SYLLABUS FOR READING STRATEGIES

                   IN THE SECONDARY SCHOOL

1

 

 

 

Term:   Summer 2005—Evening Cohort—May 23 to June 9, 2005

Course Number:    Education 341 (10-341-Z)—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 341 and YOUR NAME”)

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

Course Time:   Monday through Thursday, 5:00 pm to 9:00 pm

 

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 (7th Ed).  Dubuque, IA: Kendall/Hunt Publishing Company, 2000.

 

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 (and summary graphic organizers), 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.   Observations should be conducted in two of the following three kinds of schools—urban, suburban, and private. 

4.   Students will interview classroom professionals regarding students’ reading needs and their attempts at responding to those needs and document those interviews.   Interviews should be conducted in two of the following three kinds of schools—urban, suburban, and private. 

5.   Students will develop a review of a minimum of four books (two textbooks and two supplemental books) used in their content areas according to the criteria developed in the course.

6.   Students will consult and report on professional literature regarding reading in the secondary school in an attempt to supplement course content with relevant, current information.

7.  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. 

8.   Students will complete a comprehensive exam, involving (a) activities related to textbook chapters, (b) summaries of articles presented by classmates, (c) summaries of  effective reading strategies, and (d) a statement of a philosophy of reading in the secondary school.

 

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

·         20%--Chapter Presentations and chapter review notes

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

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

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

·         10%--Four professional articles to be presented in class

·         20%--Class participation:  attendance, chapter responses (graphic organizers), and time on Blackboard

·         20%--Exam

 

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.  Please note the timetable for the deadline for late assignments.  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, 5TH edition (2001).  The standards described therein are those expected in the professional education community; as professional educator candidates, students of education also need to demonstrate in their writing the standards adopted by the professional education community.  While this manual is not required, it is available in the Calumet College bookstore and in the Specker library (REF.BF/76.7/.P82/2001).  Specific expectations for course papers include, but are not limited to, the following:

*  Title page includes your name, type of assignment, date of work, course title, and instructor (correctly  spelled)

*  Margins are no less than one-inch on all sides of the page

*  Contents are double-spaced

*  Type is typically Times New Roman, 12 point

*  New paragraphs are indented

*  Page numbers are provided in the upper right

*  If a running head is used (not required in short papers), use your last name.  In this way, if the pages come apart, they can be readily reassembled.

*  References—in APA style—appear at the end of the paper

*  Staple (in the upper left hand corner) pages together

*  Standard, formal language is expected:  be explicit, use active voice, and use correct grammar and spelling at all

                times.

*  NO abstract is needed (since these are relatively “short” papers)

 

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.  In addition, attendance is a critical issue in Education (you will get fired for being late to your class since you were not supervising your students).  Furthermore, attendance is part of what is measurable under the INTASC heading “disposition.” 

                Teacher candidates are, therefore, expected to display a consistent professional disposition, in part, by their punctuality—by appropriately observing the beginning and end of class, as well as breaks.

 

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:

 

Day

Primary class activities

Homework Assignments

Mon  (5.23.05)

Course introduction; reading video #1 (Intro to Content Area Reading: 13 min)

Chapters 1 and 2 and summaries due tomorrow

Tues  (5.24.05)

Chapters 1 and 2 presentations; graphic organizers due

Chapters 3 and 4 and summaries due tomorrow

Wed  (5.25.05)

Chapters 3 and 4 presentations; graphic organizers due

Chapters 5 and 6 and summaries due Tuesday;

Observation/interview paper #1  due Tuesday

Thur  (5.26.05)

Observation/Interview Day (no formal class meeting)

 

 

 

 

Mon  (5.30.05)

Holiday (no formal class meeting)

 

Tues  (5.31.05)

Chapters 5 and 6 presentations; graphic organizers due; discussion of observations/interviews; reading video #2 (Vocabulary Strategies; 38 min)

Chapters 7 and 8 and summaries due tomorrow

Wed  (6.01.05)

Chapters 7 and 8 presentations; graphic organizers due; reading video #3 (Pre-Reading Strategies; 29 min)

Chapters 9 and 10 and summaries due tomorrow

Thur  (6.02.05)

Chapters 9 and 10 presentations; graphic organizers due; reading video #4 (During-Reading Strategies; 49 min)

Chapters 11 and 12 and summaries due Monday;

Observation/interview paper #2 due Monday

 

 

 

Mon  (6.06.05)

Chapters 11 and 12 presentations; graphic organizers due; discussion of observations/interviews; reading video #5 (Post-Reading Strategies; 36 min)

Book reports due (and Blackboard postings) due tomorrow

Tues  (6.07.05)

Reading video #6 (Writing Strategies; 63 min); Book reports “show and tell”

Articles due (and Blackboard postings) due tomorrow

Wed  (6.08.05)

Articles presentations; reading video #7 (Integrated Strategies); review for exam

Exam due Monday (June 20)—really.

Thur  (6.09.05)

Work on Blackboard and Exam (no formal class meeting)

 

 

 

 

Mon  (6. 20.05)

Exam due—really. 

 

 

 

Directions for Assignments, Activities, and Exam:

 

Directions for Chapter Readings

1.   Read the chapters.

2.   Produce a graphic organizer (not an outline) for each chapter.

3.   Hand in the graphic organizers on the day the chapter is due.   (Late papers will not be accepted—really.)

 

Directions for Chapter Presentations

1.   Sign up for the chapters that you will present (see sign-up sheet, noting the date and time for the presentation listed on the syllabus).

2.   Read the chapter.

3.   Determine the three or four MAJOR points.

4.   Write these MAJOR points down on the outline sheet (see outline sheet).

5.   Consider how to facilitate your classmates’ engaging in these major issues (without using the traditional lecture method).  Since your classmates will have read the chapters and will have made graphic organizers, you should not need to simply regurgitate the major points.  Consider, therefore, how to engage the group in a discussion, analysis, and evaluation of your major points.  You may want to (a) use their organizers, (b) provide a demonstration, (c) conduct a hands-on experience, (d) have the group practice some of the suggestions in the text, (e) provide supplemental material, and so on.  In short, DO NOT LECTURE.

6.   You may want to use your outline of major points as a handout for the class.  This is optional.  Turn in the outline to the instructor; this is not optional.

7.   Limit your activity to about 30 minutes (unless you have prior approval to extend the time).

8.   You MUST present your chapter on the day indicated in the course timeline in the syllabus. 

 

Directions for Observation/Interviews

1.   Choose TWO types of schools from these categories:   urban, suburban, or private.

2.   Observe one class from a school of one type; then observe a class from another type of school . . . for a TOTAL of TWO class observations.

3.   During an observation, note such things as (a) reading materials used, (b) how the reading materials were used; (c) how much of the class utilized reading materials; (d) how students responded to the reading materials; (e) the effectiveness of the reading materials; and so on.

4.   Interview the teacher of the class you observed, asking questions about (a) reading materials used, (b) why these reading materials were used; (c) if students are able to effectively use the reading materials; (d) how students respond to reading materials in general; (e) how to make reading easier for students; (f) how to make reading interesting for students; (g) how to help students read better; (h) advice the teacher may have for you, and so on.

5.   Write an Observation Paper with a title page and four paragraphs.  Include (a) one paragraph indicating the school visited, the grade and subject of the class, and the teacher interviewed, (b) one paragraph summarizing what you observed, (c) one paragraph summarizing your interview, and (d) a reflection that first, compares and contrasts what you saw and what you were told, and second, summarizes what YOU learned.  Follow these same steps for the second Observation Paper.

6.   Create a title page.

7.   Turn in your paper when indicated in the course timeline in the syllabus. 

 

Directions for Book Reviews

1.   Choose (a) TWO textbooks commonly used in your intended content area AND (b) TWO supplemental books that are used or could be used in your content area.

2.   Write a Book Review paper with a title page and one paragraph devoted to each book.  (Thus, you will have four paragraphs, one for each book.)

3.   For each paragraph, include (a) book information (title, author, publisher, etc., following APA style), (b) what is good about the textbook, (c) what is not good about the textbook, and (d) why YOU would or why YOU wouldn’t use the book for your future classes.

4.   Turn in your paper when indicated in the course timeline in the syllabus. 

 

Directions for Professional Articles

1.   Search for FOUR professional articles (look in professional journals, search the internet, and so on) having to do with reading in middle and/or secondary schools.  (The CCSJ library site offers assistance with searching for professional articles.)

2.   Summarize article I in one paragraph.   (Also include important reference data (title, author, journal, etc., following APA style) for the article in the first paragraph.

3.   Evaluate article I in a second paragraph.

4.   Post both paragraphs together on Blackboard (see DISCUSSION BOARD).

5.   Print out the paragraphs for your paper.  (You will not need to retype them.) 

6.   Repeat steps 2-5 for Articles II, III, and IV.

7.   Create a title page.

8.   Turn in your paper when indicated in the course timeline in the syllabus. 

 

Directions for Exam

1.   After choosing SIX chapters of the course text, click on ACTIVITIES at this site: www.kendallhunt.com/contentarealiteracy.  Then select one of the chapters that you have chosen.  Once at the specific chapter activity site, choose “Activity A” or “Activity B” and follow the directions.  Please be careful to label the activity you choose:  for example, “Chapter 1, Activity B.”  Please remember to choose SIX (6) chapters/activities.   [6 “paragraphs”]

2.   Examine the Blackboard summaries of articles that OTHERS in course have prepared:  (1)  choose two ideas worth remembering for YOUR future instruction and summarize it, and (2) include reasons why you have chosen these ideas.  Please reference the two articles.  [2 paragraphs, one for each article]

3.   Choose three reading instructional strategies worth remembering for YOUR future instruction and summarize them (one paragraph for each reading strategy).  For each reading strategy, include reasons why YOU plan to use this instructional strategy.  [3 paragraphs]

4.   Summarize your philosophy of reading in the secondary school and how you will implement this philosophy.   [1 paragraph]

5.   Create a title page.

6.   Turn in your exam when indicated in the course timeline in the syllabus.  Late exams will not be accepted.

 

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.

Fisher, D., and Frey, N. (2004).  Improving adolescent literacy:  Strategies at work.  Upper Saddle River, New Jersey: Pearson Merrill Prentice Hall.

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 (2nd 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.