Read 532 7901 Summer 2019 Syllabus

READ 532 7901, Online, Reading in the Content Fields
Summer 2019, 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, 2017-2019)
Required Text(s)
Bean, T. W., Readance, J. E.,., & Dunkerly-Bean, J. (2017). Content area literacy: An
integrated approach (11th 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.
(Assessment)
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.
(Leadership)
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.
(Methodology-Technology)
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
Environments)
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,
Professionalism)
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,
(Methodology)
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

http://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%204141.pdf
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
student.
**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 6-12

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
forums.
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 13- 19

1. Read Chapter 1-2, complete anticipation guide- think How can I utilize this information in
my classroom?
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.
2. Read everyone’s post.
3. Comment on 1-2 people’s organizers and give them feedback- do not just say “good
organizer”- give them specifics why they are good organizers or give them ideas to help them
improve their organizers- do not be mean, but help each other to create quality questions.
Make sure everyone has a response to their organizers.
4. Respond to those that respond to you. Thank them for their help even if you do not agree-
remember we are classmates helping each other. Being too nice or too mean does not help us
to improve as teachers.
WEEK #3- May 20-26

1. Read Chapters 3, complete anticipation guides- think How can I utilize this information in
my classroom?
2. Response—You will create a Fake Pop Quiz with 10 questions for the chapter (strategy)
and post in forums to share it with class members via–critique and provide ideas for future
use in the content classroom.
4. Comment on 1-2 people’s quizzes and give them feedback- do not just say “good quiz”- give
them specifics why they are good quizzes or give them ideas to help them improve their
quizzes- do not be mean, but help each other to create quality questions. Make sure everyone
has a response to their quizzes.
WEEK #4- May 27- June 2

1. Read chapter 4, complete anticipation guide- think How can I utilize this information in my
classroom?
2. On page 76- 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
4. Comment on 1-2 people’s posts and give them feedback- do not just say “good job”- give
them specifics why they have a good response to the activity or give them ideas to help them
improve- do not be mean, but help each other to use quality textbooks. Make sure everyone
has a response.
WEEK #5- June 3- June 9

1. Read Chapter 5, complete anticipation guide- think How can I utilize this information in my
classroom?
2. Select one of the Assessing Prior Knowledge Activities, from this chapter, try it with a
student or few and post in forums how it went. Look at one of your tests that you currently
give and should it be changed according to this chapter information why or why not?
4. Comment on 1-2 people’s thoughts and give them feedback- do not just say “good job”- give
them specifics why they are thoughtlful in their discussion or give them ideas to help them
improve their tests- do not be mean, but help each other to create quality questions. Make
sure everyone has a response.

1. Read Chapter 6, Read the vignette- think How can I utilize this information from this
chapter in my classroom?
2. Reread pgs. 146-149- how can you help your students to read your text better? Maybe
you have other ideas? 47% of students fail in their first few years of college because they
cannot understand their textbooks. Discuss what you can do to help textbook
comprehension in your content area.
2. Comment on 1-2 people’s posts and give them feedback- do not just say “good ideas”- give
them specifics why they are good ideas or give them ideas to help them improve their ideas,
especially if you have suggestions- do not be mean, but help each other to create quality
questions. Make sure everyone has a response.

1. Read Chapter 7, Read the vignette- think How can I utilize this information from this
chapter in my classroom?
2. Choose one of the vocab strategies activities from pgs. 201-208
3. Think and discuss in your post “how can I improve reading with my students- not
textbook- free reading- lifetime love of reading? Choose one of the activities from
pgs. 170- 183; use it with your students or talk with them about their opinions and
share with us in forums.
5. Comment on 1-2 people’s posts and give them feedback- do not just say “good
ideas”- give them specifics why they are good ideas or give them ideas to help them
improve- do not be mean, but help each other to create quality readers. Make sure
everyone has a response.
6. Respond to those that respond to you. Thank them for their help even if you do not
agree- remember we are classmates helping each other. Being too nice or too mean
does not help us to improve as teachers.

1. Read Chapter 8, Read the vignette- think How can I utilize this information from this chapter
in my classroom?
2. Ask yourself how am I improving vocabulary in my classroom? Marzano’s six steps, four
square strategy, etc.? Am I teaching technical and specialized academic vocabulary? Answer
these questions and try a strategy with students or a friend from pgs. 206-216 and another
from 217- 223; I do not like figure 8.8 or activities from pg. 224-225. Research shows these
ways do not improve vocabulary.
4. Comment on 1-2 people’s posts and give them feedback- do not just say “good ideas”- give
them specifics why they are good or give them ideas to help them improve their thoughts- do
not be mean, but help each other to create quality vocabulary strategies. Make sure everyone
has a response.
6. WEEK #9- July 1- July 7
4. Read Chapter 9, Read the vignette- think How can I utilize this information from this chapter
in my classroom?
5. Write 5 text implicit questions and 5 text explicit questions and post in forums.
7. Comment on 1-2 people’s questions and give them feedback- do not just say “good
questions”- give them specifics why they are good questions or give them ideas to help them
improve their questions- do not be mean, but help each other to create quality questions.
Make sure everyone has a response to their questions.

1. Read Chapter 10, Read the vignette- think How can I utilize this information from
this chapter in my classroom?
2. Create an anticipation guide or study guide for a unit that you teach. Try it out on
some students or friend pretending to be the appropriate level student.
3. Post in forums your guide and how it worked.
5. Comment on 1-2 people’s guides and give them feedback- do not just say “good
guide”- give them specifics why they are good guides or give them ideas to help them
improve their guides- do not be mean, but help each other to create quality questions.
Make sure everyone has a response to their guides.

1. Read Chapter 11 Read the vignette- think How can I utilize this information from this
chapter in my classroom? How can you help your students to be better
researchers/writers in your content area?
2. Create a cubing activity for a unit that you teach. Try it out on some students or friend
pretending to be the appropriate level student.
3. Post in forums your “cube” and how it worked.
5. Comment on 1-2 people’s guides and give them feedback- do not just say “good
cubing”- give them specifics why they are good cubes or give them ideas to help
them improve their cubes- do not be mean, but help each other to create quality
questions. Make sure everyone has a response to their cubes.
1. Read Chapter 12, Read the vignette- think How can I utilize this information from
this chapter in my classroom?
2. What are your thoughts about the FLIP procedure- locate students and have them try
it out on a topic that you usually teach in your content area. Post in forums.
3. Discuss in forums how you have your students take notes? Did you learn a better way
from this chapter that you might try- describe it. Post in forums ask for feedback on
areas that you might struggle with helping your students take notes or good ideas that
you have to share. 2-3 should be in the same post.
5. Comment on 1-2 people and give them feedback- do not just say “good ideas”- give
them specifics why they are good ideas or give them ideas to help them improve- do
not be mean, but help each other to create quality notetaking strategies. Make sure
everyone has a response.
Final- 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. e.g. Chpt 8- Greek and Latin
Roots (etymologies), sematic maps- graphic organizers, context clues, text features, Chpt. 9 has
QtA, close reading, text structures, comprehension strategies, chpt 10 has types of ques (QAR
from EDUC 411s- right there, think and search, author and me, on your own), chpt 11- quick
writes, Chpt 12- think aloud, notetaking strategies- these are just a few possibilities not a
conclusive list.
Grading Procedures:
A: 100-94 B: 93-86 C: 85-78
 Late assignments may or may not be accepted at the discretion of the

Instructor. If there are extenuating circumstances, please let me know prior
to the due date. Late work: After due date assignments are worth ½ credit.
After two week’s late assignments receive a zero. All assignments must be
completed or grade will be lowered by 1 letter grade. Watch your time and
deadlines. If you are late turn it in anyway, you may receive some
points, which are better than zero.
 Make-up exams: Exams that are missed due to an excused absence may
be taken up to one week after the student returns from the absence by
arrangement with the instructor.
 All work will be submitted via CSC online/Sakai unless otherwise noted.
 To enhance professional-quality work, I will reward submissions that are
grammatically correct. I will deduct points for grammatical errors.
 If a component is missing on an assignment, you may be asked to resubmit
and complete that portion. Resubmissions do not receive full points.
 I expect college level work for all assignments. Many assignments may
seem simple and easy, but I am expecting college level thought and
written explanations. Do not expect examples for each assignment. In
high school your teachers were worried about state and national test
scores and often gave you examples of how they wanted the work
completed. You are now in college and need to be able to produce a
product of your own which indicates your abilities and understanding
of a topic or assignment.
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.
It is the policy of Chadron State College that no children (under 18) are allowed in class.
Turnitin- Chadron State College has a licensing agreement with Turnitin, an online service that
promotes honest academic practices. This course will use Turnitin at the instructor’s discretion to
determine the originality of your written work. When your work is submitted to Turnitin, it will
be stored within Turnitin’s database so that future submissions may be checked against it for
originality.
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
environment.
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.

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READ 532 7901, Online, Reading in the Content Fields

Summer 2019, Online

Instructor: Mrs. Robin Brierly Office: Old Admin 123

integrated approach (11th ed.). Dubuque, IA: Kendall/Hunt Publishing.

Education Administration Program Outcomes:

Curriculum & Instruction Program Outcomes

Visionary Leader Conceptual Framework

Course Requirements: See BP 4141 at

Nebraska State College Board Policy 4141

Learning Activity Hours Per Week Total for Course

WEEK #1- May 6-12

WEEK #2- May 13- 19

WEEK #3- May 20-26

WEEK #4- May 27- June 2

WEEK #5- June 3- June 9

WEEK #6- June 10- June 16

WEEK #7- June 17- June 23

WEEK #8- June 24- June 30

7. WEEK #10- July 8- July 14

7. WEEK #11- July 15- July 21

 Late assignments may or may not be accepted at the discretion of the

CSC Mission & Master Academic Plan (MAP)

MAP Priorities, 2014-2018

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