SYLLABUS FOR  READING STRATEGIES in the SECONDARY SCHOOL

 

 

Term:  Spring 2005

Course Number: 10341

Course Title: Reading Strategies in the Secondary School

Instructor:   Mr.  Bruce Wisowaty

Office:  Room 300

Office Phone:  219-473-4264  

E-mail:  bwisowaty@ccsj.edu

     

 

Office Hours:  Monday and Tuesday 1:00 – 4:00 p.m.

 

Course Time:  February 19, February 26, and March 5

 

Mission of the Education Program:

Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures: (1) professional preparation; (2) continuous reflection; and (3) ongoing transformation.  The Education Program promotes a multicultural community characterized by diversity, integrity, compassion and commitment.

 

Vision of the Education Program:

Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph: (1) values the dignity and worth of each teacher candidate; (2) shapes attitudes and values; (3) strives for social justice; (4) instills a sensitivity for the poor and the powerless; and (5) refines professional competency and scholarship in every teacher candidate.  At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

 

Course Description: 

This course will develop understanding of and skill in solving reading problems encountered by secondary school students in subject matter and materials.  Field experiences are required.  

  

 

Prerequisites:  EDU 200, 300, 311, and342. 

 

 

Learning Outcomes/Competencies:

 

 

 

 

INTASC Principles addressed in this course:

 

All ten INTASC Principles are addressed in the EDU483 Corrective Reading class.

 

Textbooks:  Content Area Literacy: An Integrated Approach.  John Readence, Thomas Bean, R. Scott Baldwin. Kendall/Hunt Publishing Company.

 

Assessment:

Each student will be graded using the following percentages:

 

Autobiography: Reflect on your literacy 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, your feelings associated with reading or being read to, key people who influenced your feelings about reading.  Your paper should be three-four pages in length.  Will have time in class on February 19.  Due Feb. 26 .  25 pts.

 

Blackboard Assignments: 10 pts. per reflection

  1. How do the recommendations of the National reading panel impact middle school/high school instruction and teaching?  Answer and post on February 19.
  2. What is the purpose of a think aloud exercise?  Answer and post on February 26.
  3. List and discuss five creative applications of writing in your subject area. Answer and post prior to March 5.

Article review:  Prepare a two/three page summary/review of the attached article.  Provide a summary of the key concepts discussed in the article, provide your own reflection to the reading 15 pts.  Due February 26.

 

Trade Book review: develop a mini bibliography (5 books) of young adult literature for use in your content area.  Provide a short 1-2 paragraph summary of each book provided, be prepared to mention and discuss your books in class on February 26.  25 pts. Due February 26.

 

Hidden Word Puzzle/Scrambled word puzzle: Develop and design the finished product, incorporating vocabulary words, concepts, people, places, events from a unit you wish to teach to your students in your content area. Examples can be found in the textbook. Provide a blank copy and completed copy for all students in our class. 15 pts. Due March 5.

 

Field Experience: Students are to observe a middle school or secondary level reading/literature/language arts class.  Students are to write a three/four paper summarizing the observation.  Included within this paper should be the following:

1.       A basic summary of date, time, name of teacher, name of school, background information about the teacher and class observed. 10 pts.

2.       A summary of the reading practices utilized by the teacher. 15pts.

3.       Complete the attached observation form. 15 pts.

4.       Focus on your reaction to the observation and lesson. 10 pts.     Due March 5.

 

Cubing Activity:  Explore a concept, theme, book and construct a cube.  The following sides:

1.       Describe it

2.       Compare it

3.       Associate it.

4.       Analyze it.

5.       Apply it.

6.       Argue for or against.

  Will be exhibited and presented in class on March 5.  30 pts.

 

Group Article Presentation:  each student in your assigned group will be accountable for a segment of an assigned article/journal describing, depicting, or explaining a reading strategy, concern, technique.  Be creative: use chart paper, power point, transparency, etc.  Time will be made available for you to work in class on February 26.   Will be presented to class on March 5.  25pts

 

 

 

 

Grading Scale: 

 

205-220 pts. A          190-204 pts.  B             175-189 pts. C           160-174 pts.   D

                                                             0 – 159 pts.  F 

 

 

 

 

 

Class Policy on Attendance:

Students are expected to be present and on time for all classes. Hands-on experience and class interaction are invaluable – and cannot be “made-up” individually  A student missing more than 1 class will be in danger of failing the class.

 

Format for Written Assignments:

The professional Education community has adopted the standards in the Publication Manual of the American Psychological Association, 4th Edition, Washington, 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 publication is available in the bookstore and in the reference section of the Specker Library.

 

 

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.

 

Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, Chicago Manual of Style or Turbine.).  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.  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.  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).

 

Class Policy For 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.  Please note the timetable for the deadline for late assignments. Quizzes and assignments are usually announced in advance and will typically cover readings assigned for class that day. 

 

 

Class Assignments:

A number of assignments will be made during the course.  It will be your task to do the assignment in a professional manner.  Each assignment will be graded on content, style, reflection, and a demonstrated understanding, application, or evaluation of the material. Assignments will also be graded on clear writing (unity, coherence, sound writing mechanics) and adherence to APA format.

 

Class Participation:

Class Participation can be difficult to assess. This course, therefore, will link ATTENDANCE to this area of evaluation. That is, if the students are in attendance for an entire class period, it will be assumed they are participating. Students are expected to be present and on time for all classes. Class interaction is invaluable – and cannot be “made-up” individually.

 

 

Class Cancellation:

I will make every effort to contact you if a class is cancelled due to the unexpected absence of the instructor.  In addition, an announcement will be posted on the Education Bulletin Board and the Classroom door.

 

Portfolio:

As of the 1996 – 1997 academic year, the Education Program of Calumet College of St. Joseph requires student teachers to develop a professional portfolio as part of the student teaching course.  This portfolio, however, should contain examples of professional development from various courses and activities.  Projects connected with this course would make appropriate additions to such a portfolio.

 

 

 

 

 

TENTATIVE TIMELINE

 

Class Meeting                         Date                            Assignment

         

        1                               February 19                     Chapters 1-5

                                                                                  What is literacy?

                                                                                   National Reading Panel

                                                                                   Aspects of a total school

                                                                                           Program

                                                                                   Reading comprehension

 

         2                              February 26                      Chapters 9 and 10

                                                                                  K-W-L

                                                                                  PreP

                                                                                  Learning Logs

                                                                                  QAR

                                                                                  Think Alouds

                                                                                   Study Guides

                                                                                   PSRT

                                                                                   ROWAC

                                                                                   SQ3R

                                                                                   Evoker

 

          3                             March 5                           Chapters 7 and 11

                                                                                  SSR

                                                                                   Readers Theater

                                                                                   Journals

                                                                                   RAFT Assignments

                                                                                   Project CRISS

                                                                         

                                                                                                                                            

 

Interstate New Teacher Assessment and

Support Consortium (INTASC) Principles

 

The ten INTASC principles are listed below.  Specific standards for knowledge, 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.

 

 

 

 

 

CALUMET COLLEGE OF SAINT JOSEPH

EDUCATION PROGRAM

 

EDUCATION PROGRAM MISSION, VISION, AND GOALS

 

 

Mission:

                Respecting the diverse gifts and culture of each student, the Education Program of Calumet College of St. Joseph prepares quality teacher candidates for the 21st Century through a refining process, which ensures:

·         professional preparation

·         continuous reflection

·         ongoing transformation

The Education Program helps to create a multicultural community characterized by diversity, integrity, compassion, and commitment.

 

Vision :

        Rooted in the Catholic tradition, the Education Program of Calumet College of St. Joseph:

·         values the dignity and worth of each student,

·         shapes attitudes and values,

·         strives for social justice,

·         instills a sensitivity for the poor and the powerless,

·         refines professional competency and scholarship in every teacher candidate

At Calumet College of St. Joseph we are committed to developing the natural abilities of our students, refining them into high quality professional educators.

 

Goals:

                As educators of the 21st Century, teacher candidates who complete the Education Program at Calumet College of St. Joseph will be prepared to:

1.     Demonstrate competency in core knowledge and skills essential to the various disciplines: English, mathematics, theology, philosophy, humanities, sciences, social sciences, and the fine arts.

2.     Demonstrate competency as skilled, reflective teaching professionals, cognizant of their role in transforming self, students, and community.

3.     Demonstrate knowledge of current standards (INTASC, NCTM, etc.) theories and theorists that establish the framework for educational methodology and pedagogy for a diverse student population.

4.     Develop a deep respect for the values inherent in various religions, educational, and cultural traditions.

5.     Develop a commitment to life-long spiritual and professional growth with an understanding of one’s own system of values and ethics.

6.     Develop personal responsibility to transform society for the common good based on values and principles that insure social justice.

7.     Demonstrate integration of reflection, analysis, evaluation, synthesis, and communication skills in problem solving situations.

8.     Collaborate with community resources and services to provide quality educational experiences and opportunities to meet the future needs of all students.

9.     Incorporate the best media and technology in planning, organizing, and assessing student needs.

10.     Demonstrate professional skills and educational leadership to address evolving educational trends.