyms, figurative language, etc.)

Have students to develop a Semantic Feature Analysis for a group of words from their own content field.


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Specific Indicator E: Comprehension

Identify prin-ciples of syntac-tic function as they relate to language acqui-sition and read-ing development (e.g., phrase structure, types of sentences, sentence mani-

Professor Observation


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1.E.1

pulations)*

Understands the impact of varia-tions in written language of dif-ferent text struc-tures on the con-struction of meaning

Identify cogni-tive task levels and the role of cognitive devel-opment in the construction of meaning of a va-riety of texts (e.g., know-ledge, compre-hension, applica-tion, analysis, synthesis, evalu-ation)

Understands the transactive na-ture of the read-ing process in constructing meaning from a wide variety of texts and for a variety of pur-poses (e.g., text

After covering a lesson on syntactic functions, provide students with a text in which the cloze procedure has been employed, and have them to provide the missing words.

Provide students with text written in standard English and text written in a non-standard dialect and have them compare the different meanings derived from them.

Professor

Assessment

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1.E.2

1.E.3

connections: within texts, across texts, from text to self, from text to world)

Have students to read two paragraphs to a speaker of a non-standard dialect, assess their comprehension of the text, and reflect on how the non-standard dialect affected these readers comprehension of Standard English.

Have students to write a 250 word essay describing how having or not having prior experience with a topic affected their understanding of that topic

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1.E.4


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1.F.1

Specific Indicator F: Integration of the major reading components

Identify lan-guage characte-ristics related to informal lan-guage and cog-nitive academic language.*

Identify pho-nemic, semantic, and syntactic va-riability between English and oth-er languages.*

Review Table 5.1 Syntactic and Semantic Contextual Clues with class and assist them in identifying Clues, and coming up with examples and explanations.

Have students to interview a student

Professor Observation

.

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1.F.2

1.F.3

Understands the interdependence between each of the major read-ing components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning)

Understands the interdependence between each of the major read-ing components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning) Un-derstands the in-terdependence between each of the major read-ing components

who speaks English as a second Language, and make note of phonemic, semantic, and syntactic differences between it and English.

Review Figure 1.2 on Reading, and describe how fluency involves the use of decoding, fluency, vocabulary, and comprehension strategies.

Review Figure 1.2 on Reading, and



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1.F.4

and their affect upon compre-hension (e.g., construction of meaning: voca-bulary, fluency)

Understands the impact of dialo-gue, writing to learn, and print environment upon reading development

describe how fluency involves the use of decoding, fluency, vocabulary, and comprehension strategies.


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1.F.5

Consider the role that environmental print played in your learning to read. Describe to the class how it affected your learning to read.


Competency 2

Understands the principles of scientifically

Specific Indicator A: Phonemic Awareness

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based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery.

2.A

Identify explicit, systematic in-structional plans for scaffold-ing development of phonemic analysis of the sounds of words (e.g., phonemic blending, seg-mentation, etc.)

Discuss scaffolding word recognition skills with class giving them opportunities to suggest sample activities that they would scaffold to enhance their students’ knowledge of word recognition strategies.


2.B

Specific Indicator B: Phonics

Identify explicit, systematic in-structional plans for scaffolding development from emergent through ad-vanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and ge-neralizations)

Identify and critique an article on the advantages and disadvantages of teaching phonics explicitly or indirectly on student’s development of reading skills.

Journal Article Rubric

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2.C

Specific Indicator C: Fluency

Identify explicit, systematic in-structional plans for scaffolding fluency devel-opment and reading endur-ance (e.g., re-reading, self-timing, indepen-dent reading ma-terial, reader’s theater, etc.)

Prepare a lesson designed to teach phonics to students in your class. Emphasize what teachers can do to scaffold phonics instruction for them.

Professor Assessment.

2.D

Specific Indicator D: Vocabulary

Identify explicit, systematic in-structional plans for scaffolding vocabulary and concept devel-opment (e.g., common mor-phological roots, morphemic analysis, system of word relation-ships, semantic mapping, se-

Read, critique and present your journal article on teaching vocabulary, and demonstrate sample activities to scaffold vocabulary instruction for them.

Professor Evaluation

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mantic analysis, analogies, etc.)

2.E

Specific Indicator E: Comprehension

Identify explicit, systematic in-structional plans for scaffolding development comprehension skills and cogni-tion (e.g., key questioning strategies such as reciprocal teaching, analy-sis of relevance of details, pre-diction, “think-aloud” strate-gies, sentence manipulation, paraphrasing, etc.)

Write a research paper on one of the topics below: activating Prior Knowledge, Creating Interests, Making Predictions, Question Generation,

Developing the three level guides, structured overviews, advanced organizers, anticipation guides, previews, or graphic organizers, etc.


Specific Indicator F: Integration of the major reading

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2.F.1

components

Identify com-prehensive in-structional plans that synchronize the major read-ing components (e.g., a lesson plan: structural analysis, mor-phemic analysis, reciprocal teach-ing, rereading, etc.)

Identify explicit, systematic in-structional plan for scaffolding content area vo-cabulary devel-opment and reading skills (e.g., morphemic analysis, seman-tic analysis, re-ciprocal teach-ing, writing to learn, etc.)

Develop lesson plans designed to teach one of the major components of reading such as structural analysis, vocabulary, comprehension, writing to learn, etc.

Review a series of video reading lessons by expert teachers, and write personal reflections on them.

Develop a study aid for a vocabulary lesson in your own content area

Teaching Aid Rubric

Professor Evaluation

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2.F.2

2.F.3

Identify re-sources and re-search-based practices that create both lan-guage-rich and print-rich envi-ronments (e.g., large and diverse classroom libra-ries; questioning the author; inter-active response to authentic reading and writing tasks, etc.)

Identify re-search-based guidelines and selection tools for choosing li-terature and ex-pository text ap-propriate to stu-dents’ interests and independent reading profi-ciency

Visit the local Leon County Teachers Resource Center, to learn of the resources that are available to Leon County teachers.

Professor

Evaluation

Professor checks sign roster.

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2.F.4

Visit the Leon County School Supply Warehouse, and the Florida Department of Education Website to read the guidelines and specifications for selecting and purchasing instructional materials for Florida’s public school students. Write a reflection of

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your impressions of this assignment.

5.7

Each candidate will develop a SBRR lesson plan to help pupils develop generalized and specialized vocabulary using expository text

Lesson plan rubric

Note: Because of the overlapping nature of many of the indicators, some of the activities are repeated as they are useful in teaching more than one skill.

Teaching Methods Structure of the Class and the Delivery of Instruction

This class will be delivered in a cooperative learning format. Everyone in the class is responsible for everyone else’s learning. The Professor will serve as the instructional leader and facilitator. Much of your work in class will be done in small groups. You will be randomly assigned to a group. After three chapters have been covered, groups will be reformed. You will be given study guides before each chapter. You will be required to complete each guide outside the class. Upon arrival to class, you should immediately get into your groups and begin working. Work in the group should consist of comparing responses to the study guide, helping each other with problems that they may have had if any, making sure that each individual in the group understands each item on the study guide, deciding who will represent the group for each item during the whole group discussions.

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At the beginning of each class period, the professor will lead a short discussion on topics related to literacy, children, their families, schools, teachers and learning. You will be expected to take an active role in the discussions by contributing when appropriate. There are five broad topics that you will be required to prepare a critique from one of the major literacy journals. You may consult journals from the list provided earlier. The critiques should be done in the American Psychological Association format. After you detailed summary of the articles contents, provide a thoughtful personal reaction. Give your overall impressions of the article, give the strengths and weaknesses, how does this information conform with what you knew before, tell how you would use its contents, and finally, would you recommend this article to your colleagues? presentation.

Rubric for the Evaluation of Written Assignments

Evaluation Criteria for Written Assignments

Evaluation Criteria for

Written Assignments

Favorable

100-90

4(20-18)

Acceptable

89-80

3(17-15)

Marginal

79-70

2(14-12)

Unacceptable

69-0

1(11-0)

Followed Directions

All of the required directions for completing the assignment were adhered to. 4

Most of the required directions for completing the assignment were adhered to. 3

Some of the required directions for completing the assignment were adhered to 2

Few of the required directions for completing the assignment were adhered to 1

Articulated the information and used syntactical structure.

All of the materials or attendant data were included in completing the assignment. 4

Most of the materials or attendant data were included in completing the assignment. 3

Some of the materials or attendant data were included in completing the assignment. 2

Few of the materials or attendant data were included in completing the assignment. 1

Supplies & Materials Accountability





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Format Evidence The whole assignment was typed, sequenced, numbered and labeled accurately. 4

Most of the assignment was typed, sequenced, numbered, and labeled accurately. 3

Some of the assignment was typed, sequenced, numbered and labeled accurately. 2

Little of the assignment was typed, sequenced, numbered, and labeled accurately. 1

Promptness The whole assignment was submitted on time. 4

A large portion of the assignment was submitted on time. 3

A small amount of the assignment was submitted on time. 3

The assignment was not submitted. 1

RED 3333-Will be used to grade all written assignments. Used also when stipulated “Professor Evaluation” or Professor Assessment”.

Evaluation Criteria for Oral Presentations


100-90

Excellent

89-80

Good

79-70

Fair

59-0

Unacceptable

Knowledge of Subject Matter

The student has a wide range of knowledge

about the subject. Text book reading and

supplemental materials reading is very evident.

The student shows a large amount of linkage between old information

and new information. 4

The student has a nice range of knowledge


supplemental materials reading is evident. The student shows a nice

amount of linkage between old information and new information. 3

The student has a small range of

knowledge about the subject. Text book

reading and supplemental

materials reading is somewhat evident. The student shows

some linkage between old information and new information. 2

The student has a little range of knowledge about

the subject. Text book reading and supplemental

materials reading is not evident. The student shows a little linkage

between old information and new information. 1

Professional Attire and Manner

The student demonstrates

excellent skill at dressing for success. 4

The student demonstrates a lot of

skill at dressing for success. 3

The student demonstrates some skill at dressing for

success. 2

The student demonstrates little skill at dressing for success.1

Visual Aids The student displays professional looking visuals. Technology is beautifully utilized. 4

The student displays great looking visuals.

Technology is adequately utilized.3

The student displays average looking

visuals. Technology is decently utilized.2

The student displays below average looking visuals. Technology is

insufficiently utilized. 1

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Classroom Management

The student does an excellent job of

maintaining focus in the audience and

handling disruptions.4

The student does a good job of



The student does a sufficient job of



The student does a poor job of maintaining focus

in the audience and handling disruptions.1

Communication Skills

The student displays excellent syntactical

discourse. 4

The student displays good syntactical

discourse. 3

The student displays average syntactical

discourse. 2

The student displays poor syntactical

discourse. 1

RED 3333- This rubric will be utilized to grade all oral presentations. Used also when stipulated “Professor Evaluation” or “Professor Assessment”.




Written Assignments

Favorable

100-90

4(20-18)

Acceptable

89-80

3(17-15)

Marginal

79-70

2(14-12)

Unacceptable

69-0

1(11-0)

Followed Directions












Most of the materials or attendant data were included in completing the



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assignment. 3












100-90

Excellent

89-80

Good

79-70

Fair

59-0

Unacceptable


























success. 2


Visual Aids The student displays professional looking visuals. Technology is


Technology is


visuals. Technology


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beautifully utilized. 4 adequately utilized.3 is decently utilized.2 insufficiently utilized. 1















discourse. 4


discourse. 3


discourse. 2


discourse. 1





Written Assignments

Favorable

100-90

4(20-18)

Acceptable

89-80

3(17-15)

Marginal

79-70

2(14-12)

Unacceptable

69-0

1(11-0)

Followed Directions





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Evaluation Criteria for Oral

100-90

Excellent

89-80

Good

79-70

Fair

59-0

Unacceptable

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Presentations


























success. 2


Visual Aids The student displays professional looking visuals. Technology is beautifully utilized. 4


Technology is adequately utilized.3


visuals. Technology is decently utilized.2


insufficiently utilized. 1















discourse. 4


discourse. 3


discourse. 2


discourse. 1


Course Calendar and Assignments

Answer each question on the study guides. Answers that hit each of the major points of the ques-tion receives 70% of the credit, answers that provide a personal reflection, receives 80% of the

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credit, answers that also tie the information to some concrete or real experiences, and indicate how they intend to use the information receives up to 100% of the credit. Answers that do not treat all of the major points of an issue receive less than 70% of the credit. Journal Article Critiques

In addition to answering all chapter questions and viewing chapter videos, you are also required to perform the following tasks:

1. Prepare four journal article critiques and present them in the following areas: Teaching reading in your own particular content area. Elementary education majors may choose to critique articles in any content area that you please as you may be expected to teach in any of the content areas. The first article will be due during the fourth class period.

2. The second journal article critique should be done on developing vocabulary/ comprehension. This critique in due the 6th

3. The third article critique is due on the eighth week of class on developing or using teaching aids such as: leveled reading guides, venn diagrams, graphic organizers, structured overviews, seman-tic maps, etc. Please prepare and demonstrate the study aid that you talk about. Extra credit will be awarded for this activity.

week of class.

4. The fourth article should be prepared on teaching reading to the exceptional child, and is due on the tenth week of class. All critiques should be done in APA style, and taken from professional refereed journals such as the: Reading Teacher, Reading Research Quarterly, Journal of Language Arts, Journal of Ado-lescent and Adult Literacy, Journal of Reading Behavior, Florida Reading Quarterly, Phi Delta Kappan, etc. The critiques should contain a detailed summary of the article’s content, and a thoughtful per-sonal reaction in which you indicate the strengths and weaknesses of the article, how this infor-mation compares with what you already knew about the topic, how the information can be used, and if you would recommend that your colleagues read this article. Develop Teaching Aids: Students are required to develop, and demonstrate the proper use of at least four of the following teaching aids: (graphic organizers, word maps, KWL Charts, Venn diagrams, three level guides, directed reading thinking-activities, discussion webs.

Research Paper

Nearing the end of the semester, and after you have had an opportunity to become familiar with the major issues in teaching reading in your major area of study, you are to select a topic on which you wish to learn more about, and wish to solve a question or problem of interest to you. You should get approval of your topic before beginning your paper. The paper should be done in an argumentative style, or a pro and con style, in which research is presented on at least two dif-

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ferent positions and the merits or weaknesses of each is presented. At the end of the presentation of the different sides, you should indicate the winning side based on the strength of the evidence found and presented. This paper should be prepared in APA style.

Course Evaluation

How Credit Is Earned

Regular Class attendance, participation in class activities and completion of chapter Study guides are required. It is expected that students who perform satisfactorily will successfully achieve the followings competencies listed below: (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25) 20% Students are required to develop, and demonstrate the proper use of the following teaching aids: (graphic organizers, word maps, KWL Charts, Venn diagrams, three level guides, directed reading thinking-activities, discussion webs. Satisfactory performance of these instructional activities will enable the student to achieve the following competencies listed below: etc. (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25) (FEAPs#1,2,3,4,5,8,9,10,11) 20% Students are required to read, critique, and present Journal articles on: teaching reading in content areas, developing vocabulary/ comprehension activities, develop teaching aids, and teaching the exceptional student. Satisfactory performance of these activities will enable the student to achieve the competencies below:(FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25) 20% 20% Students are required to take quizzes and examinations that cover the pertinent concepts related to teaching reading in the content areas. Mastery of these concepts will ensure the achievement of the following competencies: (FSAC: 1.1,1.2,1.3,1.4,1.5,1.6); (FTCE:6.1,6.3,6.4,6.5); FEAPS: (1,2,3,4,5,7,8,9,10,11); (PEUCF:5.1,5.3,5.4,5.6,5.7); (FREC: 2.a,2.b,2.c,2.f.1,2.f.2,2.f.3); (INTASC:3.11,3.14,3.15,3.21,3.22,3.23,3.25)

100% 20%

Grading How Grades Are Earned

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90 100 A 80 89 B 70 79 C 60 69 D 9 & below F

Course Policies

Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advice instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180. Taskstream Requirement: The Florida A&M University PEU has adopted Taskstream as one component of its assessment system. Consequently, all teacher education majors are required to have active Taskstream accounts. No grades will be awarded to students until they post their artifacts on Taskstream. Taskstream Code: 2HMUMM Disposition statements and Instruments are located in Taskstream.

References

Allington, R.., & Johnson, P. H. (ED.) (2002) Reading to learn: Lessons from exemplary fourth-grade classrooms. New York: Guilford. Alvermann, D.E. (2008). Why both theorizing adolescents’online literacies for classroom practice and research? Journal of Adolescent & Adult Literacy, 52 (1), 8-19. Doi:101598/JAAL.52.1.2 Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2008). The critical reading inventory: Assessing student’s reading and thinking. Upper Saddle River, NJ: Pearson Education, Inc. Block, C. C. (2003). Literacy difficulties: Diagnosis and instruction for reading specialists and classroom teachers. Boston, MA: Allyn & Bacon. Beck, I.L., McKeown, M.G., & Kucan, L. (2008). Creating robust vocabulary: Frequently asked questions & extended examples. New York: Guilford.

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Biemiller, A. (2010). Words worth teaching: Closing the vocabulary gap. Columbus, OH: SRA/McGraw-Hill. Blachowicz, C.I.Z., & Fisher, P.J. (2010) Teaching vocabulary in all classrooms (4th

Clay, M. (2002). An observation survey of early literacy achievement. New York: Heinemann.

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Graves, M.F., Sales, G.C., & Ruda, M. (2008). The first 4,000 words. Retrieved May 19, 2010, from www.thefirst4000words.com Gutierrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148-164. Doi:10.1598/RRQ.43.2.3 Harmon, J.M., Wood, K.D., & Hedrick, W.B. (2008). Vocabulary learning in the content areas: Research-based practices for middle and secondary school classrooms. In K.D. Wood & W.E.Blanton (Eds.l), Literacy instruction for adolescents: Research=based practice (pp. 344-367). New York: Guilford. Hiebert, E.H., & Lubliner, S. (2008). The nature, learning, and instruction of general academic vocabulary. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 106-129). Newark, DE: International Reading Association. Janzen, J. (2008). Teaching English language learners in the content areas. Review of Educational Research, 78 (4), 1010-1038. Doi:10.3102/0034654308325580 Leslie, L., & Jett-Simpson, M. (1997). Authentic literacy assessment: An ecological approach. New York: Longman. Lenihan, G. (2003). Reading with adolescents: Constructing meaning together. Journal of Adolescent & Adult Literacy, 47(1), 8-12. Leu, D.J., Leu, D.D., & Coiro, J. (2006) , Teaching with the internet K-12: New literacies for new times (4th

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Manzo, A. V., & Manzo, U. C. (1993). Literacy disorders: Holistic diagnosis and remediation. Fort Worth: Harcourt Brace Jovanovich College Publishers. Moje, E.B. (2008). Youth literacies, identities, and cultures in and out of school. In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (Vol. 2, pp. 207-219). New York: Routledge. Moje, E.B., & Lewis, C. (2007). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In C. Lewis, P. Enciso, & E.B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 15-48). Mahwah, NJ: Erlbaum. Scott, J.A., Nagy, W.E., & Flinspach, S.L. (2008). More than merely words: Redefining vocabulary learning in a culturally and linguistically diverse society. In A.E. Farstrup & S.J. Samuels (Eds.), What research has to say about vocabulary instruction (pp. 182 – 210). Newark, DE: International Reading Association. Snow, C.E., & Uccelli, P. (2009). The challenge of academic language. In D.R. Olson & N. Torrance (Eds.), The Cambridge handbook of literacy (pp. 112 – 133). New York: Cambridge University Press. Taylor, B., Harris, L. A., Pearson, P. D., & Garcia, G. (1995). Reading difficulties: Assessment and instruction (2nd

Townsent, D. (2009). Building academic vocabulary in after-school settings: Games for growth with middle school English-language learners. Journal of Adolescent & Adult Literacy, 53 (3), 242-251. Doi:10.1598/JAAL.53.3.5

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