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Robert T. Ackland |
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Spring 2004 Plattsburgh State University of New York
Wednesdays, 9:00-11:50 a.m.
Please feel free to contact me during class, in my office, by e-mail, or by phone if you need clarification or if you have questions or comments.
We are working together in the reciprocal process of teaching/learning. If you are a person who finds it easy to speak up in class, make sure you give room for comments by other students. On the other hand, if you are usually quiet and reserved, challenge yourself to step forward and share your ideas. We all benefit from healthy classroom discourse.
Reading in the content areas; techniques, procedures, materials, and evaluation;
metacognitive strategies; model programs. Corequisites: EDU372 and EDU395.
Ruddell, M. R. (2001). Teaching content reading and writing (3rd ed.). New York: John Wiley & Sons.
Weinstein, C.E., & Palmer, D.R. (1990). Learning and study strategies inventory: College version. Clearwater, FL: H&H Publishing.
Weinstein, C.E., & Palmer, D.R. (1990). Learning and
study strategies inventory: High school version. Clearwater, FL: H&H
Publishing.
Journals at Feinberg Library With Articles Related To Teaching Reading
JOURNAL OF SPECIAL EDUCATION
ENGLISH EDUCATION
LANGUAGE ARTS
ENGLISH JOURNAL
LIBRARY JOURNAL
INSTRUCTOR
READING HORIZONS
JOURNAL OF ADOLESCENT AND ADULT LITERACY
(formerly JOURNAL OF READING)
READING RESEARCH QUARTERLY
THE READING TEACHER
JOURNAL OF EDUCATION
READING TODAY
JOURNAL OF EDUCATIONAL PSYCHOLOGY
RESEARCH IN THE TEACHING OF ENGLISH
JOURNAL OF EDUCATIONAL RESEARCH
JOURNAL OF EXPERIMENTAL PSYCHOLOGY
TEACHER EDUCATION & SPECIAL EDUCATION
JOURNAL OF RESEARCH IN CHILDHOOD EDUCATION
TEACHER'S COLLEGE RECORD
Crucial to student success in literacy activities are the nurturing and
guiding actions of reflective literacy practitioners--teachers who are
compassionate, knowledgeable, mindful, metacognitively aware, morally intuitive
decision makers, who model commitment to lifelong learning. Reflective literacy
teachers at the secondary level provide multiple, integrated, practical, and
problem-solving instructional activities adapted to the specific needs and
interests of individual students.
Specifically, this course, EDR364 Reading in the Secondary Schools, leads
secondary teachers to develop a concept of reading as an active, meaning-seeking
process and a workable, fundamental part of content area learning. Preservice
teachers use knowledge of reading processes to plan instruction in the
classroom. They learn strategies for organizing and evaluating reading material
and for facilitating reading comprehension and concept development through
specific text materials. They learn to apply research-based, practical
approaches for helping pupils develop confidence, awareness, and control in
applying themselves independently to the demands of reading tasks in a variety
of content areas.
This course will further your preparation as a reflective literacy practitioner
and will help you to:
o Develop a concept of reading as an active, meaning-seeking process and a
workable, fundamental part of content area learning.
o Develop an understanding of the reading process as an interaction between
reader, text, and context.
o Use knowledge of reading processes to plan instruction in the classroom.
o Develop an increased awareness of factors influencing motivation and success
in reading in the content areas.
o Learn strategies for organizing and evaluating reading material.
o Learn strategies for adapting instruction and materials to fit the needs of
individual pupils.
o Learn strategies for facilitating reading comprehension and concept
development through specific text materials.
o 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.
o Integrate and apply knowledge gleaned from coursework through a one-on-one
tutorial field component that will engage you in purposeful observation and
dynamic, active collaboration with practicing secondary teachers and their
students.
o Help children experience the satisfaction of learning from text and to
understand that reading is both for learning and for pleasure.
COURSE REQUIREMENTS
We are all busy individuals. Turn in assignments when they are due. If extraordinary circumstances arise, contact the instructor well before the due date to see if accommodations are possible. Otherwise, late work will only be accepted if you are absent from a class. In case of absence, it is your responsibility to find a way to submit your work to the instructor's mailbox in Sibley Hall, Room 302 (department secretary: 564-5149, fax: 564-2149) on or before the day of the class you miss or before 4:00 on the day following that class in order to receive full credit. A 20% reduction in points will be taken from your work, if it is submitted during or before the class following the class for which you were absent.
Written work may not be resubmitted for more points, so make sure that you
put your best effort into communicating through print. Keep in mind that as a
teacher you will be responsible for clarity and mechanics in your notes home and
in your communications with students, colleagues, and administrators. Points
will be deducted from written work that is submitted with spelling, punctuation,
or sentence-construction errors that detract from the meaning of your text. Seek
help from the PSU Student Support Services Office, or elsewhere, if you need
assistance. On anything that you produce in print (handouts, activities, papers)
cite your sources (using 5th edition APA guidelines). Label as "source
unknown" if you need to. Label your original work with your own name and
date (as in an activity sheet or interest inventory that you compose yourself).
In your strategies reflections, you don't have to cite the author and date if
you're referring to the Ruddell text, just give the page (p. 30) or pages (pp.
30-31) where quotations originate or where you'd like to draw a reader's
attention. As indicated in the Student Conduct Manual and elsewhere, plagiarism
will not be tolerated.
Basis for Grading:
CLASS ATTENDANCE AND PARTICIPATION: (65 points) 20%
Attendance is critical to your understanding of course material. You will earn 5
points for each of our 13 meetings (65 points) this semester (including five
weeks of field experiences during which you will meet twice for seminars).
Notify the instructor if you must miss a class-and contact your "homework
buddy" to find out about the information and assignments you may have
missed.
INSTRUCTIONAL STRATEGIES REFLECTIONS (six @ 5 points = 30 points) 20%
Two strategies each week, due at each class session during weeks 2 through 7.
To aid your memory, to prompt class discussion, and to enable your access to
information after the completion of this course, develop an ongoing record of
what you encountered in the textbook. From the weekly reading assignments,
select two strategies related to the teaching of language arts that you find
particularly interesting and useful. Write down why you think each strategy
stands out and how you might apply it in your professional life. This is a place
to comment on the strategy, not to re-write it (since the page reference will
allow you to find it in the textbook in the future). You may want to indicate
key aspects of the strategy, but don't write step-by-step directions.
Format: Write your name, the date, and "Strategies Sheet" on a piece
of paper. Your comments about each strategy should be one-half page,
single-spaced if handwritten, double-spaced if typed. Use the top half for one
strategy and the bottom half for the second. If you find that this does not give
you enough space to write your thoughts, you may use separate sheets for each
strategy. Write the page number where you found each strategy (it will be
assumed that you are using the Ruddell text).
Turn in your sheet on the day that we discuss the readings. Sometimes we will
share and comment on the sheets in pairs during class; other times I will read
and comment on them. They will be returned to you. You may want to develop a
system for grouping the sheets so that they will be helpful to you as you teach.
If it is evident that you put thought, time, and effort into your sheet, that
you followed the guidelines, and that your writing is free of mechanical errors,
you will receive the maximum number of points (a check = 5 points). If not, you
will get a check minus (2 points). In lieu of these sheets, you may bring in a
copy of an article or book section referenced in our textbook with a short
written reflection about its relevance to your professional life.
READABILITY EXPLORATION: (20 points) 5%
Using Fry's chart (in Ruddell, 2001, pp. 55-57) and/or other techniques,
determine the "readability" levels of two middle school or high school
books (narrative, expository, or one of each). Try to use one that you think is
easy and one that you think is hard. If possible, find books that would be used
at the grade level and subject area that you are interested in teaching. Bring
the books and the computations you did to class. Also bring a reflection (at
least one-half page, typed, double-spaced) about the process of determining
readability this way. (5 points for bringing books to class, 10 points for
computations, 5 points for reflection)
TECHNOLOGY RESOURCES LIST (10 points) 5%
-bring 20 copies so everyone (including your other instructors) can have one
Assemble a typed list of five web sites and/or software products related to what
you intend to teach that you have examined, reviewed, and/or used. Include the
following for each:
-Clearly-typed (and carefully-proofed) website address or software title.
-Date you accessed the site or used the program.
-Brief notes about what you found and how it might be used by teachers or
students
Type this information for the five sites on a single page.
(5 entries @ 2 points = 10 points)
YOUNG ADULT LITERATURE INFO: E-MAIL IT BY DUE DATE (20 points) 5%
E-mail information to me about a book (fiction or non-fiction) and/or a poem
that you may want to use with your students. I will assemble a listing and give
everyone a copy. Send as part of the e-mail message, not as an attachment.
*ANNOTATIONS MUST INCLUDE ALL OF THE FOLLOWING INFORMATION:
Author. (Year Published). Title Underlined. City of publication, state code if
necessary: Publisher. (note: if your e-mail won't underline, I will add it
myself)
GENRE. TOPIC/SUBJECT DESCRIPTORS. AGE RANGE (your estimation, or that indicated
by publisher)
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.
EXAMPLE:
Lowry, Lois. (1993). The giver. Boston: Houghton Mifflin.
GENRE: Science Fiction TOPIC/SUBJECT DESCRIPTORS: utopian literature, sociology,
English.
AGE RANGE: Grade 6 and up
Jonas is a boy who lives in a society far different than the society we live in
today. He lives in a place where there is much more structure and less freedom
for individuality, choice, and personal development. Jonas, given his lifetime
assignment at the Ceremony of Twelve, becomes the receiver of memories for his
community. Jonas, along with one other individual, is given the job of retaining
all the memories of the citizens of the community. In doing so, Jonas discovers
the terrible truth about the community he lives in.
TUTORING FIELD COMPONENT and NOTEBOOK: (200 points) 30%
You will meet with a pupil chosen from your field placement (or with a high
school student in another setting) for a minimum of 4 contact hours and complete
a TUTORIAL NOTEBOOK.
FINAL ESSAY (20 for mechanics + 30 for depth = 50 points) 15%
Write a reflective essay (at least three full pages long, double-spaced) about
what you learned during this class as a result of the textbook readings, class
discussions, projects, and tutoring experience.
GRADING COMPUTATION:
1. Grades will be determined for each assignment based on percentages (points
earned divided by total points).
2. Assignment grade multiplied by assignment's weight-in-course-percentage =
points toward total grade.
3. Your final grade will be based on the following 4.0 scale:
A 4.0 (94-100%) C+ 2.3 (77-79%)
A- 3.7 (90-93%) C 2.0 (73-76%)
B+ 3.3 (87-89%) C- 1.7 (70-72%)
B 3.0 (83-86%) D+ 1.3 (67-69%)
B- 2.7 (80-82%) D 1.0 (63-66%)
Our professional objective is to grow while crafting work of quality, not to
seek "grades" or "teacher approval" as ends in themselves.
TUTORING FIELD COMPONENT and TUTORING NOTEBOOK: __200 points 30%
See the proposed outline for due dates
(40 pts. total) Part I: PERMISSION SLIP (5 pts.); QUESTIONNAIRE (draft 5
pts., clean 5 pts., marked 5 pts.); ATTITUDE AND INTEREST SUMMARY (20 pts.)
You will receive a permission slip that must be signed by the parents or
guardians of your client and turned in as part of the notebook. You will create
a questionnaire designed to help you establish rapport with your student and
learn about his or her interests and attitudes toward learning and reading.
Submit a clean copy of the questionnaire, a second copy that includes your notes
and your student's answers, and a formal narrative summary describing what you
have learned about him or her. Your summary (at least one page long) should be,
typed, double-spaced, font 10-12, and free of spelling, grammar, punctuation
errors.
(40 pts. total) Part II: STUDY SKILLS DATA (10 pts.); SUMMARY (20 pts.)
You will be administering a LEARNING AND STUDY STRATEGIES INVENTORY (LASSI) to
your client, or using an alternative method to evaluate study skills. Submit all
data and a formal written summary detailing what you and your client learned
about himself/herself as a learner. Your summary (at least one page long) should
be typed, double-spaced, font 10-12, and free of spelling, grammar, punctuation
errors.
(100 pts. total) Part III: ACTION PLANS (4 @ 25 pts.)
Draft at least 4 Action Plans (one for each session of the tutorial-draft
additional plans if you meet more than four times to complete the 4-hour
minimum). Typed before the session: Name, date, location, time, materials,
objectives, agenda. Added by hand after the session: changes made (these can be
simple cross-outs and additions to what you had typed), comments, observations,
reflections, ideas for future sessions.
______ (20 pts.) Part IV: THANK YOU LETTERS with RECOMMENDATIONS FOR FUTURE
SUCCESS (Draft one for the student and one for the parents/guardians.)
Create thank you letters (without mechanical errors) detailing:
1. accomplishments during the semester (2.5 pts. per letter),
2. ideas for future success (2.5 pts. per letter), and
3. a list of five fiction and/or nonfiction books (include author, title, and
brief description) that will be of particular interest and relevance to your
client (5 pts. per letter).
Note: Your address and phone number are optional.
Due dates on the class schedule may be revised, based on your access to
students for this project. Keep in mind that nothing may be turned after May 5.
Turn in each Part as it is completed.
Proposed Class Schedule
Additional readings and assignments may be announced during class time. If you
are absent, it is your responsibility to contact your "homework buddy"
to get assignments. Assignments due are in bold.
Date: Topic and assignment due:
1 Jan. 28 introduction, GRI of text. Homework Buddy: ____________________________
2 Feb. 4 ch. 1 Literacy in Middle and Secondary Schools
ch. 2 Thinking, Reading, and Writing in First and Second Languages
Instructional strategies reflections #1
3 Feb. 11 Fry Readability project due (bring data, books, and reflection)
ch. 3 Evaluating Instructional Materials
Instructional strategies reflections #2
4 Feb. 18 ch. 4 Comprehension Instruction in the Content Areas
Instructional strategies reflections #3
5 Feb. 25 Technology Resources List due-bring 20 copies so everyone can have
one
jigsaw: ch. 5 Vocabulary Learning or ch. 6 Teaching in
Multilingual/Multicultural Settings
Instructional strategies reflections #4
Questionnaire you plan to use with your client due
6 Mar. 3 bring your LASSI materials
LEARNING AND STUDY STRATEGIES INVENTORY
jigsaw: ch. 7 Reading Across Curr. or ch. 8 Writing Across Curr.
Instructional strategies reflections #5
7 Mar. 10 Planning for the field experience
jigsaw: ch. 9 Assessment of Student Progress or ch. 10 Diversity in the
Classroom
Instructional strategies reflections #6
[PSU Spring Break March 15-19]
8 Field Week 1-Mar. 22-26 (seminar time TBA) Choose a client, give permission
slip, and administer the attitude and interest survey and the LASSI (or other
study skills assessment) as soon as possible
If possible, bring action plans to the seminar for review and problem solving
9 Field Week 2 (seminar time TBA) Make arrangements with instructor regarding
due dates for tutorial notebook components if you've had trouble arranging
tutorials. All components must be turned in no later than December 4.
Part I (permission slip and the attitude and interest summary) due, if possible.
Turn them in during the seminar or bring them to the education office or slip
them under my door on or before Friday.
If possible, bring at least one action plan to the seminar.
10 Field Week 3 (no seminar-work on your tutoring notebook)
Part II (study skills data and summary) due this week if possible-bring it to
the education office or slip it under my door on or before Friday.
11 Wed., Apr. 14 and Thurs., Apr. 15 symposium (details to be announced).
12 Field Week 4 (no seminar-work on your tutoring notebook)
to receive credit, e-mail information about a book and/or poem to instructor
robert.ackland@plattsburgh.edu on or before April 21. If there are any omissions
or typographical errors, it will be returned to you. In that case, the final
revised material must be returned on or before April 28 or it will not be
included in our list and you will receive no credit.
13 Field Week 5 (no seminar-work on your tutoring notebook)
Part III (action plans) and Part IV (thank you letters with recommendations)
due on Friday, if possible.
14 May 5 ch. 11 & ch. 12 (be prepared to discuss)
Discussion about the tutoring experience and about our textbook's relevance to
what you saw in schools. This is the last day to turn in any parts of the
tutorial notebook.
16 Finals Week Dec. 8-12. Date TBA. Written reflection related to your learning in this class due. Attendance is mandatory.
This site is maintained by Robert Ackland.
For further information, contact him at
robert.ackland@plattsburgh.edu