Read 535 Fall04.doc text version

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Dominican University School of Education

EDU 535: Reading in the Content Areas 3 credit hours Fall 2004 Tuesdays 5:30-8:30 Bonnie Burns Ed.D. Office: FA 201 708-524-6936 [email protected] Office hours 3-5 Tuesdays and Thursdays or by appointment

Scholarship

Leadership

Service

Scholarship, leadership, and service are the distinguishing characteristics of the Dominican educator and are the foundation of the conceptual Framework of the School of Education. As Dominican scholars in pursuit of these ideals, candidates in this course will be expected to demonstrate scholarship in all assignments and reflection papers, leadership in discussions, presentations and activities, and service in classroom and field experience interactions. I. Course Description: In this course participants will focus on how to facilitate and improve of reading, writing, vocabulary, and study skills in the content areas. Candidates investigate research and classroom practice and their applicability to expository text. They examine assessment practices, instructional methods, instructional materials, and media, and technology in the content areas. They learn how to assist, learners with diverse abilities. To demonstrate their learning, reading specialist candidates present a mock staff development session. II. Standards Addressed: Based on the course design and assignments, this course addresses Illinois Reading Specialists Standards 1, 2, 4, 5, & 8, Illinois Professional Teaching Standards 1, 2, 3, 4, 6, 7, 8, 9, & 10, and English Language Arts Content-Area Standards 1-4, 7-10, 13-15, 19-21, and 28-30. III. Required Texts: Unrau, N. (2004). Content area reading and writing: Fostering literacies in middle and high school cultures. Upper Saddle River, NJ: Pearson Merrill Prentice Hall. Companion website (http://www.prenhall.com.unrau) for practice tests, activities, and Web resources Resources: Knowledge of APA 5th Edition: APA guidelines online are on Blackboard. Blackboard: http://blackboard.dom.edu (need Dominican email for username and password) Illinois State Board of Education Web Site www.isbe.net Getting in to Blackboard On your Internet browser, type in http://blackboard.dom.edu

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If you've used Blackboard before, login. If you forgot your password, click the Forgot your password? button on the login screen. Follow the directions and Blackboard will send you an email with a hyperlink address where you can type a new password. Even though you already have an account, you will still need to "enroll" in the course you are now taking. If you haven't used Blackboard before Click the Create Account button. It will ask for your first and last name & your Dominican email address. If you don't have a Dominican email address, get one in the Tech Center in the Lewis basement. For User Name, use the same name as your email address. eg. John Smith = smitjohn (first 4 letters of last name & first 4 letters of first name) Your password for Blackboard may be different than your email password. Scroll all the way down to the bottom of the screen and click the Submit button. You will then get the login screen. To get to a Blackboard class, you have to be registered at the University for that class. Blackboard will open to a page called My Institution. You need to "enroll" for your class on Blackboard. This has nothing to do with registering for your class at Dominican. Click on the My Courses/Blackboard Course Catalog tab you see at the top of the screen. Click Browse Course Catalog and you will be taken to a screen listing the disciplines alphabetically. Graduate education classes are under S for School of Education. (Don't ask why.) Teach for America classes start with EDUA, graduate education classes start with EDU, and undergraduate classes start with EDUC. Find the appropriate course. A bug in the program is preventing the classes from all being listed in numerical order. Your course may be all the way at the end so keep looking. You can advance through the screens with the 1 2 3> at the left. If you still don't see it, use the Search Button, "edu535". Click on the Enroll button on the right. Do not click on the hyperlink with the course title. You will be automatically enrolled unless there is an access code for the class. If there is, you will go to one more screen where you have to enter the access code and press submit. The next time you login, you will see this course listed under the My Courses heading. All kinds of questions can be answered and samples of what screens look like can be seen on the documentation page at http://domin.dom.edu/documents/blackboardstu.htm Getting your email forwarded from your Dominican email account to your regular email The complete directions with pictures can be found at http://domin.dom.edu/documents/emaildocs/mailforwarding.pdf On your browser, open http://mail.dom.edu/exdchange. If you use Outlook, do not use it. You MUST login to Outlook via the web. Click Contacts on the left side. Click the New button. Enter your last name and fist name on the new contact screen. Type in the email address to which you want your Dominican email forwarded where it says E-mail address. Click Save and Close in the upper left corner. You are now back on the main screen and click Rules in the left column. It is the third one below Contacts. Click New at the top. You will now be on a page called Edit Rule. Near the bottom left click

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Forward it to. The click the little address book icon at the end of the blank space. On the address book page in the upper right corner there is a drop down menu (probably on the default "Global Address List"). Go up or down and specify Contacts. (There may be two. Find the one with your name on it.) The first line should say Find names. Type in your last name and click Find. Your name and personal email address should appear. Click once on your name and it should then be highlighted. Click the Apply button on the bottom. Nothing appears to happen. Then click Close and you will return it the Edit Rule screen. Uncheck the box that says Keep a copy in my Inbox to avoid clogging up the system. Click Save and Close in the upper left corner. Click OK on the confirmation dialog box. IV. Course Objectives: As a result of experiences in this course, candidates will 1. be able to identify theories which inform approaches to teaching content reading and writing. 2. develop lessons based on the characteristics of expository text that will aid in teaching both reading and writing and content learning. 3. explore readability practices and be able to judge readability in multiple ways. 4. build and develop a repertoire of varying instructional strategies, materials, media and technological resources which may be used to meet the needs of students of diverse abilities. 5. For Reading Specialist Candidates: present a staff development presentation on reading in the content areas and to practice consultation skills with new teachers V. Assignments and Course Requirements: Written assignments (other than lesson plans) will follow American Psychological Association (APA) style 5th edition and format. These may be found on Blackboard. Candidates will be expected to meet performance criteria associated with grammar, spelling, and sentence structure. A. Lesson Plans MAT Candidates MAT candidates will develop 5 lesson plans with nonfiction content textbooks in their content areas. To demonstrate application of course content, candidates must choose strategies that have been presented in class and/or in the textbook. Write the lesson in the standard Madilyn Hunter type format which is located in the Appendix. One of the 5 lessons may be developed with adult-level materials in any content area in anticipation of the demonstration lesson, which will be taught to a small group. Reading Teacher and Reading Specialist Candidates Reading Teacher and Reading Specialist candidates will develop 3 lesson plans and a unit plan (which will count the same as two lesson plans). Candidates will take what they have learned in class and/or from the text and develop lesson plans with nonfiction content textbooks. To demonstrate application of course content, candidates must choose strategies that have been presented in class or in the textbook. Write the lesson in the standard Madilyn Hunter type format, which is located in the Appendix. One of the 3 lessons may be developed with adult-level materials in any content area in anticipation of the demonstration lesson, which will be taught to a small group.

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It is assumed that all Reading Teacher and Reading Specialist candidates will be practicing classroom teachers. The candidate may use any content area textbook that he or she is presently using. The three lessons do not need to be from the same text. In addition, Reading Teacher and Reading Specialist candidates must also try their lessons in their classrooms (if they are teaching in a grade level using content texts) and report on the results with artifacts and a reflection. Artifacts are student papers, classroom charts, transparencies, etc. If you are using student papers as artifacts, choose three: one good, one average, and one poor paper. It is not necessary, nor desirable, to include a paper from each student. The reflection is a report of how the lesson went and what was effective and what could be changed. Examples of unit plans are found on Blackboard, and directions for the assignment will be found below in section B. Reading Teacher and Reading Specialist candidates will also be asked to consult with new teachers about the effectiveness of the new teachers' lesson plans. All Candidates There are 8 assignments from which to choose. A candidate should choose lessons that are appropriate for his students and grade level. Lesson plans should be relatively short, about three typed pages in total. These lessons may be shared at the beginning of class during the following week. You have tremendous freedom to try a strategy in any way that you think it might be useful for your grade level and your students. For example, if you chose the comparison and contrast graphic organizer, you might do it as a whole class lesson and fill it in on chart paper as the class reads and discusses the section. You might prepare a compare and contrast graphic organizer and give it to the students to complete independently as they read. A group discussion would follow. It might be a cooperative group comparison and contrast graphic organizer that the group has to complete and agree upon after reading. For students who are more proficient, because the teacher uses graphic organizers often, you might ask them to develop a comparison and contrast matrix from the material they read. Lesson Plans #1 Analysis of readability of text and evaluation of students' reading levels a. Choose a textbook that is used in classrooms. Name the book, publisher, copyright date, subject, and the grade level in which it is used. Is it meant for this grade level? b. Choose one way to analyze the textbook: Do a Fry readability analysis (p. 122). Be sure to choose 3 passages and take an average. Write down the data you used for all three samples and the average. If the samples are wildly different, take a 4th sample. FOG (handout) SMOG (handout) Flesch-Kincaid (In Microsoft Word) Do a Friendly Text Evaluation Scale (Xerox out of book pp. 126-127) c. Report on your students' (if you have any) reading levels or strategy use. Choose one way. List their ISAT or standardized reading scores. Report the average and range. Have the students do a cloze passage (pp. 123-125) from the text you are using. Have your students do the Metacognative Awareness of Reading Strategies Inventory (Xerox out of book or retype, or adapt for younger students. p. 116-117) d. Summarize the results in a paragraph in some way that makes sense for the methods you used. Include your opinion about the readability of the text. Did it seem reader friendly despite of the numerical results? Did the content vocabulary skew the results? Were there graphic aids that would help the students? This assignment does not require any type of lesson plan format.

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This assignment relates to Core Language Arts Standard for all Teachers (CLASFAT) 1, 2, 8, & 9; Reading Specialist Standards (RSS) 1G, I, K, M, 4G. #2 Vocabulary Choose a section from a textbook. Prepare a lesson plan for teaching and practicing vocabulary words and/or concepts. If you are a reading specialist, do the vocabulary lesson with the class and report on the results. This assignment relates to CLASFAT 1, & 7; RSS 1G, I, M, 4A. #3 Prereading strategy Choose a section from a textbook. Prepare a lesson plan for activating prior knowledge, building background, or generating interest. If you are a reading specialist, do the prereading lesson with the class and report on the results. This assignment relates to CLASFAT 1, 2, 8, & 9; RSS 1G, I, M, 4A #4 Graphic organizer lesson Choose a section from a textbook. Develop a lesson plan that uses a graphic organizer. Prepare a blank graphic organizer from the text or from another source. You may use the graphic organizer before, during or after reading. Have your students read the section, or read the text with your students, and develop the organizer. How you use it will depend on the students' maturity and their experience with graphic organizers. If you are a reading specialist, do the graphic organizer lesson with the class and report on the results. This assignment relates to CLASFAT 1, 2, 8, 28, & 30; RSS 1G, I, M, 4A. . #5 Group Strategies Choose a section from a textbook. Prepare a lesson plan for a whole class lesson. Use the regular lesson plan format to describe the lesson. If you do guided reading: This lesson does not have to be presented in lesson plan format. A list (in the order of the text) of the purpose setting questions, guided reading questions, answers, and question types is sufficient. Choose a section from a textbook. Prepare section purpose questions and 10 guided reading questions and answers. They must include the right there, think and search, author and you, and on my own levels. You may also include vocabulary and background questions. Inference level questions (author and you) seem to come out as application questions in non-fiction. An application question would ask about an example that is not in the book. Students have to use text information to answer questions about this additional example or application. If you are a reading specialist, do a whole class lesson with the class and report on the lesson and the results. This assignment relates to CLASFAT 1, 2 & 8; RSS 1G, I, M, 4A. #6 Critical Reading Choose a section from a textbook. Prepare a lesson for critical reading. Use the standard lesson plan format. If you are a reading specialist, do the critical reading lesson with the class and report on the results. This assignment relates to CLASFAT 1, 2, 8, & 9; RSS 1G, I, M, 4A #7 Writing Choose a section from a text. Prepare a lesson plan with a coordinated writing activity. If you are a reading specialist, do the writing lesson with the class and report on the results. This assignment relates to CLASFAT 1, 13, 14, 15, 29, & 30; RSS: 1G, I, 4A. #8 Study guide

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Choose a section from a text. Prepare one of the study guides or a note-taking lesson for responding during reading or after reading. Study guide lessons will probably not fit into a Madilyn Hunter type lesson plan. If you are a reading specialist, do the study guide lesson with the class and report on the results. This assignment relates to CLASFAT 1, 2, & 8; RSS 1G, I, M, 4A. Demonstration lesson The candidate will do a demonstration lesson using other group members as his/her "students." Each candidate may choose any one of his previously developed lessons. Because many of the previous lessons require specific prior knowledge, the lesson content may be adapted or completely changed. Consider teaching an article about a special interest of your own. If the material is too easy or already familiar to adults, the lesson will be dull and you will not be able to teach the content or try out the strategy in a meaningful way. Use the same reading-writing strategy from the previously developed lesson. You must actually teach the lesson, not just describe it. Bring books or Xerox the section so group members may participate as your "students." Three to four pages of material will be plenty! Prepare for a 30-minute block of time. The lesson doesn't have to cover everything in the original lesson. Part of that time may be discussion time. At the beginning of the lesson, review with your group the technique you are using. At the end, take a few minutes and allow for feedback from the group. This may be a new technique that you are teaching for the first time and/or this may be a new technique that your "students" are using for the first time. Use this opportunity to reflect, receive feedback, and refine your teaching skills before doing this type of lesson with children. Nothing needs to be turned in, but the following week, turn in a one-page reflection of how this lesson went. This assignment relates to CLASFAT 1, 2, and 8; RSS 1G, I, M, 4A. B. Unit Plan Reading Teacher and Reading Specialist Candidates will prepare an outline of a 2-week unit based upon a content textbook of their choice. The purpose of this unit is to teach skills and strategies for reading in the content areas as well as to teach content. Both content standards and reading standards need to be addressed. The unit may be presented in lesson plan book format, narrative format, or in grid format although grid format is preferred. The cover sheet and grading rubric are included in the Appendix. See some outstanding exemplars on Blackboard. This assignment relates to CLASFAT 1-4, 7-10, 13-15, & 28, RSS 1L, M, 4A. The Scenario You are the reading specialist in your school. You have been invited to co-plan and coteach a unit with one of the classroom teachers. The teacher has agreed to work with you for two weeks. The purpose of this collaboration is to teach the students how to use their content textbooks for the purpose of acquiring content knowledge and learning how to learn independently from their textbooks. The content classroom teacher realizes that less content can be covered in these two weeks because teaching and discussing the processes of reading in the content areas will take considerable time, but he/she is not willing to give up content altogether. If you are teaching a class in grades 6-8, you will have only one period each day. If you are teaching a self-contained class in grades 3-5, consider using the language arts period to teach the techniques and the content period

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to apply them to the textbook. Your job is to plan the two-week unit, concentrating on several grade appropriate reading in the content area learning strategies. Choose no more than three content objectives and three reading in the content area objectives. Because there are only three reading in the content area objectives, you will have the opportunity of using several different techniques to accomplish those objectives.

The unit should include: 1) A cover sheet that explains the grade level, the subject area, the textbook used, the unit, and the objectives. List 3 content objectives and 3 reading in the content areas objectives. Match up Illinois learning standards with the objectives. Just the numbers of the objectives will be sufficient 2) The lessons should include 3 reading in the content area objectives. Multiple activities to meet these objectives can be used throughout the unit. The activities may include: activities for prereading, activities for during reading, text structure/ graphic organizer activities activities for after reading note taking and study activities connected writing to learn, review, or consolidation activities, or vocabulary activities C. Technology Using Primary Sources Candidates will develop an activity using primary sources with technology. The activity is to be related to their content area. Assignment details are to be determined later in the class. D. Trade Book Quest Find three trade books that you could use to help your students learn the content. They may be books that are meant for kids, for the general population, or for teachers. Hopefully, you will be able to find good choices in the Dominican library, but you may also use your school library or local public library. Handouts will be provided to help you locate reference books or data-bases of content area trade books. Use the format below to report. 1. Your name and topic of your unit 2. Trade book title 3. Author, publisher, year published, number of pages 4. Readability level (Fry or other formula) 5. Brief (1-2 paragraph) description of the book 6. How will this book fit into your unit? Is it for the teacher or the students? If for students, what do you expect the students to learn from it? Will you use it mostly for the pictures or illustrations or charts? Will the teacher use it as read aloud, or can the students read it independently? Is it for the whole class or independent projects? 7. If the students use the book, is it at an appropriate reading level? 8. Type up your reviews and hand them in next week, or return them via the digital drop box on Blackboard for one extra credit point. E. Responses to Reading For most reading assignments, readers will respond to the textbook chapters with various types of graphic organizers or study guides. These response sheets will be distributed in class or created by the candidate. The formats model strategies for responding to text or guiding students through texts at the

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elementary and high school levels. These assignments relate to Illinois Professional Teaching Standards 1, 6, 8, & 9 and to CLASFAT 1, 2, 4, 7, 8, 19, 20, & 21: RSS 8B. F. Portfolio Artifact for MAT Students After all your lessons are completed, select one that you consider to be your best example of lesson planning. Find the sample cover and sign-off sheet in the appendix. Reproduce the entire sheet, including the bottom sign-off section but with information about your lesson. To save retyping, the same sheet is on Blackboard. You may download it, save it as a word document, and alter it to fit your lesson. Attach it to your best lesson, and submit both for the instructor's sign-off.

G. Staff Development Presentation for Reading Specialists The Reading Teacher and Reading Specialist programs require a real or mock staff development presentation. Students who are not seeking the Reading Teacher Endorsement or Reading Specialist Certification are exempt from this requirement. Because not all candidates will fulfill this requirement during the time frame of this course, it is not included as part of the grade. However, it is a requirement for reading teacher endorsement or reading specialist certification. This requirement may be fulfilled in several ways. 1. documentation of a staff development presentation in a school district or at a conference 2. co-presentation at the Springfield Illinois Reading Council in March 3. a mock staff development presentation in the Wednesday or Thursday 533 class on the last session in December of the fall 2004 semester. 4. a mock staff development presentation in the spring undergraduate class. This would be during the day. This assignment relates to Reading Specialist Standard 5C, E, and F. VI. Assessment Standards Assignments are due on the date given. However, a one-week grace period will be given on all assignments as everyone has adult responsibilities and obligations. Grades on assignments turned in after the grace period will be significantly reduced. Assignments that have not been turned in by the final class will be counted as zero. Candidates are expected to use APA (American Psychological Association) 5th edition. The grade "incomplete" may be given in extraordinary circumstances. The request for a grade of Incomplete requires the approval of the Dean and the instructor. The grade is given for work of acceptable quality that is unfinished at the end of the term. Forms requesting an Incomplete grade must be obtained from the Office of the Dean of the School of Education and processed prior to the beginning of the class preceding the final examination. The incomplete must be removed by the end of the following term. At that time, the instructor may report a grade within the ordinary range of scholarship. Failure to remove the Incomplete will normally result in the reporting of a grade of F or a grade of No Credit. Falsification of credentials or clinical experience documentation may result in dismissal from the program.

Attendance & participation Lesson plans /unit Presentation of lesson & self-assessment Responses to reading Technology lesson Trade Book Quest

17 pts. 40 pts. 8 pts. 19 pts 8 pts 8 pts.

93-100 = A- to A 85-92 = B- to B+ 77-84 = C- to C+ 76 and below = F

Points total 100 so they are the same as percentages.

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Participation and Attendance: The expectation is that the candidate will attend classes and read the required text. Please discuss anticipated absences with the instructor prior to the class that will be missed. Final grades will be significantly influenced by repeated absences, late arrivals, and/or early departures. These will be discussed individually with teacher candidates. Participation includes active involvement in discussions and raising related questions or issues.

VI. Tentative Course Calendar Session 1: August 31 The Nature of Expository Text and Textbooks Is there an adolescent literacy crisis? (text pp. 15-20, 22-23) The role of reading in the content areas for students and teachers Narrative vs. expository text Readability: reading levels and text difficulty Assignments due for Session 2: v Read "Parts of Chapters 1 & 2 pp. 24-30, "Good Readers 39-42 Reading specialists should read the above and all of chapter 2 through p. 68. It's a slow read. v Read Part of Chapter 3 "Readability" pp. 120-127. v Read "You Can't Learn Much from Books You Can't Read" v Choose a content textbook with which you are going to work. v Lesson #1 Analysis of text difficulty and learners' reading levels or strategies plus interpretation. See the assignment section for a range of choices. Bring this book to class with you next week. Session 2: September 7 The Nature of Adolescent Readers & Assessment Share readability results Habits and strategies of good readers The reading process - a short scope and sequence Addressing Illinois content standards and reading standards Assessment: formal & informal Standardized tests Informal: retelling, think aloud, interviews, Assignments due for Session 3: v Read Parts of Chapter 3: Diagnostic Teaching, pp. 80-83; Formal Assessment, pp, 92-95; Informal Assessment 103-108, Reading Strategies Inventory & Categories of Readers pp. 115-119 v Download Reading Specialist Standards (for Reading Specialist candidates) or Core Language Arts Standards for all Teachers (for MAT candidates) www.isbe.net -> Teachers -> Content Area Standards for Educators -> View the Standards -> Choose PC or Mac Version -> Choose standards -> (Reading Specialist or Core Language Arts Standards [under Standards for All Illinois Teachers]) Save and print. v Bring a list of 10 vocabulary words from a chapter you are working on.

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Session 3: September 14 Vocabulary and Concepts Concepts vs. words Vocabulary depth and strategies Lesson planning Assignments due for Session 4 v Read "Vocabulary and Concept Development" (Chapter 4, pp. 132-164) v Lesson plan #2 vocabulary lesson (choose one) Word knowledge check (knowledge rating chart) p. 144 Keyword method. p, 145 Question map p. 145 Structured overview p. 146 Concept mastery map (concept of definition) p. 146 Word parts pp. 147 & 149 Vocabulary self-collection strategy p. 150 Semantic map pp. 151 -152 Synonym web p. 153 Semantic feature analysis p. 154 Context clues (teaching how to use them) pp. 158-161 Zip close may work with this Presented in class List-group-label (open or closed sort) Magic square (for review or assessment)

Session 4: September 21 Prereading Strategies & Text Structure Schema, Prereading strategies Text structures Assignments due for Session 5 v Read "Comprehension Strategies to Activate and Integrate Knowledge" (Chapter 5, pp. 170185) and Text Structure (Chapter 5, pp. 186-190) v Lesson plan #3 Prereading strategy (choose one) Double entry journal 172-173 Anticipation guide 173-175 Directed Reading-Thinking Activity DRTA pp. 175-176 KWL pp. 176-179 The prereading plan PreP pp. 179-181 Directed Inquiry Activity DIA pp. 181--182 SQ3R p. 182 PLAN p. 185 Presented in class Story impression, text impression (story chain) THIEVES Session 5: September 28 Graphic Organizers Organizing according to text structure

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Inspirations demonstration Assignments due for Session 6: v Read "Graphic Organizers" (Chapter 5, pp. 194-200) v Lesson plan #4 graphic organizer lesson (choose 1) Cluster maps p. 194-195 Characteristic organizer p. 195-196 Process organizer p. 196 Cause & effect organizer Problem-solution -evaluation organizer pp. 197-198 Compare/contrast organizer pp. 197-198 Concept map (network tree) pp. 198-200 Inspirations lesson organized in one of the above patterns www. inspirations.com Sign on as a trial user. Beware that this may take a long time to download. Session 6: October 5 Group Strategies and Levels of Questioning Levels of Questioning & QAR Whole group discussion & Guided Reading: fiction & nonfiction Cooperative Learning & Reciprocal Teaching Tutoring & working in pairs Assignments due for Session 7: v Read Chapter 6 Collaborating for Literacy & Learning: Group Strategies (pp. 204-243) + double entry journal v Lesson plan #5: Group Strategies Guided reading questions (presented in class, using QARs) whole class discussion 214215 & 235 Shared reading with think alouds pp. 208-210 Inducing imagery pp. 210-211 Read to discover (reading for a purpose) pp. 211-212 Cooperative learning [only if you have a strong background in this] pp. 216-221 Group reading activity (jigsaw) pp. 222-225 Reciprocal teaching pp. 225-232 Session 7: October 12 Critical Reading Inquiry Questions, QtA, Interviews, ReQuest, Socratic Seminar, Tasking, Assignments due for Session 8: v Read Chapter 7 Critical Reading pp. 248-271 v Lesson plan #6: critical reading. Choose one. Inquiry questions pp. 252-254 Question the Author QtA pp. 255-259 Editor Interviews pp. 259-260 ReQuest pp. 261-262 Socratic seminar pp. 262-262 TASKing in pairs pp. 264-265 Session 8: October 19 Writing to Learn The writing process Responding to text in writing

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Assignments due for Session 9: v Read: "Writing to Assess, Promote & Observe Learning" (Chapter 8, pp. 274-305) + 3 level guide v Lesson plan #7 Writing to Learn: Choose one. The candidate needs to describe the entire lesson in which some of the shorter writing activities are used to teach content. Admit or exit slip p. 287 (need to describe a whole lesson that uses this at the beginning or end of the class) Focused freewrite pp. 287-288 Question papers pp. 288-289 Skeletons p. 289 RAFT pp. 289-290 Journals & logs (several varieties, pp. 290-291) Drop Everything and Draft pp. 292-293 Presented in class Unsent letter A biopoem about a content character (not themselves) Essays

Session 9: October 26 Primary Sources on the Web Session in computer lab Assignments due for Session 10: v Lesson plan to incorporate primary sources

Session 10: November 2 Post Reading: Study Guides, Summaries, Note Taking & Research Reports Study guides, summaries, & note taking What really goes into research reports? Assignments due for Session 11: v Read part of Chapter 5, Outlines and Note Taking pp. 192-193 v Lesson #8 Study guides: (choose one) Cornell notes In your own words GRASP T notes Three level guide Pattern guide Concept guide Selective reading guide

Session 11: November 9 Demonstration Lessons and Primary Reading or Why I Want to be a Secondary Teacher Presentation in groups of 4-5 Primary Reading Assignments due for Session 12: v Self-evaluation of demonstration

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Session 12: November 16 Content Trade Books Discussing uses for trade books Sources for trade books ASCD article "Aren't These Books for Little Kids?" Examining books in the library Assignments due for Session 13: v Read Struggling Readers and English Learners, Chapter 9, pp. 310-340 v Trade book quest

Session 13: November 23 Struggling Readers & Unit Plan for Reading Specialists Addressing Struggling Readers Assignments for Session 14: v Jigsaw reading assignment: Focusing on Motivation to Read Content Area Texts, Chapter 10, pp. 346-372 v Hand in unit plan Session 14: November 30 Motivation Chapter jigsaw on motivation

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Appendix

Daily Lesson Plan Based on Madilyn Hunter & Effective Teaching Studies

I. Unit of Study (in this case, name of book and grade level) II. Lesson Objective (include the Illinois Learning Standard in words and number. If the standard is multi-part, highlight the desired objective or rewrite in more simple language) III. Anticipatory Set (introduction or attention grabber.) This might simply be explaining why this skill is useful, how it is used in the real world, a personal story, giving background to understand the story, or demonstrating enthusiasm for the content. It should be very short. IV. Teacher Input (what the teacher explains about the concept or strategy being taught) This is where the teaching takes place. This means more than giving the directions for the assignment. The teacher needs to explain the strategy and how it works. V. Teacher Modeling (how the teacher shows or demonstrates) IV. and V. are often combined or cycled back and forth. Teachers sometimes use the first part of an assignment to model how the assignment is to be completed. VI. Checking for Understanding or Monitor and Adjust (how the teacher knows if the students understand and what to do if they do not) VII. Student Guided Practice (how the students will practice WITH the guidance of the teacher The students have an opportunity to practice with teacher guidance. Guided practice is not students working together without teacher support. Guided practice cannot be assigned to be done independently. Teachers often begin the assignment with the students so they have a sample of what is to be done.) VIII. Student Independent Practice Students should work by themselves so the teacher can assess their work. IX. Closure (this may come before or after the assessment) X. Assessment (this may be formal or informal or the assignment may act as the assessment) XI. Text, Materials, and Equipment

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Unit Plan

You are the reading specialist in your school. You have been invited to co-plan and co-teach a unit with one of the classroom teachers. The teacher has agreed to work with you for two weeks. The purpose of this collaboration is to teach the students how to use their content textbooks for the purpose of acquiring content knowledge and learning how to learn independently from their textbooks. The content classroom teacher realizes that less content can be covered in these two weeks because teaching and discussing the processes of reading in the content areas will take considerable time, but he/she is not willing to give up content altogether. Your job is to plan the two-week unit, concentrating on several grade appropriate reading in the content area learning strategies. Choose no more than three content objectives and three reading in the content area objectives. Because there are only three reading in the content area objectives, you will have the opportunity of using several different techniques to accomplish those objectives. General Information: Grade: ______ Content Area:____________________________ Textbook: ________________________________ Minutes per day: _________ Unit: _____________________________________________________________ Content Objectives: ________________________________________________________ Objective in ordinary language ________________________________________________________ ________________________________________________________ Reading/Writing in the Content Area Objectives: ________________________________________________________ Objective in ordinary language ________________________________________________________ ________________________________________________________ _________ Standard Number _________ _________ _________ Standard Number _________ _________

EDU 535 Reading in the Content Areas

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Point Description for Unit Plan 16 pts Has completed cover sheet Plan matches objectives on cover sheet and has multiple activities for the 3 reading in the content areas (RICA) objectives Has daily content topic Has daily reading/writing/literacy objective and matching RICA activity * (double weighted) Describes in sufficient detail the instructional activity and the student activity (which match the RICA technique). Lists page numbers to indicate pacing. Students must use the text. Is developmentally appropriate. Activities seems appropriate to the content. May be in any format but grid preferred. 10 pts. Has completed cover sheet Objectives match but clouded by other activities. Remember the objective for these two weeks is to teach RICA objectives rather than being overly concerned with hands on content activities. Has daily content topic Has daily reading/writing/literacy objective and RICA activity * (double weighted) Lists the instructional activity and the student activity (which match the RICA technique) with some detail, but the reader must know the technique to infer how the activity will be organized.. Students must use the text. Is generally developmentally appropriate Activities generally seems appropriate to the content. May be in any format but grid preferred. 5 pts. Missing cover sheet Activities do not match objectives on the cover sheet Missing daily content topic or daily reading/writing/literacy objective and RICA activity * (double weighted) Lists the instructional activity and the student activity, but the reader must guess how the activity will be organized.. Is difficult to understand (contains page numbers with no clues as to content). Students must use the text. Several activities may not be developmentally appropriate. Several activities do not seem appropriate for the content. May be in any format but grid preferred.

EDU 535 Reading in the Content Areas

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Portfolio Section Cover Page

Candidate: ________________________________ Course: ___EDU 535__________

IPTS Standard 4 - Planning for Instruction The teacher understands instructional planning and designs instruction based upon knowledge of the discipline, students, the community, and curriculum goals. Artifact: Critical reading lesson plan using Inquiry Questions for the poem Richard Cory by Edwin Arlington Robinson. Source: EDU 535 Reading in the Content Areas Other Applicable Standards Met: Core Language Arts Standard 1E: Practices effective literacy techniques to make reading purposeful and meaningful. Reflection: [Develop a reflective, double-spaced paragraph that explains how the artifact represents your current knowledge and skills in relation to meeting at least three descriptors from the standard. Focus on how you will or have used this knowledge and skills in teaching. Explain the anticipated or actual outcome in terms of student achievement.] This standards-based and curriculum-based lesson plan demonstrates knowledge of the levels of questioning and of the levels of comprehension. All of the components of effective lesson planning are included: anticipatory set, teacher input and modeling, and student guided and independent practice. Students are actively engaged in all levels of question generation after being introduced to questioning comprehension levels through instruction and practice. Through questioning, students will better comprehend and interpret literature.

--------------------------------------------------------------------------------------------------------------------For Instructor Use Only. Course Instructor's Sign-off IPT Standard addressed: Other Standards if applicable Core Technology: Core Language Arts: Special Education: Comments: ________ Initials ________ Initials ________ Initials ________ Initials ________ Initials ________ Date ________ Date ________ Date ________ Date ________ Date

EDU 535 Reading in the Content Areas

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Exit Slip

One thing that I learned in this class tonight was ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ An intriguing idea was ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Something that I would like to learn in this class is __________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Name________________________________________________________________________ Address_______________________________ City_______________________ Zip_______________ Phone Number_______________ Work Number _________________ E-mail____________________ Current job- position & location___________________________________________________________ Number of years teaching______ Program: ___MAEd. Reading Specialist ___Reading Endorsement ___MAEd. Non-Reading ___SPED ___MAT (secondary) ___Other: ____________________ This information may be published in a class directory ___yes ___no

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