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READ 532 7901, Online, Reading in the Content Fields

Summer 2017, Online

Chadron State College

Instructor: Mrs. Robin Brierly Office: Old Admin 123

Office Phone: 308-432-6329 E-mail: rbrierly@csc.edu
Office Hours: summer- by appointment
Credit Hours: 3

Description: Assists teachers in the content areas to teach subject matter in such a way as to
utilize and further develop fundamental reading. Special consideration will be given to effective
reading skills, vocabulary development in specific subject areas, and study skills. (Chadron State
College Graduate Catalog, 2015-2017)

Required Text(s)
Readance, J. E., Bean, T. W., & Baldwin, R. S. (2011). Content area literacy: An

integrated approach (10th ed.). Dubuque, IA: Kendall/Hunt Publishing.

Student Learning Outcomes: The specific learning outcomes for the student are:

1. Promote activities that elicit critical thought, beyond recall and comprehension.
(Thinking Skills)
2. Design and assess learning activities (with sequential goals and outcomes),
utilizing assessment measures to make instructional and/or curricular decisions.
3. Utilize the knowledge, skills, and disposition developed through assessment,
communication, humans relations/diversity, methodology/technology,
professionalism, and thinking skills to provide to a school system the leadership
necessary to utilize assessment to improve learning, develop new and better
methods and technologies to enhance learning, display human behaviors
supportive of all learners, communicate effectively with stakeholders, demonstrate
an ability to think methodically at a higher order thinking level, and model
professional behaviors appropriate for leaders within a school system.
4. Demonstrate and promote effective communications skills (with students and
adults), while respecting diversity and engaging students in the learning enterprise
through motivation and constructive learning applications. (Communications)
5. Plan and deliver teaching-learning activities that are consistent with identified
learning outcomes and ability level of students while using a variety of
instructional methodologies/strategies to prescribe for individual differences.
6. Demonstrate conduct befitting a professional educator to include the following
dispositions: regular self-reflection, positive ethical behavior, respectful and
attentive attitude, effective classroom management skills, appropriate knowledge
of subject matter, and professional leadership. (Professionalism)

Education Administration Program Outcomes:

1. Lead and organize the collaborative development, articulation, implementation, and
stewardship of a school or district vision of learning supported by the school community.
(Communication, Thinking Skills, Inclusive Learning Environments)
2. Lead and promote a positive school culture, providing an effective standards based
instructional program, applying best practice to student learning, and designing
comprehensive professional growth plans for staff based on identified needs.
(Methodology, Professionalism, Assessment, Thinking Skills, Inclusive Learning

Curriculum & Instruction Program Outcomes

1. Develop and implement curriculum based on central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches; diverse learner needs and abilities;
cognitive and developmental levels; and community and curricular goals. (Methodology,
Inclusive Learning Environments)
2. Develop and implement curriculum using a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and performance
skills. (Methodology, Thinking Skills)
3. Design and facilitate a learning environment that encourages individual and group
motivation, positive social interaction, and active engagement in learning. (Methodology,
Professionalism, Assessment)
4. Communicate clearly using listening, writing, speaking, and media skills in a manner that
is consistent with and responsive to the specific audience. (Communication,
5. Utilize assessment strategies and data to improve student learning and social
development at the individual and program level. (Assessment, Methodology)
6. Improve instruction based on reflective practice and research-based “best practices.” The
candidate will continuously seek to grow as a professional educator. (Professionalism,

CCSSO’s Interstate Teacher Assessment and Support Consortium (InTASC). (2013). InTASC
model core teaching standards and learning progressions for teachers 1.0. Washington,
DC: Council of Chief State School Officers.

Visionary Leader Conceptual Framework

Component Activities
Thinking Skills Click here to enter text.
Inclusive Learning Environment Click here to enter text.
Assessment Click here to enter text.
Communication Click here to enter text.
Methodology Click here to enter text.
Professionalism Click here to enter text.
Leadership Click here to enter text.

Methods of Instruction:
1. Reading
2. Online discussion and shared postings
3. Informal written reports
4. Cooperative and individual learning activities
5. Technology to support instruction

Course Requirements: See BP 4141 at


Nebraska State College Board Policy 4141

For a 1-credit hour course, Nebraska State College Board Policy 4141 suggests that students
spend at least 45 hours per credit hour in learning activities. Since READ 532 is a 3-credit hour
course, you should plan to spend a minimum of 135 hours in learning activities. The learning
activities will help you to attain the ten Student Learning Outcomes specified in the syllabus for
this course.

It is expected that students will spend the following hours per week participating in each of the
listed course activities.

Learning Activity Hours Per Week Total for Course

Direct Instruction .75 11.25
Interactive Multimedia 1.5 22.5
Homework/Reading .75 11.25
Discussions 1.5 22.5
Project-Based Learning/Research-Based Learning/Group Work 2.5 37.5
10-hour observation 1.25 18.75
Assessments .75 11.25
Total 9.0 135.00

The actual hours spent on individual learning activities will vary from student to student
depending on prior knowledge; however, 135 hours represents the minimum expectation for any
**Disclaimer: The completion of the minimum time commitment does not ensure a passing
grade. Achievement of the course competencies must be demonstrated.
Course Schedule:

WEEK #1- May 8- 14

1. Read Syllabus, sign syllabus affirmation forum

2. Brief Biography-post in CSC Online/Sakai in forums. Update your profile in CSC

Online/Sakai with your phone number- put it in the home or work phone category and make
sure that profile is set to everyone or email me your phone number so I have it in case I need
to get a hold of you about an assignment or your final grade and I do not have time for email.
PLEASE check your email at least once a day.

3. Reread Syllabus- write 2 questions in forums, answer someone else’s questions, read all

4. Hopefully you have chosen a student or small group of students to work with. You may use
your entire class. Start reading a book with your student. You will need to be done or almost
done with it in week #5 for an activity. If you teach lower elementary you might need to read
several and choose one. (The week 5 activity can be done earlier if you want to complete it
with your entire class.)

WEEK #2- May 15- 21

1. Read Chapters 1-2, complete anticipation guide- think How can I utilize this in my
Response—Create a Visual Organizer for each chapter (Graphic Organizer) depicting the
important components you found in the chapters. Use Imagination software or another
graphic organizer type. You can download a 30-day trial demo from http://imagination.com
or Microsoft Word formats. Post in FORUMS as an attachment make sure everyone can open
your attachment.

WEEK #3- May 22-28

1. Read Chapters 3- 4, complete anticipation guide- think How can I utilize this in my
2. Response—You will create a Fake Pop Quiz with 10 questions for each chapter (strategy)
and share it with another class member via CSC Online/SAKAI–critique and provide ideas
for future use in the content classroom.
3. On page 73- Do a readability measurement; use one of your textbooks from your classroom
(borrow from a friend if you do not have a classroom). In Forums list the textbook title,
author, publisher, ISBN. In 2-3 paragraphs write about your experience and thoughts about
the textbook readability outcome. Post in forums

WEEK #4- May 29- June 4

1. Read chapter 5, complete anticipation guide- think How can I utilize this in my classroom?
2. Create a Cloze activity—follow directions [you will administer before and report in week 8]
3. Select one of the Assessing Prior Knowledge Activities, pgs. 109-111, try it with a student
or few and post in forums how it went.

WEEK #5- June 5- June 11

1. Read Chapter 6- 7, complete anticipation guide- think How can I utilize this in my

2. Read a book with a student and do a body biography- pg. 167, it may need to be a book the
student is reading on their own. (This can be done on a smaller piece of paper- adjust as
needed for your class)

WEEK #6- June 12- June 18

1. Read Chapter 8- 9, complete anticipation guide- think How can I utilize this in my

2. Response—You will do a Vocabulary Self-Collection and post the list on CSC

Online/SAKAI. Determine and list the vocabulary you deem necessary for the class to learn.
Determine whether the terms are breadth words (necessary to understand the work at hand)
or depth words (necessary for life—and career).
3. Pick two words from chapters 8-9 and make a four-square; fold a paper in half and in half
again, you have four sections, put the word in the top left with the definition, draw a picture
of the word in top right, bottom left write a few synonyms and a few antonyms, and in
bottom right use word in a sentence. Post in forums- make sure you have two words that are
different than somebody else’s ( You can scan and post or take a picture and post as long as it
is readable. Look at everyone’s words
4. Do this activity with your students with words from their own books they are reading. Share
in 1-2 paragraphs in forums along with your two four squares.

WEEK #7- June 19- June 25

1. Read Chapter 10- 11, complete anticipation guide- think How can I utilize this in my
2. Choose one of the vocab strategies activities from pgs. 201-208
3. Choose one of the activities from pgs. 240- 255; use it with your students and share with us
in forums.

WEEK #8- June 26- July 2

1. With your student use content material from your classroom (or borrow) and complete
Response Possible Sentences—pp. 276-278 with your students
2. Share with us 3-5 strategies from this book that you have used in your students and how they
worked. Many of these strategies were in your Reading in the Content Area class from your
undergraduate degree (if you went to CSC). The book was Improving Adolescent Literacy-
By Douglas Fisher and Nancy Frey. Please share in 5-7 paragraphs.
3. Read everyone’s post.
4. Go back to your post add a comment with a strategy that you would like to try. If you do not
have a classroom do the same activity only change and tell 4-5 strategies that you would like
to try in your future classroom. After reading all posts add a comment to your post with one
more activity you’d like to try.

Grading Procedures:
A: 100-94B: 93-86C: 85-78
Student Behavior:

Academic Honesty - Students are expected to conduct themselves in conformity with the highest
standards with regard to academic honesty. Violation of college, state, or federal standards with
regard to plagiarism, cheating, or falsification of official records will not be tolerated. Students
violating such standards will be subject to discipline, as per campus policies articulated in the
Student Handbook. A full copy of the handbook can be found at
http://www.csc.edu/documents/publications/csc_student_handbook.pdf. Academic Policies,
including academic dishonesty, can be found between pages 33-35.

Attendance/Participation Policy – The College assumes that students will seek to profit from the
instructional program and will recognize the importance of attending every class meeting of
courses for which credit is expected. Responsibility for notifying faculty of absences, and for
arranging potential make-up, rests with the students. In courses that utilize an online format,
students are expected to participate in an appropriate and frequent manner, as determined by
course instructor.

Civility – Civil behavior enhances the learning environment, and is expected at all times. Courtesy
and respect for others are essential elements to the learning process. Courses offered through
Chadron State College welcome a difference of opinion, discourse, and debate within a civil

Nondiscrimination Policy/Equal Educational Opportunity Policy: Chadron State College is

committed to an affirmative action program to encourage admission of minority and female
students and to provide procedures which will assure equal treatment of all students. The
College is committed to creating an environment for all students that is consistent with
nondiscriminatory policy. To that end, it is the policy of Chadron State College to administer its
academic employment programs and related supporting services in a manner which does not
discriminate on the basis of gender, race, color, national origin, age, religion, disability, sexual
orientation, gender identity, or marital status. Student requests for reasonable accommodation
based upon documented disabilities should be presented within the first two weeks of the
semester, or within two weeks of the diagnosis, to the disabilities contact person (432-6268;
Crites 011).

Disclaimer: This syllabus and schedule is articulated as an expectation of class topics, learning
activities, and expected student learning. However, the instructor reserves the right to make
changes in this schedule that, within my professional judgment, would result in enhanced or
more effective learning on the part of the students. These modifications will not substantially
change the intent or outcomes of this course and will be done within the policies and procedures
of Chadron State College.

CSC Mission & Master Academic Plan (MAP)

Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by providing
educational opportunities, research, service and programs that contribute significantly to the
vitality and diversity of the region.

MAP Priorities, 2014-2018

CSC is committed to the achievement of tasks/projects that align with the following Priorities:
1) Continue to implement and improve the Essential Studies Program (ESP).
2) Define, develop, and promote co-curricular experiences that foster undergraduate and
graduate student engagement.
3) Create and implement a strategic vision(s) for teaching and learning technologies, teaching
and learning center (TLC) and the library learning commons (LLC).
4) Evaluate campus-wide processes for student recruitment, advising and retention; recommend a
plan for continuous improvement.
5) Study, create, and implement a strategic vision for the graduate studies program.
6) Evaluate campus-wide processes for faculty and staff recruitment and retention; recommend a
plan for continuous improvement.