SYLLABUS FOR
READING STRATEGIES in the SECONDARY SCHOOL & CORRECTIVE
Term: Summer 2005
Course Number: 10341/10484
Course Title: Reading Strategies in the Secondary School
Instructor: Mr.
Office Phone: 219-473-4264
E-mail:
Office Hours: Monday and Tuesday 1:00 – 4:00 p.m.
Course Time: Transition to Teaching, Saturdays, June 18,
June 25, and July 9
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.
Learning
Outcomes/Competencies:
INTASC Principles addressed
in this course:
All ten INTASC
Principles are addressed in the EDU483 Corrective
Textbooks: Content Area Literacy: An Integrated Approach. John Readence, Thomas Bean, R. Scott Baldwin. Kendall/Hunt Publishing Company.
QRI – 3 , Leslie/Caldwell, Longman Publishing.
Reading Problems: Assessment and Teaching strategies. Richek/Caldwell,
Alllyn & Bacon
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. Due June 25, 2005. 25 pts.
Blackboard
Assignments: 10 pts. per reflection
Post your responses prior to
Monday, June 20. Each response is worth
5 pts, for a total of 25 pts.
Trade
Book Review: develop a mini bibliography (5 books) of young adult literature
for use in your content area/grade level.
Provide a short 1-2 paragraph summary of each book provided, be prepared
to mention and discuss your books in class on 25 pts. Due June 25 2005.
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 July 9, 2005.
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
July 9. 30 pts.
Vocabulary
Lesson: Choose 6-8 words from a selection in a literature book/trade book/basal
selection and teach those vocabulary words to the members of your class. A 15 minute lesson will be developed in which
each student will teach to the class. Be
creative, use poster boards, power point, overlays, etc. Your explanation
of the lesson will be presented July 9. Complete a CCSJ lesson plan, submit on the
day of your lesson plan presentation. 60
pts.
QRI:
Components of the QRI will be discussed in class; the analysis must include a
parent survey, student survey, summary, reader’s strengths and weaknesses,
strategies, success of strategies and sessions, recommendations. Xerox all vocabulary lists, comprehension stories,
read backs, comprehension questions, miscue analysis, and place in a
binder. 2 lesson plans need to be
developed during the tutoring session.
Due July 9 , 2005. 90 pts.
Grading
Scale:
260
– 280 pts.. A 240 - 259
pts. B 221 – 239 pts. C 200 – 220 pts.
D
0 – 199 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.
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.
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
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
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.
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.