Utah State Office of Education

Reading Teacher Endorsement Course Framework

 Content Area Literacy Instruction

Syllabus Framework

 

Instructor:

Name

Office address

Office phone

e-mail

 

Course Goals

The goal for this course is for participants to gain an understanding of perspectives and options that enable students to negotiate and create texts associated with the various content areas. Specifically, the goals for this course are broken up into three types: (a) knowledge, (b) skills, and (c) attitudes and dispositions. These goals are aligned with the Standards for Reading Professionals (IRA, 2002) created by the International Reading Association.

 

Knowledge Objectives: (IRA Standards for Reading Professionals, 2/03)

1. Participants will gain an understanding of the issues and theories related to the literacy development of all student students* including students of diverse cultural, socio‑economic, and linguistic backgrounds.

a.     Participants will gain an understanding of the definitions of reading, writing, literacy, and text** and consider their meanings and functions for student learners. (IRA Standard, 1.1, 1.3, 1.4)

b.     Participants will be able to list/identify the characteristics of strategic readers, writers, and learners in contrast with the characteristics of non‑strategic readers and writers. (IRA Standard, 1.4)

c.     Participants will be able to integrate theories about reading and writing with general theories of learning.

      (IRA Standard 1.1)

d.     Participants will be able to list the characteristics of considerate and inconsiderate text. (IRA Standard, 4.2)

e.     Participants will understand the relationship between the reader, the text, and the context in the meaning‑making process. (IRA Standard 1.4)

2. Participants will gain an understanding of how literacy, the ability to negotiate and create text, is an integral aspect of

    content‑area learning.

a.     Participants will gain an understanding of the unique vocabulary and concept development  demands particular to content areas. (IRA Standard, 1.4)

b.     Participants will be able to describe the nature of texts that make up the

      discourse of differing content area(s). (IRA Standard, 4.2)

c.     Participants will be able to identify the connections between federal, state, and local goals and standards for students with regards to (a) literacy learning and (b) content‑area learning. (IRA  Standard, 2.2)

3. Participants will gain an understanding of the variety of and purposes for literacy assessments.  (IRA Standard, 3.1)

a.     Participants will learn the strengths and weaknesses of particular assessment methods. (IRA Standard, 3.1)

a.     Participants will gain an understanding of the role of pre‑assessment to inform instruction. (IRA Standard, 3.3)

b.     Participants will gain an understanding of the role of post‑assessment to assess the curriculum, Teaching, students, and so forth. (IRA Standard, 3.3)

 

Skills Objectives:

4. Participants will be able to create learning environments that support students= negotiation and creation of text in content areas.

a.     Participants will be able to align their practice to support strategic reading, writing, and content learning. (IRA Standard, 2.4, 4.3)

b.     Participants will be able to create learning environments that support the strengths and needs of   learners, including struggling readers and  writers. (IRA Standard, 2.3, 4.1)

c.     Participants will be able to create learning environments that support student reading and writing   in a variety of contexts and for a variety of  purposes. (IRA Standard, 4.4)

d.     Participants will be able to create learning environments that support the acquisition and development of academic learning and study skills. (IRA Standard, 4.4)

e.     Participants will be able to locate and utilize other professional, paraprofessional, and community personnel to help assess and support student literacy development. (IRA Standard, 1.3, 3.2)

 

5. Participants will be able to locate, critique, select, and use a variety of resources (i.e., texts) to support their students=

    acquisition and development of content‑area knowledge.

a.     Participants will be able to integrate information about texts and students in order to select and evaluate texts best suited to individual student learners. (IRA Standard, 2.3)

b.     Participants will be able to integrate the use of textbooks with other

      texts/materials in content        instruction. (IRA Standard, 2.3, 4.2)

 

Attitudes and Dispositions Objectives:

6. Participants, recognizing the unique literacy demands placed upon student learners in various contexts, will realize their roles

    and responsibilities in helping students manage and meet those demands. Participants will come to view themselves as

    content specialists and teachers of literacy.

a.     Participants will expand their view of content‑area reading and writing beyond the notion of helping struggling readers and writers. (IRA Standard, 1.5)

b.     Participants will gain confidence in their ability to help all student learners extend and refine their   literacy skills. (IRA Standard, 1.5)

c.     Participants will gain a willingness to continue learning about issues related to student literacy by participating in workshops, reading professional literature, and engaging in other related professional growth activities.

      (IRA Standard, 5.1, 5.3)

d.     Participants will understand the importance of reflective practice in  informing and developing their ability to support student learning.  (IRA Standard, 5.2)

 

 

 

Suggested Course Texts

Alvermann, D. E., & Phelps, S.F. (2001). Content reading and literacy: Succeeding in today=s diverse classroom. (2nd Ed.)

 

Hynd, Cynthia. (1998). (Ed.) Learning from text across conceptual domains. Mahwah, NY: Erblaum.

 

Readence, J., Bean, T., & Baldwin, S. (2001). Content Area Literacy. Dubuque, IA: Kendall-Hunt.

 

Vacca, R. & Vacca, J. (2001). (7th? Ed..) Content area reading: Literacy and learning across the curriculum. New York: Longman.

 

Supplementary Texts:

Allen, J. (2000). Words, words, words: Teaching vocabulary in grades 4-12. York, ME: Stenhouse. ISBN: 1571100857

Allen, J., & Romano, T. (1995). It's never too late: Leading adolescents to lifelong literacy. Portsmouth, NH: Heinemann. ISBN: 0435088394

Alvermann, D., & Phelps, S. (1999). Content reading and literacy: Succeeding in today's diverse classrooms. Boston: Allyn & Bacon.  ISBN: 0205327427

Atwell, Nancie. (1998). In the middle: Writing, reading, and learning with adolescents. (2nd. ed.). Portsmouth, NH: Boynton/Cook.  ISBN 0-86709-374-9

Billmeyer, R., & Barton, M. (1998). Teaching reading in the content areas. If not me, then who? Aurora, CO: McRel.  ISBN 1 893476 05 7

Blanchowicz, Camille & Fisher, Peter (1996). Teaching Vocabulary in All Classrooms. Englewood Cliffs, NJ: Prentice Hall. ISBN# 0-02-310172-5.

Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: IRA. ISBN 0 807207 284 3

Ericson, B. (2001). Teaching Reading in High School English Classes. National Council of Teachers of English; ISBN: 0814151868

Harvey, S. (1998). Nonfiction Matters : Reading, Writing, and Research in Grades 3-8. Portsmouth, NH: Heinemann.

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Irvin, J., Buehl, D., & Klemp, R. (2003).Reading and the high school student: Strategies to enhance literacy. Boston: Allyn and Bacon.ISBN 0 205 31961 0

Lapp, D., Flood, J., & Farnan, N. (1995). Content area reading and learning: Instructional strategies. (2nd Ed.)New York: Allyn & Bacon.  ISBN: 0205188931

McNeil, J. (1992). Reading comprehension: New directions for classroom practice. (3rd ed.). Los Angeles: Harper Collins. ISBN 0-673-46425-3

Mjoe, E (2000). All the stories that we have: adolescents' insights about literacy and learning in secondary schools. Newark, DE: IRA. ISBN 0872072649

Moje, E., & O'Brien, D.(Eds.), 2001.  Constructions of literacy: studies of teaching and learning in and out of secondary schools .  Mahwah, NJ. ISBN: 0805829490

Moore, D., Bean, T., Birdshaw, D., & Rycik, J. (1999). Adolescent literacy: A position statement. Journal of Adolescent and Adult Literacy, 43, 97-109

Moore, D., & Hinchman, K. (2003).  Starting out: A guide to teaching adolescents who struggle with reading. Boston: Allyn and Bacon.  ISBN 0 321 07810 1

Richardson, J. S., & Morgan, R. F. (1990). Reading to learn in the content areas. Belmont, CA: Wadsworth. ISBN 0-534-50737-9

Robb, L. (2000). Teaching Reading in the Middle School. Jefferson city, MO: Scholastic. ISBN 0-590-68560-0

Ryder, R. J., & Graves, M.F. (1998). Reading and learning in content areas. (2nd. Ed.) John Wiley & Sons Software; ISBN: 0471365580

Taylor, B., Graves, M., & van den Brœck, P. (Eds.) (1998). Reading for meaning: Fostering comprehension in the middle grades. NY: Teachers College Press.

Tierney, R. & Readence, J. E. (1999). Reading strategies and practices: A compendium. New York: Allyn & Bacon.  ISBN: 0205298087

Thompkins, Gail E. (1998). 50 Literacy Strategies: Step by Step. Upper Saddle River, NJ:Merrill. ISBN 0-13-860370-7

Tovani, C. (2000). I Read It But I Don't Get It: Comprehension Strategies for Adolescent Readers. Portland, MN: Stenhouse. ISBN 1-57110-089

Wade, S. E. (2000) Preparing for Inclusive Education. Hillsdale, NJ: Erlbaum.

Wood, E., Woloshyn, V., & Willoughby, T. (1995). Cognitive strategy instruction for middle and high school.  Cambridge: Brookline Books. ISBN 1 57129 007 9

 

 

Course Topics

Theoretical framework as a model of academic learning.

 

Characteristics of strategic readers, writers, and learners

 

Lesson frameworks

Lesson planning

Declarative knowledge

Procedural knowledge

Conditional knowledge

Before reading strategies

During reading strategies

After reading strategies

 

Writing

 

Professional development

 

Questioning

 

Talking to learn

 

Study strategies

Metacognition

Self-regulation

 

Materials other than textbooks

Electronic texts

Fiction

 

Vocabulary

 

Interest, attitudes, and motivation

 

Assignments

Individual and group presentations

Annotation assignment for content areas outside of literacy journals

Textbook evaluation

Weekly reading responses

Synthesis paper/instructional project

 

Grading Procedures

 

 

Course Schedule

 

 

Supplemental Readings (Middle through High School)

Alexander, P. (1998). The nature of disciplinary and domain learning: The knowledge, interest, and strategic dimensions of learning from subject-matter text (263-287) In Hynd, C. (Ed.)  Learning from text across conceptual domains.  Mahwah, NJ: Erlbaum.

Alvermann, D. E., Hinchman, K. A., Moore, D. W., Phelps, S. F., & Waff, D. R. (Eds.) (1998). Reconceptualizing the literacies in adolescents= lives. Mahwah, NJ: Lawrence Erlbaum.

Barry, A. L. (1997). High school reading programs revisited. Journal of Adolescent and Adult Literacy, 40, 524-531.

Bintz, W. (1997). Exploring reading nightmares of middle and secondary school teachers. Journal of Adolescent and Adult Literacy, 41, 12-24.

Dillon, D. (19890. Showing them that I want them to learn and that I care about who they are: A microethnography of the social organization of a secondary low-track English classroom. American Educational Research Journal, 26, 227-259.

Fielding, L., & Roller, C. (1992). Making difficult books accessible and easy books acceptable. The Reading Teacher, 45, 678-687.

Finders, M. J. (1998/1999). Raging hormones: Stories of adolescence and implications for teacher preparation. Journal of Adolescent and Adult Literacy, 42, 252-263.

Flood, J., & Lapp, D. (1990). Reading comprehension instruction for at-risk students: Research-based practices that can make a difference. Journal of Reading, 33, 490-496.

Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective. Journal of Adolescent and Adult Literacy, 43, 412-420.

Gee, J.P.  (200?).  Reading as situated language: A sociocognitive perspective.  Journal of Student and Adult Literacy, 44, 714-725.

Guillaume, A. M. (1998). Learning with text in the primary grades. The Reading Teacher, 51, 476-486.

Hinchman, K. A. (1987). The textbook and three content-area teachers. Reading Research and Instruction, 26, 247-263.

Ivey, G. (1999). A multicase study in the middle school: Complexities among young adolescent readers. Reading Research Quarterly, 34, 172-192.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of Adolescent and Adult Literacy, 43, 448-461.

McKenna, M. C., & Robinson, R. D. (1990). Content literacy: A definition and implications. Journal of Reading, 34, 184-186.

Moje, E. B. (1996). AI teach students, not subjects@: Teacher-student relationships as contexts for secondary literacy. Reading Research Quarterly, 31, 172-195.

Moje, E. B., Young, J. P., Readence, J. E., & Moore, D. W. (2000). Reinventing adolescent literacy for new times: Perennial and millennial issues. Journal of Adolescent and Adult Literacy, 43, 400-410.

Mokhtari, K. & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94, 249-259.

O=Brien, D., Stewart, R., & Moje, E. B. (1995). Why content literacy is difficult to infuse into the secondary curriculum: Strategies, goals, and classroom realities. Reading Research Quarterly, 30, 442-463.

Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39, 564-570.

Ratekin, N., Simpson, M. L., Alvermann, D. E., & Dishner, E. K. (1985). Why teacher resist content area reading instruction. Journal of Reading, 28, 432-437.

Romine, B. G. C., McKenna, M. C., & Robinson, R. D. (1996). Reading coursework requirements for middle and high school content area teachers: A U. S. survey. Journal of Adolescent and Adult Literacy, 40, 194-198.

Vacca, R. T. (2002). Making a difference in adolescents= school lives: Visible and invisible aspects of content area reading. In A. E. Farstrup, & S. J. Samuels (Eds.), What research has to say about reading instruction (3rd ed.), (pp. 184-204). Newark, DE: International Reading Association.

Wade, S. E., Moje, E. B. (2000). The role of text in classroom learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, R. Barr (Eds.), Handbook of reading research: Volume III, (pp. 609-628). Mahwah, NJ: Lawrence Erlbaum.

Worthy, J. (1998). On every page someone gets killed! Book conversations you don=t hear in school. Journal of Adolescent and Adult Literacy, 41, 508-517.

Worthy, J., Moorman, M., & Turner, M. (1999). What Johnny likes to read is hard to find in school. Reading Research Quarterly, 34, 12-53.