EDUC_295

SPRING 2017

"There is first the literature of knowledge, and secondly, the literature of power.

The function of the first is—to teach; the function of the second is—to move."

De Quincey, T. (Reprint Series, 2011), De Quincey’s Works: Biographical Essays—Essays on the Poets: Pope

“The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

William Arthur Ward

Instructor: M. Priscilla Myers, Ph.D.

Curriculum and Instruction, Reading Specialization

Office: Guadalupe Hall 247 (408) 551-1925

*Office Hours: MT 1:00-4:00 p.m., by email appointment:

pmyers@scu.edu

Note: Please feel free to ask me or to contact me by email for clarification of anything that is confusing to you, from concepts presented in class and in readings, to any details of classroom functioning. The success of our educational venture this quarter depends on mutual communication and learning.

Carnegie Council on Advancing Adolescent Literacy (2010)

“During the last twenty years our nation’s educational system has scored some extraordinary successes, especially in improving the reading and writing skills of young children. Yet the pace of literacy improvement has not kept up with the pace of growth in the global economy, and literacy gains have not been extended to adolescents in the secondary grades (p.1).”

COMMON CORE STATE STANDARDS (www.corestandards.org/the-standards )

“The Standards set requirements not only for English language arts (ELA) but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak,

listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines. Literacy standards for grade 6 and above are predicated on teachers of ELA, history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.

Shared Responsibility for Students’ Literacy Development

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding

EDUC295 (03) #50298 Reading in the Content Areas M 4:00-7:00 G260 EDUC295 (02) #50297 Reading in the Content Areas T 4:00-7:00 G151

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Rooted in the Jesuit tradition at Santa Clara University, the mission of the Department of Education is to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education:

• • ̈ Make student learning our central focus.

  • ̈ Engage continuously in reflective and scholarly practice.

  • ̈ Value diversity.

  • ̈ Become leaders who model ethical conduct and a commitment to social justice.

  • ̈ Seek collaboration with others in reaching these goals

    • Master of Arts in Teaching and Teaching Credential [MATTC]

    • Program Learning Goals

    • The Program Learning Goals (PLGs) represent our commitment to students who earn their Master of Arts

    • in Teaching degrees and the Multiple Subject/Single Subject credentials at Santa Clara University. Beginning teachers prepared in SCU’s MATTC program are ready to:

  • 1) Maximize learning for every student.

  • 2) Teach for student understanding.

  • 3) Make evidence-based instructional decisions informed by student assessment data.

  • 4) Improve their practice through critical reflection and collaboration.

  • 5) Create productive, supportive learning environments.

  • 6) Apply ethical principles to their professional practices.

The Program Learning Goals guide our program and are cross-referenced with course objectives. The extended edition of the MATTC PLGs can be found on pp. 8-9 of the MATTC Program Teacher Candidate Handbook.

DISABILITY ACCOMMODATION POLICY:

If you have a documented disability for which accommodations may be required in this class, please contact Disabilities Resources, Benson 216,www.scu.edu/disabilities, as soon as possible to discuss your needs and register for accommodations with the University. If you have already arranged accommodations through Disabilities Resources, please initiate a conversation with me during my office hours within the first two weeks of class. Students who are pregnant and parenting may also be eligible; accommodations will be provided after I have verification as approved by Disabilities Resources, and with sufficient lead-time to plan for testing or other arrangements. For more information you may contact Disabilities Resources at 408-554-4109.

TITLE IX:

Santa Clara University upholds a zero tolerance policy for discrimination, harassment and sexual misconduct. If you (or someone you know) have experienced discrimination or harassment, including sexual assault, domestic and dating violence or stalking, we encourage you to tell someone promptly. For more information, please go to www.scu.edu/studentlife and click on the link for the University’s Gender- Based Discrimination and Sexual Misconduct Policy or contact the University's EEO and Title IX Coordinator, Belinda Guthrie at 408-554-3043 or by email at bguthrie@scu.edu. Reports may be

submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint: www.ethicspoint.comhttp://stage-www.scu.edu/hr/quick-links/ethics-point/

ACADEMIC INTEGRITY:

Santa Clara University insists on honesty and integrity from all members of its community. The standards of the University preclude any form of cheating, plagiarism, forgery of signatures, and falsification of data. A student who commits any offense against academic honesty and integrity may receive a failing grade

without possibility of withdrawal, suspension, or dismissal from the University. Plagiarism is the practice of claiming, or implying, original authorship of (or incorporating material from) someone else's written or creative work, in whole or in part, into one's own without adequate acknowledgement. Unlike cases of forgery, in which the authenticity of the writing, document, or some other kind of object itself is in question, plagiarism is concerned with the issue of false attribution. See: http://www.scu.edu/studentlife/resources/academicintegrity/

REQUIRED TEXT:

Content Area Literacy Companion Website - http://www.kendallhunt.com/contentarealiteracy/

Suggested Resources:

Bauer, L., & Trudgill, P. (Eds.). (1998). Language myths. London: Penguin Books.

Bear, D., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics,

vocabulary, and spelling instruction (3rd ed.). Columbus, OH: Merrill/Prentice Hall. Brown-Chidsey, R., Bronaugh, L., & McGraw, K. (2009). RTI in the classroom: Guidelines and recipes

for success. NY: Guildford Press.

Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International

Reading Association.

Richardson, J. S., Morgan, R. F., & Fleener, C. E. (2012). Reading to learn in the content areas (8th ed.). Belmont,

CA: Wadsworth.

Roe, B.D., and Burns, P.C. (2011). Informal reading inventory: Preprimer to twelfth grade (8th ed.).

Belmont, CA: Wadsworth.

Zwiers, J. (2004). Developing academic thinking skills in grades 6-12: A handbook of multiple intelligence

activities. Newark, DE: International Reading Association.

From Journal of Adolescent & Adult Literacy:

Baumann, J.F. & Graves, M.F. (2010). What is academic vocabulary? JAAL, 54(1), 4-12. Johnson, D. (2010). Teaching with author’s blogs: Connections, collaboration, creativity.

JAAL, 54, 172-180.

Kieffer, M.J., & Lesaux, N.K. (2010). Morphing into adolescents: active word learning for English

Language Learners and their classmates in middle school. JAAL, 54(1), 47-56. Larson, L. (2009). E-reading and e-responding: New tools for the next generation of readers.

JAAL, 53, 255-258. Online Readings

Purdue University’s Online Writing Lab (1995-2012). [free writing, research, grammar, MLA & APA style online handouts, writing consultations, workshops, ESL conversation groups]. The OWL at Purdue. Retrieved March 2016, from http://owl.english.purdue.edu/owl/.

California Dept. of Education (2014). Department of Education Home Page. Retrieved March 2016, from http://www.cde.ca.gov/index.asp

California Dept. of Education (March 6, 2014). New Online Tools for Educators. Retrieved March 2016, from http://www.cde.ca.gov/nr/ne/yr14/yr14rel25.asp

California Dept. of Education (2014). Getting Started with the California English Language Development Standards. Retrieved March 2016, from

http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=509334&sciId=16472

California Dept. of Education (2009). English language development content standards adopted by the State Board of Education. Retrieved March 2016, from http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

California Dept. of Education (2007). Reading/language arts framework for California public schools: Kindergarten through grade twelve.

Retrieved March 2016, from http://www.cde.ca.gov/ci/cr/cf/documents/rlafw.pdf

California State Board of Education (August 2010 Updated March 2013: Prepublication Version) Common Core State Standards for

English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for California Public Schools Kindergarten Through Grade Twelve. Retrieved March 2016, from http://www.corestandards.org/ELA-Literacy/CCRA/R/

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Bean, T.W, Readence, J., & Baldwin, R. S. (2011). Content area literacy: An integrated

approach (10th ed.). Dubuque, IA: Kendall Hunt.

Cornell University Center for Teaching Excellence: “Inclusive Teaching Strategies.” Retrieved March 2016 from http://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching- strategies.html.

Cornell University Center for Teaching Excellence: “Incorporating Diversity.” Retrieved March 2016 from http://www.cte.cornell.edu/teaching-ideas/designing-your-course/incorporating-diversity.html.

Greene, R. (2013, Oct. 30). 5 key strategies for ELL instruction. Teachers’ Voice. Retrieved March 2016 from https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/.

Stanford Graduate School of Education (2014). Understanding Language. Retrieved March 2016, from http://ell.stanford.edu/

TEACHING PERFORMANCE ASSESSMENTS (TPAs) and TEACHING PERFORMANCE EXPECTATIONS (TPEs) The TPAs, based on the California Standards for the Teaching Profession as exemplified in the Teaching Performance Expectations (TPEs), assure that multiple and single subject teacher candidates have the knowledge, skills, and abilities required of beginning public school teachers in California. The TPAs comprise four tasks: Subject-Specific Pedagogy, Designing Instruction, Assessing Learning, and the Culminating Teaching Experience. The TPAs are embedded within course content and field experiences and assess candidate mastery of multiple TPEs.

TPEs: The California Teaching Performance Expectations (Revised, March 2013). Commission on Teacher Credentialing retrieved March 2016, from www.ctc.ca.gov/educator-prep/standards/adopted-TPEs-2013.pdf

SCU Learning Commons/Orradre Library Journals with Articles Related to Teaching Reading & Writing

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CA JOURNAL OF TEACHER EDUCATION COLLEGE ENGLISH

ENGLISH JOURNAL

INSTRUCTOR

JOURNAL OF ADOLESCENT AND ADULT LITERACY (formerly JOURNAL OF READING) JOURNAL OF EDUCATION

JOURNAL OF EDUCATIONAL PSYCHOLOGY JOURNAL OF SPECIAL EDUCATION JOURNAL OF TEACHER EDUCATION

LANGUAGE ARTS

LIBRARY JOURNAL

PSYCHOLOGY IN SCHOOLS

READING RESEARCH QUARTERLY READING TEACHER

RESEARCH IN THE TEACHING OF ENGLISH SCHOOL LIBRARY JOURNAL

SOCIAL STUDIES REVIEW

TEACHER EDUCATION QUARTERLY

COURSE DESCRIPTION

EDUC295 Teaching Reading in the Content Areas focuses on reading as a means of learning from text. You will learn instructional strategies that enable all students, including those with foundational skill deficits, English language learners, and advanced learners, to develop confidence, awareness, and control when applying themselves independently to reading demands in all content areas. This course is required of all single subject teaching credential candidates; concurrent enrollment in a Clinical Practicum placement or full time teaching position in a Catholic school is not required.

OBJECTIVES

Crucial to student success in literacy education are the nurturance and guidance of reflective literacy practitioners--teachers who are compassionate, knowledgeable, mindful, metacognitively aware, morally intuitive decision makers, and who model commitment to lifelong learning. Reflective literacy teachers provide multiple, integrated, practical, problem-solving instructional strategies adapted to the specific needs and interests of individuals who read and learn from texts in all content areas. This course will further your preparation as a reflective literacy practitioner and, in particular, will help you to:

• • Find books and learn strategies for integrating literature throughout the curriculum, including

    • technology, online texts, and changing literacies; (SB2042-Standards 8B, 11); CCS-[A])

  • understand that reading literature for young adults, and incorporating and valuing literature from

    • diverse cultures and about students with special needs, is an integral part of each teacher’s role;

    • (SB2042-Standards 9, 12, 13) TPE1, TPE4, TPE5

  • Develop a concept of reading as an active, meaning-seeking process and a workable, fundamental

    • part of content area learning. (SB2042-Standards 3, 8B), TPE1B, pp. 4-11; TPE6; TPE11

  • Develop an understanding of the reading process as an interaction between reader, text, and context.

    • (SB2042-Standards 3, 8B, 9, 12, 13), TPE1B, pp. 4-11; TPE5; TPE6; TPE8; TPE11

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• • Use knowledge of reading processes and a variety of informal, formal, formative, and summative

    • assessment to monitor students’ progress and plan instruction in the classroom. (SB2042-Standards

    • 3, 8B, 9, 12, 13), TPE1B, pp. 4-11; TPE8; TPE9; TPE10

  • Develop an increased awareness of factors influencing motivation and success in reading in the content areas. (SB2042-Standards 8B, 9, 12, 13), TPE1B, pp. 4-11; TPE4; TPE5; TPE8; TPE11

  • Learn strategies for organizing and evaluating reading material. TPE1B, pp. 4-11

  • Learn strategies for adapting instruction and materials to fit the needs of individual pupils, including

    • those with foundational skill deficits, English language learners and bilingual students, and advanced learners. (SB2042-Standards 3, 7B, 8B, 9, 12, 13), TPE1B, pp. 4-11; TPE2; TPE3, TPE4; TPE6C; TPE7; TPE8; TPE9; TPE10

  • Understand the linguistic, psychological, physiological, and cultural concerns involved in reading instruction for striving adolescents including ELL and bilingual learners (SB2042 Standards 7-B, 8-B, 12, TPEs 7, 8).

  • Learn strategies for facilitating reading comprehension and concept development through specific text materials. (SB2042-Standards 6, 8B, 9, 12, 13); TPE1B, pp. 4-11; TPE2; TPE4

  • Learn theory-based, practical strategies for helping pupils develop confidence, awareness, and control in applying themselves independently to the demands of a given reading task. (SB2042- Standards 6, 7B, 9, 12, 13) TPE1B, pp. 4-11; TPE2; TPE4; TPE11

  • Integrate and apply knowledge gleaned from coursework through observation and interviews that will engage you in purposeful collaboration with practicing single subject teachers and their students. (SB2042-Standards 2, 3, 4, 5) TPE1B, pp. 4-11; TPE3

  • Learn strategies for monitoring, evaluating, and adapting instruction and materials to fit the needs of individual pupils through a one-on-one tutorial field component. (SB2042-Standards 2, 4, 6, 7B, 9, 12, 13)

  • Summarize assessment results in a detailed tutoring instructional plan that includes recommendations for research-based instruction involving learning strategies, word identification, fluency, concept development, vocabulary learning, reading comprehension or writing strategy instruction for individual students, including students who are ELL, bilingual, or students with special needs. (SB2042 Standards 7-B, 8-B, 12, TPEs 1B, 3, 4, 6, 7, 9)

  • Help students experience the satisfaction of learning from text and to understand that reading is both for learning and for pleasure. (SB2042-Standards 6, 7, 8B, 9, 12, 13) TPE1B, pp. 4-11;TPE4; TPE8; TPE11

    • TPE 12: Professional, Legal, and Ethical Obligations

  • Candidates take responsibility for student academic learning outcomes. They are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students. They recognize and resist racism and acts of intolerance. Candidates appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms. Candidates can identify and appropriately report suspected cases of child abuse, neglect, or sexual harassment. They maintain a non-hostile classroom environment. They carry out laws and district guidelines for reporting such cases. They understand and implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.

  • Candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness, including appropriate and inappropriate uses of digital content and social media. Candidates are aware of the legal and ethical obligations relating to both implementing student assessments, including K-12 standardized assessments, and completing required candidate assessments within the preparation program (e.g., the Teaching Performance Assessment).

    • TPE 13: Professional Growth

• Candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness.

COURSE REQUIREMENTS

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FINAL GRADING COMPUTATION:

1) Letter grades will be based on percentages (pts. earned divided by total pts.).

2) Letter grades will be assigned values (1.0 - 4.0) and multiplied by the grading weight distribution. 3) Your final grade will be based on the following scale:

A 4.0 (94-100%)

A- 3.7 (90-93%)

B+ 3.3 (87-89%)

B 3.0 (84-86%)

B- 2.7 (80-83%)

• Grading for all assignments will be criterion referenced; i.e., you will receive a grade based on the quality of your work and participation according to criteria outlined in this syllabus and in class, rather than how your work compares to that of your classmates.

COURSE ASSIGNMENTS

• Attendance is critical to your understanding of course material. Participation points are earned through attention and contributions to class and group activities, commenting on and providing examples pertinent to lectures, and for completion of the required Dept. of Education course evaluations. Absence from class. If you are ill, ask a “study partner” to turn in your homework assignment on time. You should also ask your study partner to take notes for you when you are not in class; you are responsible for any information you miss because of absence. Please do not call the instructor for assignments or notes. You will earn 10 points for each of our 10 class meetings (100 pts.) this quarter for attendance and participation.

Find a quality book from the world of young adult literature, fiction or nonfiction, that pertains specifically to your content area. Choose a recently published book that you have never read before! In addition, find and share a complementary poem reflecting the theme, the subject, or the concept of your book. Cite both sources and include a copy of the poem. On a date of your choice, you will share either the poem or a particularly relevant part of the book with the class—orally, dramatically, through art/sculpture/dance. You will be graded on the relevance and originality of your book/poem choices (25 pts.), on the adequacy of your annotation (25 pts.), on your ability to present the piece effectively--with originality, attention to motivating an adolescent audience, and an unequivocal enthusiasm and/or respect for the literature you have selected (50 pts.).

ACADEMIC VOCABULARY: [Due April 18th by email attachment (pmyers@scu.edu). LastnameVOCAB]

In collaboration with other teachers in your content area, develop a list of key terms necessary for mastering your

course. Divide your list into foundational (critical to comprehending your text), technical, and low frequency terms

that are essential for developing a prior knowledge base in your discipline. You will be given class time to begin

creating your list. Also check Chapter 8 in your text and: J. Burke, “Academic Vocabulary List,” from

http://www.englishcompanion.com/pdfDocs/acvocabulary2.pdf; or, for general academic vocabulary, “A New Academic Word List,” from A. Coxhead http://www.uefap.com/vocab/select/awl.htm

– OR –

TEXTBOOK ANALYSIS: [by email attachment (pmyers@scu.edu). LastnameTXT]

Choose a textbook you are currently using in your teaching assignment and analyze it following the model, “Features of the Tenth Edition,” on (pp. xi-xiii) of Content Area Literacy. Include the approximate text difficulty level using the Raygor Readability Estimate on p. 72 of your text, or the free RAYGOR readability measure on the website: Raygor/Fry Readability Estimate @ http://www.readabilityformulas.com/free-fry-graph-test.php [Send by email attachment to (pmyers@scu.edu).]

C+ 2.3 (77-79%) C 2.0 (74-76%) C- 1.7 (70-73%) D+ 1.3 (67-69%) D 1.0 (64-66%)

CLASS ATTENDANCE and PARTICIPATION (100 points) 10%

INTRODUCTION TO YOUNG ADULT LITERATURE: (Self-selected due dates) (100 points) 20%

*ANNOTATIONS SHOULD INCLUDE ALL OF THE FOLLOWING INFORMATION in APA format:

Author. (Year Published). Title italicized (The first word of the title, all proper nouns, and a word immediately following a colon should be capitalized.) Place of publication: Publisher.

Add: GENRE, SUBJECT DESCRIPTORS, AGE RANGE (your estimation, or that indicated by publisher), and a BRIEF ANNOTATION: Your original, substantive annotation should summarize the basic plot or premise (DO NOT COPY from publishers' blurbs on book jackets or book reviews). You may include specific characters' names or the setting/time.

ACADEMIC VOCABULARY – OR – TEXTBOOK ANALYSIS (100 points) 20%

One-on-one Reading Tutorial Five Hours (200 points) 50%

*Key Assignments: (SB2042--Standards 6B, 7, 7B, 8, 8B-(a,b,c,d,e,f,g,h), 12C, 13C)

7 You will plan and implement a one-on-one reading tutorial (5 contact hours total) with a student you choose, or a

student recommended by your master teacher. Please arrange the tutorials with the master teacher and the student at appropriate, agreed upon times during the five weeks beginning April 25 - May 23, 2016. You will organize the tutorial around an academic task that has been assigned in the student’s class, a task in your content area that involves reading. This task could be, for example, studying for an upcoming quiz or test, writing a term paper, a project, a research report, reading and understanding given chapters in your textbook, reviewing several weeks' work, resubmitting work that was missed or inadequate, etc. You won’t be asking your student to complete anything extra; you will be helping a selected student to succeed at something assigned to everyone in a specific class. Please note, however, the tutorial is not intended to be an opportunity for students to receive general help with daily homework. You will be awarded points based on the following: Develop an overall rationale(10); Discuss knowledge of self and long-term goals(10); Select a learning task and write a short term goal for the task(10); Develop a repertoire of strategies and an Action Plan(50); Implement and monitor the Action Plan through a tutor's log—PACE: plan, actual, changes, explore(100); Student's evaluation of the Action Plan(10); and Tutor's overall evaluation(10). Pay particular attention to adjusting and amending instruction to meet the needs of English learners and students with special needs.

APRIL 3,4

TENTATIVE COURSE SCHEDULE

Introduction: Nature of Reading To Learn

Readers’ Background, Schema, Attitude & Interests

Ch. 1

Ch. 3 Chs. 7-8 Ch. 5

Ch. 6

Ch. 9 Chs. 9-10

Chs. 11 & 12

Chs. 11 & 12

Chs.2&4

MAY 1,2*

Comprehension

Autonomy and Metacognition: Reading to Learn

24, 25

*Academic Vocabulary –or- Text Analysis DUE

May 29

Multimedia Materials

Memorial Day Holiday

10,11 Critical and Culturally Conscious Literacy

Language and Literacy Across the Curriculum Literature: YAL & Vocabulary

17,18 Knowledge of Text, Text Analysis, Readability ASSESSMENT & DIAGNOSIS: Informal Reading Inventory

Goal-setting & Action Plan: Unit and Lesson Planning

24,25* TUTORIALS BEGIN *Class 4:00-6:00 p.m. Comprehension

8,9* Writing to Learn & Inform

Study Skills & Preparing for Exams

Questioning, Study Guides

15,16* Writing to Learn & Inform Study Skills & Preparing for Exams

Questioning, Study Guides

22,23* Technology, Online Texts, and Changing Literacies