Calumet College of St.
Joseph
SYLLABUS
FOR READING STRATEGIES in the SECONDARY SCHOOL
Term: Spring 2002-2003
(021)
Course Number: EDU 341 Instructor: Bruce Wisowaty
Office
Phone: 219-473-4264
E-mail: bwisowaty@ccsj.edu
Office
Hours: Monday , Wednesday, Friday 9:00 a.m. – 1:00 p.m.
Course
Time: Tuesday 4:00 – 7:00 p.m.
Course
Description: This course will develop understanding of and
skill in solving reading problems encountered by secondary school students in
subject matter materials. Field
experiences are required..
Learning
Outcomes/ Competencies:
Students should be able to do the following as a
result of participating in this course:
·
Teacher candidates will communicate effectively
with peers and the instructor.
·
Teacher candidates will acquire knowledge of the
vocabulary and best practices utilized in effective reading instruction.
·
Teacher candidates will reflect on the various
reading instructional strategies in secondary and middle schools and the
relevance in their own content areas and effectively communicate these
reflections through effective writing.
·
Teacher candidates will network with practicing
teachers to develop insights into the teaching of reading at the secondary and
middle school level.
·
Teacher candidates will observe practicing teachers
to examine critically effective teaching practices.
·
Teacher candidates will examine current textbooks
and compare with best practices.
·
Teacher candidates will cultivate a methodology for
examining classroom lessons to improve reading and reading strategies.
RELATED INTASC PRINCIPLES:
1. The teacher understands the central concepts,
tools of inquiry and the structures of the disciplines
he/she
teaches and can create learning experiences that make these aspects of subject
matter
meaningful for students.
2. The teacher understands how children learn and
develop, and can provide learning opportunities that
support their intellectual,
social and personal development..
4. The teacher understands and uses a variety of
instructional strategies to encourage students’
development of critical thinking, problem solving, and performance
skills.
Textbooks:
Content Area Literacy: An Integrated Approach/John Readence, Thomas Bean, R.
Scott Baldwin (Kendall/Hunt Publishing Company, 2000)
Learning
Strategies: (Group Discussions, Team Projects, Collaborative
Learning, Lecturing…etc.)
Reading assignments are
listed in the topical outline, as minimum preparation for class discussion and
participation, students should read the chapters to be examined.
Autobiography: reflect on your
literary experiences by writing an autobiography of them from your earliest memory of being read to through
elementary school, middle school, and high school to the present. Comment on
what you read, (what were some of your favorite books), your feelings associated with reading or
being read to, key people who influenced your feelings about reading. 25 pts. Due January 2
Hidden word puzzle/scrambled words and matching definitions: Develop and design the finished product,
incorporating vocabulary words, concepts, people , places, events from a unit
you wish to introduce to students.
Examples can be found in the textbook on pages 178-180. Choose one to complete, 10 pts. Due February 18
Article Review: Prepare a 2 page summary/review of a
provided article. The article should be
word processed and double-spaced, these reviews will be used in class
discussion. The first page is a summary
of the key concepts discussed in the article, and the second page is the
student’s reflection/reaction to the reading.
15 pts. Due March 11
Article Presentation: Each
student will be accountable for a
presentation of an assigned article/journal describing, depicting, or explaining a
reading strategy, concern, technique.
Be creative, chart paper, markers, overhead transparencies may be used
and will be made available to you.
Presentation will be delivered on April 8, 25 pts.
Field Experience: Students are to observe a middle school or
secondary level
reading/literature/language arts class.
Students must provide written verification of the time and date of their
observation. Students are to write a
three-page paper summarizing their observation. Included within this paper should be the following:
A basic summary of date, time,
place, subject area, location, number of students, etc. 5 pts.
A summary of the reading practices
(read or discussed in class) and how
they were put into practice by the teacher you observed. 10 pts
Students should complete the
attached Classroom Observation Form and
Lesson plan evaluation form to guide their observation. 10 pts.
During your observation inquire
of the cooperating teacher his/her thoughts about the text, the
strengths/weaknesses of the text, how the text is utilized. 5 pts.
The final page should focus on your reaction to the observation, reflect upon the lesson observed. 10 pts. Due by April 8, 40 pts.
Trade book review: Develop a mini bibliography (5books) of young adult literature for use in your content area. Provide a short 2 paragraph summary of each book provided, be prepared to mention one book in class on March 25 and why you chose the book. 25 pts. Due March 25.
Cubing activity: Explore a concept, theme, book and examine in the following sides of the cube:
1. Describe colors, shape, size.
2. Compare- what is it similar to or different from/
3. Associate- what does it make you think of?
4. Analyze- how is it made, what is it composed of?
5. Apply- how is it used?
6. Argue for or against- take a stand, list reasons for supporting it.
Will be exhibited and presented in
class on April 15. Be creative, 30
pts., this is the final.
Literature Activity: Can you think of any one book you read and reread as a child? What particular qualities of the story
appealed to you? Reread it now and
evaluate it according to criteria.
that will be discussed in class.
Would you still recommend it for children? 25 pts., Due April 15 as part of final.
Class
Policy for Assignments:
Assignments need to be completed as
scheduled.
Grading
Scale:
Attendance 39 pts.
Autobiography Activity 25 pts.
Trade book review 25 pts.
Cube Activity
30 pts.
Article Presentation 25 pts.
Article review 15 pts.
Hidden word Puzzle or Matching definitions to scrambled words 10 pts.
Field experience 40 pts.
Literature Activity. 25 pts.
217 - 234 pts. A
200 - 216pts. B
185 - 199pts. C
170 - 184pts. D
0 - 169
pts. F
Class
Policy on Attendance:
Attendance is mandatory, students are
expected to be present and on time for
all classes.
Class
Policy on Electronic Devices: (Cell phones, Beeper, Pagers…etc.)
Students may need to be contacted by
those outside of class due to an emergency.
However,
Should the use of electronic devices
become habitual to the point of disrupting the class, the
Student will be asked to turn off the
device.
Course
Outline:
January 7 Introduction /
Discussion of Syllabus
14 Chapter 1
What is literacy?
Aspects of a total school reading program
Reading
Comprehension and the Contexts of reading
Comprehension
21 Chapter 4 Bring a content area textbook to class
28 Chapter 10 Comprehension: Guiding
Content Literacy
February 4 PSRT
ROWAC
SQ3R
11
Chapter
9 Comprehension: Guiding Content Literacy
EVOKER
KWL
Guided reading Practice
18 Chapter 8 Vocabulary
strategies
25 Chapter 11 Writing Strategies
March 4 Independent Study
11 Writing Strategies
18 Chapter 7, Literature
25 Readers Theater
April 1 PROJECT CRISS – Creating Independence
through Student
Owned Strategies
8 Article
presentations
15 Cubing
and Literature activity
Center
for Academic Excellence:
Tutoring
assistance is free to all students of Calumet College of St. Joseph. Call the Center
for Academic Excellence (CAE), to make an appointment at 473-4287. The Center
has experienced and well-trained tutors in most subject areas to help students
who are struggling in a course or who are doing well and would like to do
better. Regular weekly tutoring sessions are likely to improve your grade.
Statement
of Plagiarism:
If an instructor or other Calumet College of St.
Joseph personnel find that a student has plagiarized or been involved in
another form of academic dishonesty, the instructor or other personnel may
elect to bring the matter up for judicial review. The maximum penalty for any
form of academic dishonesty is dismissal from the College. The procedures for
judicial review are listed under the section of CCSJ handbook that addresses
student grievances. (Academic Planner 2001/2002 p.27)
Citation
Guidelines:
Calumet College
of St. Joseph adheres to citation guidelines as prescribed by the particular
discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the
Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of
sources, including electronic media.
Withdrawal
from Classes Policy:
After the last
day for class changes has passed (see College calendar), students may withdraw
from a course in which they are registered with permission from the faculty
member conducting the course. A written request detailing the reason(s) for the
withdrawal must be filed with the Registrar. The Registrar must receive written
request for withdrawal by the last day of classes prior to the final
examination dates specified in the catalogue. Written requests may be mailed to
the Registrar or faxed to the College fax number 219-473-4259. Students are to
make note of the refund schedule when withdrawing from courses. The request is
forwarded to the faculty member, who makes the final determination to accept or
deny the request. If the request is honored, the student will receive
notification of official withdrawal; if denied, the notification will indicate
why the withdrawal is disallowed. Note: Degree Completion Division (DCD)
students should consult the DCD Student Handbook for information on DCD
withdrawals.
An official
withdrawal is recorded as a "W" grade on the student's transcript.
Dropping a course without written permission automatically incurs an
"F" grade for the course (see Refund Schedule).