University of Wisconsin-Whitewater
Department of Curriculum and Instruction
Developmental Reading in the Secondary School
READING 768– Spring 2005
Instructor: Anne D’Antonio Stinson
stinsona@uww.edu
Office: Winther Hall 3042
Office Phone: (262) 472-1973
Office Hours: Mon 2:00-4:00, Tue 2:00-3:00, Thur 1:00-3:00
Required Texts
Sturtevant, E. & Linek, W. (2004). Content literacy: An inquiry-based case approach. Upper Saddle River, NJ: Pearson.
Unrau, N. (2004). Content area reading and writing: Fostering literacies in middle and high school cultures. Upper Saddle River, NJ: Pearson.
Additional materials available from the instructor.
Course Description
An in-depth examination of the principles underlying the reading process as it relates to secondary school reading demands. This course will offer the opportunity to explore theories of reading, examine techniques and materials, and develop applications to middle, junior high, and high school situations.
Course Requirements
Class participation/Case study analyses 20%
Research article abstracts
CA reading/writing 10%
Grammar instruction 10%
Literature circle presentation 20%
Comprehensive exam (pre-service teachers) -or-
Professional development presentation (in-service teachers) 20%
Synthesis
paper 20%
Attendance Policy
Attendance is required. You will be allowed two absences. A third absence will result in a reduction of one letter grade. A fourth absence will result in a failing grade. Over the course of the semester, you will be asked to participate in a number of classroom activities. I believe that you will learn best by doing. Consequently, half-hearted class participation will affect your grade; missed activities must be made up. Also, you are responsible for completing any readings due on the day of your absence and for demonstrating your understanding of those readings. Please note: Calling me to tell me you will be absent does not excuse an absence.
Specific Instructions for Course Requirements
Research article abstracts/large group discussions
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In preparation for the
large group discussion on January 25, locate two journal articles1
on
content area reading and/or writing; annotate them and bring the annotated
articles with you to class. A written abstract for each article is required
(due January 25).
<
In preparation for the
large group discussion on March 29, read Schuster’s “Reforming English Language
Arts” and locate and read one other journal article on grammar instruction;
annotate them and bring the annotated articles with you to class. A written
abstract for your journal article is required (due March 29).
Abstracts should
include the complete APA citation, and a summary of the research question(s),
methodology, findings, and implications.
Comprehensive Exam/Professional
Development Presentation
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Pre-service teachers
(those of you who will be applying for your initial certification) will sit for
a comprehensive exam on April 19. You can expect multiple choice and short
answer items plus the following essay question:
Imagine that you are applying for a position with the Whitewater Unified School District (you choose the grade and subject). You have heard that the principal encourages reading and writing across the curriculum. In a carefully written position statement, convince the members of the search committee that you are committed to content area literacy and prepared to help students learn with text. Specifically describe the role of content area literacy in your classroom.
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In-service teachers will
not sit for the exam. You will be responsible for designing and presenting (on
May 3) a short (1 hr or so) in-service faculty development program concerning
some aspect of content area literacy . You may work in pairs for this
assignment.
Literature Circle
Literature circles are student-led
discussion groups of students who have read the same book (fiction or
non-fiction). In groups of 6-10 students, you will participate in a literature
circle for a text you select with your group. Your group will be
responsible for reading and discussing an entire text AND
presenting your findings to the class on April 5.
Use this space to plan for your literature circle. Be sure to establish clear expectations for all group members.
Contacts:
We will lead a discussion of the following:
LITERATURE CIRCLE SCHEDULE
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Feb 1 |
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Feb 15 |
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March 1 |
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March 15 |
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April 5 |
LITERATURE CIRCLE PRESENTATIONS |
Synthesis Paper
This paper will represent your response to the entire course. Use this opportunity to present your theory of content area literacy at the secondary level, including your thoughts on the role of the content-area teacher. Be sure to incorporate the Wisconsin Teacher Standards and other professional standards as applicable. I will be looking for evidence of your understanding of the course material as well as evidence of research beyond the course readings. Also, be sure to synthesize your ideas; I do not want to read a list of the stuff we covered. This paper should be 6-10 pages in length. Use 1-inch margins and a 12-point font (Times New Roman preferred). Adhere to APA guidelines for headings, internal citations, and references. Be sure to staple your paper: NO CLIPS OR COVERS!
Grading Scale
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Graduate: A 96-100% AB 92-95% B 88-91% BC 84-87% C 77-83% F <77% |
Undergraduate
(Independent Study): A 93-100% B 85-92% C 77-84% D 69-76% F <69% |
Other Information
Wisconsin Teacher Standards
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The teacher understands
the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and can create learning experiences that make these aspects of
subject matter meaningful for students.
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The teacher understands
how children learn and develop, and can provide learning opportunities that
support their intellectual, social, and personal development.
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The teacher understands
how students differ in their approaches to learning and creates instructional
opportunities that are adapted to diverse learners.
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The teacher understands
and uses a variety of instructional strategies to encourage students’
development of critical thinking, problem solving, and performance skills.
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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.
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The teacher uses
knowledge of effective verbal, nonverbal, and media communication techniques to
foster active inquiry, collaboration, and supportive interaction in the
classroom.
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The teacher plans and
delivers instruction based upon knowledge of subject matter, students, the
community, and curricular goals.
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The teacher understands
and uses formal and informal assessment strategies to evaluate and ensure the
continuous intellectual, social, and physical development of the learner.
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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.
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The teacher fosters
relationships with school colleagues, parents, and agencies in the larger
community to support students’ learning and well-being.
Reasonable Modifications Requests
Students in need of some reasonable modification of the instructional context should meet with me as soon as possible to discus the needed modification. If the modification requires the assistance of personnel, equipment, or materials that are beyond my control, please contact Disabled Student Services.
CLASS
SCHEDULE
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Jan 18 |
Intro to the course; What is content area literacy? High school cultures and literacies. Text evaluation. Related reading: Unrau, Chapters 1, 2, & 3; Sturtevant & Linek, Chapter 1 |
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Jan 25 |
Group discussion: content area literacy. CA READING/WRITING ABSTRACTS DUE Video: Looking into Literature Circles. Case study: Sixth Grade World History. Related reading: Unrau, Chapters 7 & 8 Sturtevant & Linek, Chapter 2 |
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Feb 1 |
J Literature Circle |
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Feb 8 |
Helping students study. Case study: The S.S. Toy Company. Related reading: Unrau, Chapters 5 & 6; Sturtevant & Linek, Chapter 3 |
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Feb 15 |
J Literature Circle |
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Feb 22 |
Vocabulary instruction. Case study: Integrated Civics and English: Grade Eight. Related reading: Unrau, Chapter 4; Sturtevant & Linek, Chapter 4 |
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Mar 1 |
J Literature Circle |
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Mar 8 |
Making study guides. Case study: Why Can’t They Read?; Related reading: What if they Can’t Read?; Case study: High School Biology. Related reading: Sturtevant & Linek, Chapter 5 |
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Mar 15 |
J Literature Circle |
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Mar 22 |
Spring Break! |
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Mar 29 |
Group discussion: grammar instruction. Case study: High School Mathematics. Related reading: Schuster;
Sturtevant & Linek, Chapter 6 GRAMMAR INSTRUCTION ABSTRACT DUE |
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Apr 5 |
LITERATURE CIRCLE PRESENTATIONS |
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Apr 12 |
Introduction to
WebQuest. Case study: High School English. Related reading: Sturtevant & Linek, Chapter 7; Stinson (http://www.readingonline.org/articles/art_index.asp?HREF=/articles/stinson/) |
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Apr 19 |
COMPREHENSIVE
EXAM |
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Apr 26 |
Group discussions:
At-Risk Adolescents. Case study: English for Speakers of Other
Languages. Related reading: Unrau,
Chapters 9, 10, & 11; Sturtevant & Linek, Chapter 8 SYNTHESIS PAPER DUE |
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May 3 |
PROFESSIONAL
DEVELOPMENT PRESENTATIONS Final remarks. Course evaluations. Related reading: Sturtevant & Linek, Chapter 9 |
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May 10 |
Exam period 6:00-8:00. Grades may be reviewed at this time. |