SYLLABUS FOR READING STRATEGIES

IN THE SECONDARY SCHOOL

Term: Fall 2004—Day Cohort--August 16 to September 2, 2004

Course Number: Education 341—Reading Strategies in the Secondary School

Instructor: Kevin T. Zajdel, Ed.D. Office: Room 300

Instructor Background: B.A. in English (St. Meinrad College); M.S.Ed. in Secondary Education (Indiana University Northwest); Graduate coursework in counseling and administration (Purdue University Calumet); Ed.D. in Instructional Leadership (National-Louis University). Experience teaching middle school, high school, and higher education; administrative experience at the elementary, high school, college, and district levels.

Office Phone: 219.473.4304 CCSJ Switchboard—219.473.7770 or 773.721.0202 or 877.700.9100

E-mail: kzajdel@ccsj.edu (In the RE: section, indicate “ED 342 and YOUR NAME”)

Office Hours: Before class, during lunch, and after class; and by appointment (Mon—Thur afternoons)

Course Time: Monday through Thursday, 8:00 am to noon

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 (ten hours minimum) are required.

Prerequisites: ED 200 (Introduction to Teaching); ED 300 (Educational Psychology), and ED 311 (Foundations of Education); and ED 342 (Curriculum Development).

Learning Outcomes/Competencies: Teacher candidates will . . .

Communicate effectively with peers and the instructor.
Acquire knowledge of the vocabulary and best practices utilized in effective reading instruction.
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.
Network with practicing teachers to develop insights into the teaching of reading at the secondary and middle school level.
Observe practicing teachers to examine critically effective teaching practices.
Examine current textbooks and compare with best practices.
Cultivate a methodology for examining classroom lessons to improve reading and reading strategies.

Textbook (required): Readence, J. E., Bean, T. W. , and Baldwin, R. S. Content area literacy: An integrated approach (7^th Ed). Dubuque, IA: Kendall/Hunt Publishing Company, 2000.

Secondary Text (not required): Fisher, D., and Frey, N. Improving adolescent literacy: Strategies at work. Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall, 2004.

Learning Strategies: Professional literature analysis, student discussions, small group activities, professional consultation (interviewing), professional observation (of classrooms), and personal reflection.

Major assignments include

1. Reading assignments from the textbook, articles, and class handouts are necessary for class discussion and participation; students should be prepared for the topics to be covered in class that day.

2. Students will engage in the regular presentations and the presentation planning process following patterns established by the Education Program of Calumet College of St. Joseph. Both the presentations and the plans will be critiqued by peers.

3. Students will observe classes in a middle school or high school and document the objectives, instructional strategies, and reading strategies apparent.

4. Students will interview classroom professionals regarding students’ reading needs and their attempts at responding to those needs and document those interviews.

5. Students will reflect on their dispositions toward reading, teaching reading, and modeling positive reading dispositions by keeping a daily class journal.

6. Students will develop a review of a minimum of five books used in their content areas according to the criteria developed in the course.

7. Students will re-read a favorite book from childhood, compare and contrast the reading experiences, and review the book according to the criteria developed in the course.

8. Class participation (students will take an active part in ongoing classroom activities, discussions, debates, and so on) is invaluable--and cannot be "made up" individually. Teacher candidates are expected to be present for the entire class sessions.

Assessment: In order to demonstrate the relative importance of these requirements as they comprise a course grade, the following percentages are provided:

· 40%--Presentations and chapter review notes

· 10%--Two articles presented in class

· 10%--Documentation and report of classroom observation and interview #1

· 10%--Documentation and report of classroom observation and interview #2

· 10%--Daily class journaling activities

· 10%--Review of minimum of five books used in content area

· 10%--Report on book re-read and review

Class Policy for Missed Quizzes and Late Assignments: There are no make-up quizzes and no make-up exams; these are given once. Assignments need to be completed as scheduled since one assignment builds on another. Late assignments incur a grade reduction. In addition, scheduled presentations need to be made during the scheduled class to avoid disrupting the educational process for the entire class.

Format for Written Assignments: The professional Education community has adopted the standards delineated in the Publication Manual of the American Psychological Association, 4^th edition (1994). The professional standards described therein are those expected in the professional education community; as future professional educators, students of education also need to demonstrate in their writing the standards adopted by the professional education community. [This is not a required text. It is available, however, in the bookstore and in the reference section of the Specker Library (REF. BF/76.7/.P82/1994)]. In addition, staple papers together; do not use paper clips.

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)

Citation Guidelines: Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., APA). 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.

Grading Scale:

A: 92-100 A-: 90-91 B+: 88-89 B: 82-87 B-: 80-81 C+: 78-79

C: 72-77 C-: 70-71 D+: 68-69 D: 62-67 D-: 60-61 F: 59 & below

Class Policy on Attendance: Teacher candidates are expected to be present and on time for all classes. Class interaction is invaluable--and cannot be "made up" individually.

Class Policy on Electronic Devices: Cell phones, beepers, and pagers are considered a distraction from the educational process and are, therefore, discouraged.

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.

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. Written request for withdrawal must be received by the Registrar 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.

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).

Course Outline, Dates, and Topics:

Class 1—Mon (8.16.04): Intro to course; Chapter 1; reflection on the experience of readng

Class 2—Tues (8.17.04): Chapters 2-3; student presentations; reflections

Class 3—Wed (8.18.04): Chapters 4-5; student presentations; reflections

Class 4—Thur (8.19.04): Chapters 6-7; student presentations; reflections

Class 5—Mon (8.23.04): Chapter 8; student presentation; reflections

Class 6—Tues (8.24.04): Chapter 9; student presentation; reflections; report of classroom visit #1

Class 7—Wed (8.25.04): Chapter 10; student presentation; reflections

Class 8—Thur (8.26.04): Presentations of Articles; reflections

Class 9—Mon (8.30.04): Chapter 11; student presentation; reflections; report of classroom visit #2

Class 10—Tues (8.31.04): Chapter 12; student presentation; reflections

Class 11—Wed (9.01.04): Book reports; reflections

Class 12—Thur (9.02.04): Book reviews; summary reflection (exam)

Bibliography and Resource Materials:

Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.

Davidman, L. (1994). Teaching with a multicultural perspective: A practical guide. New York: Longman.

Dewey, J. (1910). How we think. Boston: D. C. Heath. Dewey, J. (1916). Democracy and education. New York: Macmillan.

Dewey, J. (1990). The school and society (1900) and The Child and the curriculum (1902) Chicago: The University of Chicago Press.

Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum Publishing Company.

Gardner, H. (1993). Frames of mind: The theory of multiple intelligences. New York: Basic Book.

Gardner, H. (1993). Multiple intelligence: The theory in practice. New York: Basic Book.

Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam Books.

Kohlberg, L. (1984). Essays on moral development: Vol. II. The psychology of moral development. New York: Harper & Row.

Kohlberg, L., & Gilligan, C. (1972). The adolescent as a philosopher: The discovery of the self in a postconventional world. In J. Kagan & R. Coles (Eds). 12 to 16. Early Adolescence. New York: Norton.

Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown Publishers, Inc.

Kozol, J. (1995). Amazing grace: The lives of children and the conscience of a nation. New York: Crown

Publishers, Inc.

Louis Harris and Associates, Inc. (1996). Students voice their opinions on: Their education, teachers, and schools, part II: The Metropolitan Life survey of the American teacher. New York: Louis Harris and Associates, Inc.

Maslow, A. H. (1962). Toward a psychology of being. New York: Van Nostrand Reinhold.

Maslow, A. H. (1970). Motivation and personality (2nd ed.). New York: Harper & Row.

Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. Berkeley: University of

California Press.

Noddings, N. (1992). The challenge to care in schools: An alternate approach to education. New York: Teachers College Press.

Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin.

Rogers, C. R. (1961). On becoming a person. Boston: Houghton Mifflin.

Rogers, C. R. (1983). Freedom to learn for the 1980s (2nd ed.). Columbus, OH: Merrill.

Rosenthal, R., & Jacobson, L. (1968). Pygmalion in the classroom: Teacher expectation and pupil's intellectual development. New York: Jolt, Rinehart and Winston.

Sadker, M., & Sadker, D. (1994). Failing at fairness: How America's schools cheat girls. New York: Charles Scribner's Sons.

Shedd, J. D. (Ed.). (1996). Confronting reality: Dealing with present and future challenges to today's educators. Ninth Annual Midwest Spring Conference. Illinois-Indiana Association of Teacher Educators.

Tomlinson, C.A. (1999). The differentiated classroom: Responding to the needs of all learners (2^nd ed). Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tomlinson, C.A., & Allan, S.D. (2000). Leadership for differentiating schools & classrooms. Alexandria, VA: Association for Curriculum and Supervision.

Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.

Vygotsky, L. S. (1962). Thought and language. New York: Wiley.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

Zemelman, S. (1998). Best practice. Portsmouth, NH: Heineman.

Portfolio:

As of the 2002-2003 academic year, the Education Program of CCSJ is requiring teacher candidates to develop a professional portfolio prior to the student teaching course. This portfolio should contain examples of professional development from various courses and activities. Many of the projects connected with this course would make appropriate additions to such a portfolio.

Students submit their portfolios twice: the presentation portfolio is due once the student has applied for student teaching; the professional portfolio is due after student teaching.

Interstate New Teacher Assessment and Support Consortium (INTASC) Principles. The Ten INTASC principles are listed below. Specific standards for knowledges, dispositions, and performances accompany each principle, but space does not permit listing them below. For a complete copy of the INTASC standards, contact Jean Miller, Director of INTASC, Suite 700, One Massachusetts Avenue NW, Washington DC 20001-1431.

Principle #1: The teacher understands the central concepts, tools of inquiry, and the structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Principle #2: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Principle #3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Principle #4: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Principle #5: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Principal #6: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Principle #7: The teacher plans instruction based upon knowledge of subject matter, the community, and curriculum goals.

Principle #8: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Principle #9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Principle #10: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

TEACHER STANDARDS—DEVELOPMENTAL: EARLY ADOLESCENCE GENERALIST TEACHERS

Standard #1: Young Adolescent Development. The early adolescence generalist understands the range of developmental characteristics of early adolescence within social, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard #2: Healthy Development of Young Adolescents. The early adolescence generalist demonstrates an understanding of the risk behaviors of young adolescents and the changes in family setting and society that affect their development by establishing a learning environment that promotes positive, productive, healthy development.

Standard #3: Middle School Philosophy and School Organization. The early adolescence generalist understands the philosophical foundations of developmentally responsive middle schools and the unique school organization these schools employ and can work successfully within these organizational features.

Standard #4: Middle School Curriculum. The early adolescence generalist understands and can implement the established middle school curriculum

Standard #5: Middle School Instruction. The early adolescence generalist understands the breadth of instructional options available to the middle school teacher and the research base that underlies these options and employs a variety of instructional strategies which are developmentally appropriate for the varying learning abilities and styles of young adolescents.

Standard #6: Family Involvement. The early adolescence generalist has a thorough understanding of the role of the family in a student's educational development and is able to use this knowledge to assist and support both young adolescents and their families in the young adolescent's education.

Standard #7: Community Involvement. The early adolescence generalist understands the importance of the community in the education of the young adolescent and can work cooperatively with resource persons and community groups to promote student learning.

Standard #8: Teacher Roles. The early adolescence generalist understands and performs the complex role of the teacher of young adolescents within the context of young adolescent development, middle school curriculum, instruction, and school organization.

Standard #9: Collaborative Behavior. The early adolescence generalist understands the importance of collaboration with colleagues, families, resource persons, and community groups, and collaborates to improve schools for young adolescents.

TEACHER STANDARDS—DEVELOPMENTAL: TEACHERS Of ADOLESENCE AND YOUNG ADULTHOOD

Standard #1: The Development of Adolescents and Young Adults. The teacher of adolescents and young adults understands the range of developmental characteristics of adolescence including interpersonal, cultural, and societal contexts and uses this knowledge to facilitate student learning.

Standard # 2: Decision Making. The teacher of adolescents and young adults understands the challenges young adults face and provides them with the skills and opportunities to be reflective in making responsible decisions.

Standard #3: The High School Learning Community. The teacher of adolescents and young adults has an understanding of the characteristics of high schools and incorporates this knowledge into the design of educational programs which reflect sound principles of teaching and learning.

Standard #4: Curriculum. The teacher of adolescents and young adults understands the interdisciplinary nature of the high school curriculum and relates his/her subject matter to foster well-rounded student learning.

Standard #5: Instructional Strategies. The teacher of adolescents and young adults understands the teaching/learning research base and employs a variety of instructional strategies, resources, and technologies which advance the learner into high level thinking skills.

Standard #6: The Home-School Connection. The teacher of adolescents and young adults understands the impact of family structure and home life on educational development and uses this knowledge to facilitate and support the education of the young adult.

Standard #7: Community and Transition to the Future. The teacher of adolescents and young adults understands the importance of the community in the education of the young adult and works with resource +persons and community groups to promote student learning and citizenship.