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Siena Heights University Teacher Education Program Course #: EDU335 Course Title: Strategies for Teaching Reading through the Content Areas in the Secondary School Semester Hours: Three (3) Time: Tuesday and Thursday 12:00 PM 1:15 PM Place: Performing Arts Center (PAC) 103 Instructor: Eleanor Wollett, Ph.D. Phone: (517) 264-7888 (Office) PAC 102 Email: ewollett@sienaheights.edu Office Hours: by appointment Program Website:
http://www.sienaheights.edu/Academics/ProgramDetail/tabid/73/MajorID/EDU/CampusID/1/Default.aspx

Mission Statement of Siena Heights University The mission of Siena Heights, a Catholic university founded and sponsored by the Adrian Dominican Sisters, is to assist people to become more competent, purposeful and ethical through a teaching and learning environment which respects the dignity of all. Mission and Learning Outcomes for Teacher Education at SHU The Teacher Education Program emphasizes a belief in teaching as both an art and a science. Engagement in the art of teaching flows from pre-service preparation that inspires lifelong learning and the living of a reflective life. It inspires the acquisition of knowledge and love of subject matter, knowledge about learners and a concern for them, deftness in communication, commitment to continuous growth and self-renewal in the profession of teaching, and recognition of the benefits of studying and emulating great teachers (Schubert, 1986). Etymologically, to learn means to follow the traces, tracks or footprints of those who have gone before (Van Manen, 1986). The Teacher Education Programs support the mission of Siena Heights University by fostering the personal and professional living of a purposeful, competent, and ethical life. Following the Adrian Dominican philosophy of meeting individuals at various stages of personal and professional growth, the Teacher Education Programs strive to help students meet their individual educational needs, and encourage them to contemplate and the share the fruits of that contemplation.

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Teacher Education Program Learning Outcomes (revised June 2009) The SHU Teacher Education Program Learning Outcomes reflect the desired knowledge, understandings, skills and dispositions of students who complete the program. Consistent with a view of teaching as an art and science, the program highlights the following outcomes with the realization that valuable, but unanticipated, outcomes will also emerge. Those listed below are overall outcomes; no single course necessarily addresses every outcome. Students at the graduate and undergraduate levels demonstrate these outcomes in ways consistent with their varied levels of academic coursework, teacher candidate/certification status, and work experiences. 1. Mission The teacher education student demonstrates: qualities consistent with the mission of the university to assist students in becoming more competent, purposeful, and ethical the qualities of a reflective practitioner and a commitment to lifelong learning 2. Theory into Practice The teacher education student demonstrates: the ability to analyze situations in classrooms and other educational settings, in light of current educational research the ability to apply principles of best practice and use technology in preK-12 classrooms 3. Politics, Ethics, and Professionalism The teacher education student demonstrates: an understanding of the political nature of educational institutions an understanding of the demands that are placed on educators the personal integrity, professionalism, and ethical behavior essential to the role of teacher 4. External Social Forces The teacher education student demonstrates: an understanding of the influence of major social forces on the lives of preK-12 students partnership with families, specialists, and the larger community preparation and willingness to address and accommodate the educational needs of students an awareness of the social and emotional aspects of teaching and learning 5. Diversity, Culture, & Climate The teacher education student demonstrates: an understanding of the diverse social and cultural factors that influence, challenge, and provide opportunities for enriching, the teaching/learning process an ability to identify characteristics of the educational community and how these characteristics impact the teaching/learning climate. 6. Teaching/Learning Styles The teacher education student demonstrates: an understanding of the impact of multiple intelligences and teaching/learning styles on the teaching/learning process

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an ability to identify his/her personal strengths and limitations the ability to incorporate alternatives to his/her preferred teaching/learning style in curriculum and instruction 7. Developmentally Appropriate Curriculum & Design The teacher education student demonstrates: an understanding of the intellectual, social, physical, and emotional stages of development of preK-12 students the ability to plan, select, and design developmentally appropriate learning activities, materials, and assessments an understanding of the content and methodology in various disciplines the ability to identify meaningful learning outcomes consistent with national and state standards 8. Leadership The teacher education student demonstrates: the ability to initiate change in the classroom or other educational settings for the improvement of learning and teaching the ability to work collaboratively with other educators to develop communities of learning Course Description This course deals with secondary content area reading instruction and places emphasis on reading to learn. Various theory-based, practical strategies for content area instruction, specifically reading, writing and study strategies will be presented. There will be an emphasis on literacy across the curriculum by integrating literacy strategies into lesson plans that guide students to learn processes and content. This course prepares you to teach students how to read and study expository material in subject matter textbooks and other print materials, and to help students become independent learners. This is especially important in an era when students are expected to read a great variety of written material to achieve success in as well as out of school. Twenty (20) clock hours of field experience working with content area reading are required. Course Objectives As a result of this course you will be able to: 1. Evaluate and explain your own beliefs about your role in content area literacy instruction. 2. Demonstrate knowledge of the processes of reading and writing, including the skills, concepts, purposes, development, and goals involved. 3. Define reading as suggested by the State of Michigan and describe the reading process. 4. Understand the relationship between literacy and acquiring knowledge. 5. Understand the relationship between literacy and applying knowledge in various contexts. 6. Select, integrate, and translate appropriate knowledge and processes for developing students literacy. 7. Demonstrate the use of developmentally appropriate instructional practices for developing literacy in content materials. 8. Assess readability levels of instructional materials.

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9. Discuss how text factors such as type, organization, format, difficulty, familiarity, and interest influence the reading process. 10. Discuss the importance of considering student attitudes in the learning and instructional process of all content. 11. Demonstrate the use of appropriate strategies to facilitate comprehension of content materials at the literal, inferential, critical, and creative levels of understanding. 12. Demonstrate the use of appropriate strategies for developing students concepts and related vocabulary. 13. Demonstrate the use of study strategies for various types of text materials, such as mathematics, science, physical education, or human environmental science. 14. Plan and implement an instructional plan appropriate to the needs, interest, and abilities of your students. 15. Plan and implement class organization that facilitates students literacy and study skills. 16. Demonstrate the ability to motivate students to read and write. 17. Create units that integrate literacy across the curriculum. 18. Demonstrate the ability to find appropriate sites on the Internet and use the materials to enhance instruction. 19. Demonstrate the ability to evaluate literacy skills for diagnostic purposes, as well as for grading. REQUIRED TEXTBOOKS: Fisher, D. & Frey, N. (2012). Improving Adolescent Literacy: Content Area Strategies at Work (3rd Ed.). Boston: Pearson Education, Inc. [0-13-248712-8]. Woods, M. & Moe, A. (2011). Analytical Reading Inventory. (9th Ed.) Boston: Pearson Education, Inc. [ISBN: #0-13-701292-6] Attendance Policy The expectation is that students attend every class prepared to discuss the assigned work, and that the instructor attends every class to present materials and facilitate individual and group growth. One class absence is allowed at no penalty (except loss of attendance/participation points). If you are more than 10 minutes late to any class, or leave more than 10 minutes before the conclusion of class, it will be recorded as L." Being late twice will be the equivalent of one full absence. Please talk to me if there are extenuating circumstances. Late Work All assignments are to be submitted at the beginning of the class session on the due date (unless otherwise specified). No late assignments will be accepted unless prior arrangements are made with the instructor. Best Practices: Teaching methodologies that have been proven over time, research, and experience to enhance student learning by developing thinking and problem-solving skills through integration and active learning), including the incorporation of technology, to instruction, assessment, and management in preK-12 classrooms. This will be the foundation of teaching methods used in Teacher Education Program courses.

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Grading Scale A+ 98-100 A 94-97 A91-93

B+ B B-

88-90 84-87 81-83

C+ C C-

78-80 74-77 71-73

D+ D D-

68-70 64-67 61-63

E <60

Technology Computer access at home or from a school/university lab Ability to reprint copies for the class when requested In this course we will be using eCollege (http://www.sienaonline.org/). Each student registered for the course automatically has a Siena heights University email account. This is the account I will be using to correspond with you through eCollege. However, if you want to use your preferred email account, just go to the Siena Heights University home page. Click on the link How do I forward my Siena Heights email to another email address? This will enable email correspondence to be forwarded to your preferred email account. Set this up way ahead of time and make sure it is working. NOTE: The eCollege Helpdesk is available 24 hours a day, 7 days a week, toll free at: 1-888-748-1932 or use the Technical Support button on the eCollege screen. If you are having technical problems, please inform your instructor. Teacher Education Student Expectations The Teacher Education Program requires that the student assumes active control of his/her own learning and is professional in his/her behaviors at all times. Therefore, the student is expected to completely familiarize him/herself with the course requirements, actively manage the course calendar and assignment due dates, attend every live class meeting prepared to discuss assigned work, participate actively (in live and online discussions), complete assignments on time, communicate special circumstances (lateness, absence, etc.) to the instructor in a timely and professional manner, and be professional in his/her conduct toward instructors and peers.

Academic Dishonesty Policy Siena Heights University expects its students to use resources with consideration for ethical concerns and legal restrictions. The principles of truth and honesty are recognized qualities of a scholar and of a competent, purposeful, and ethical individual, and Siena Heights University expects its students to honor these principles. Academic and professional integrity refers to the representation of ones self and ones work honestly, while demonstrating respect for the accomplishments and contributions of others. Demonstration of academic and professional integrity involves the following expectations for students in this course: 1. Students must appropriately credit the sources of materials and ideas, published or not. Failure to acknowledge the works of others implies that the work is ones own. Misrepresentation of ones self and ones work is plagiarism. 2. Students must follow the ethical and legal guidelines established for copyrighted materials.

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Students are expected to be familiar with the policies and practices governing the use of resources and references, as set forth by the American Psychological Association in its Publication Manual. Students are expected to purchase the Publication Manual prior to their first class and use it. The course instructor who has documentation of plagiarism by a graduate student is required to, at a minimum, assign a failing grade for the assignment in question and file the documentation with the respective program director. The student may be assigned a failing grade for the course. The Dean is authorized to suspend the student for plagiarism or copyright infringement. Appeal of the suspension must be addressed to the Dean of the Graduate College and the Graduate Council will review the request to make decision regarding reinstatement. Sienas Accommodation Policy for Students with Disabilities In accordance with University policy and the equal access laws, the instructor is available to discuss appropriate academic accommodations that you may be eligible for as a student with a disability. Please make an appointment to discuss possible accommodations. Students must register with the Office for Students with Disabilities for disability verification and determination of reasonable accommodations. Requests for accommodations must be done in a timely manner and are not retroactive. For more information, you may contact: Bob Ritz, Coordinator, Office for Students with Disabilities, Room 301A, Sacred Heart Hall, Adrian campus, 517-264-7683;
rritz@sienaheights.edu

Classroom Emergency Preparedness and Response Information To Report an Emergency or Suspicious Activity Call the Department of Public Safety at 517-264-7800 (Adrian Campus). If the line is unavailable or you are calling from another University location, dial 911. Shelter in Place General Guidance Although it is unlikely that we will ever need to shelter in place, it is helpful to know what to do just in case. No matter where you are on campus, the basic steps of shelter in place will generally remain the same: If you are inside, stay where you are. If you are outdoors, proceed into the closest building or follow instructions from emergency personnel on scene. Shelter-in-place in an interior room, above ground level, and with the fewest windows. If sheltering in a room with windows, keep away from the windows. If there is a large group of people inside a particular building, several rooms maybe necessary. Shut and lock all windows (locking will form a tighter seal) and close exterior doors. Turn off air conditioners, heaters, and fans. Close vents to ventilation systems as you are able. (Facilities staff will turn off ventilation systems as quickly as possible). Make a list of the people with you and call the list in to Public Safety so they know where you are sheltering. Visit Campus Safety @ Siena for incident updates http://www.sienaheights.edu/campussafety.aspx or call the Information Line 517-264-7900. If possible, turn on a radio or television and listen for further instructions. If your e-mail address or mobile device is registered with SHU Alerts, check for alert notifications.

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Make yourself comfortable and look after one other. You will get word as soon as it is safe to come out.

Evacuation An evacuation will be considered if the building we are in is affected or we must move to a location of greater safety. We will always evacuate if the fire alarm sounds. In the event of an evacuation, please gather your personal belongings quickly (purse, keys, cell phone, SHU ID card, etc.) and proceed to the nearest exit (off rear parking lot or off front lobby. Once we have evacuated the building, proceed to our primary rendezvous location (baseball field). SHU Alerts SHU Alerts provides free notification by e-mail or text message during an emergency. Visit Campus Safety @ Siena for a link and instructions on how to sign up for alerts pertaining to your campus. If you receive a SHU Alert notification during class, please share the information immediately. Additional Information Additional information about emergency preparedness and response at SHU as well as the Universitys operating status can be found on Campus Safety @ Siena website http://www.sienaheights.edu/campussafety.aspx or by calling the Department of Public Safety at 517263-0731. Student Assessment: Required Course Assignments and Course Schedule Grading in this course is based upon the points as itemized below. Except for in-class activities and assessments, all written work is typewritten, double spaced, follows the suggested format and shows evidence of being proofread. In order for a student to earn maximum points, it is important that she/he follow the assigned formats. Assignment Attendance and Participation Face-to-Face Sessions Online Threaded Discussion Bio Initial Tutee Information Form Proof of Background Check Permission Letter Tutoring Log ARI Assessment # 1 ARI Assessment # 2 Weekly Tutoring Reflections Journal # 1 Journal # 2 Learning Plan # 1 Learning Plan # 2 Learning Plan # 3 Points 20 20 30 25 25 25 25 100 100 30 50 50 75 75 75

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Learning Plan Reflection # 1 Learning Plan Reflection # 2 Learning Plan Reflection # 3 Website Resource Group Unit Plan Final Presentation Common Question Learning Outcomes Assessment 1 Assessment 2 Final Forum Questions Final Forum Assessment COURSE CONTENT AND SCHEDULE (Subject to Change) All Assignments are Due at the Beginning of Class on Date Listed Week Session 1 Jan. 8 Face-to-Face Session 2 Jan. 10 Face-to-Face Session 3 Jan. 15 Online Topics Overview of Class Review Syllabus Common Core State Standards (CCSS) Ensuring All Students Read, Write, and Think Analytical Reading Inventory (ARI) Purpose Procedures Response to Intervention Tutoring Experience Informal Assessments Assignments Due

25 25 25 50 100 100 30 100 100 15 100

Session 4 Jan. 17 Face-to-Face

Session 5 Jan. 22 Online Session 6 Jan. 24 Face-to-Face Session 7 Jan. 29 Online

Setting the Stage: Building Background Through Anticipatory Activities Text Mapping

Biography Introduction to Class Members Fisher and Fry, Chapter 1 Analytical Reading Inventory (ARI) Prep and accompanying DVD as move through sections: Section II, pages 14 -19 Section III, pages 22 46 Section IV, pages 52 - 73 Case Study Information Post under tab in eCollege Background Check Chapter 9, pages 157 164 (include Figures 9.4 and 9.5) Fisher and Fry, Chapter 2

Journal # 1 Permission Letter Case Study: ARI Reader Interview Word List Prior Knowledge/Prediction Oral Reading Miscues

Assessment of Tutee Text Structure Web Matrix

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Session 8 Jan. 31 Face-to-Face Session 9 Feb. 5 Online Session 10 Feb. 7 Face-to-Face Session 11 Feb. 12 Online Session 12 Feb. 14 Face-to-Face Session 13 Feb. 19 Online Session 14 Feb. 21 Face-to-Face Session 15 Feb. 26 Online Session 16 Feb. 28 Face-to-Face Session 17 March 12 Online Session 18 March 14 Face-to-Face Session 19 March 19 Online Session 20 March 21 Face-to-Face Session 21 March 26 Analysis and next steps with tutee Text Structure List Linear String Word for Word: Vocabulary Development Across the Curriculum Text Structure Cause and Effect Sequential Well Read: Promoting Comprehension Through Read Alouds and Shared Readings Article of the Week Text Structure Persuasion Lit Circles Why Ask? Questioning Strategies in the Classroom Assessment # 1

Retelling/Summary Statement Comprehension Questions

ARI Data Analysis Sheet

Fisher and Fry, Chapter 3

Learning Plan # 1 - Anticipatory

Fisher and Fry, Chapter 4

Learning Plan # 2 - Vocabulary

Fisher and Fry, Chapter 5

Powerful Pens: Writing to Learn With Adolescents Writing to Learn Article

Fisher and Fry, Chapter 8

Group Unit Plan, Draft 1

Picture This: Graphic Organizers in the Classroom Expository Profundity

Fisher and Fry, Chapter 6 Learning Plan # 3 Writing to Learn Fisher and Fry, Chapter 7

Getting It Down: Making and Taking Notes Across the Curriculum Close Reading ACT Prep Taking Stock: Standards, Assessment, and High-Stakes Testing

Group Unit Plan, Draft 2

Chapter 9, pp. 164 - 178

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Online Session 22 March 28 Session 23 April 2 Online Session 24 April 4 Face-to-Face Session 25 April 9 Online

EASTER BREAK Group Unit Presentations Group Unit Presentation Prep Journal # 2 Group Unit Presentation Prep Journal # 2 Case Study: ARI Reader Interview Word List Prior Knowledge/Prediction Oral Reading Miscues Retelling/Summary Statement Comprehension Questions ARI Data Analysis Sheet

Group Unit Presentations

Reassessment of Tutee

Session 26 April 11 Face-to-Face Session 27 April 16 Online Session 28 April 18 Face-to-Face Session 29 April 23 Face-to-Face Session 30 April 25 Face-to-Face FINAL

Assessment # 2

Technology Data Analysis Final Presentations

Website Resource Due

Tutoring Log Copy of Powerpoint Final Forum Questions Due Common Question Learning Outcomes

Final Presentations

Final Presentations List of Final Forum Questions Final Forum Online Course Evaluation