DEPARTMENT OF EDUCATION
THE CITADEL
EDUC 592
Teaching Reading in the Secondary School
Dr.
Stephenie M. Hewett
Office Location: CA327C
Office Phone: 953-5019
Leave Message: 953-5097
Home Phone: 881-3262
E-Mail: HewettS@Citadel.edu
Fax Number: 953-6797
Office Hours: Tuesdays - 9:00 - 9:30, 2:00 - 4:00
Wednesdays - 10:00 - 12:00
Thursdays - 9:00 - 9:30
Course Objectives:
1. To identify, explain, and model reading skills (word recognition, vocabulary,
and comprehension) that are prerequisites to efficient reading, and teach
word recognition through the use of context, word analysis, and syntactic
cueing strategies.
2. To examine methods for providing effective instruction in critical
reading.
3. To discuss the objectives of reading in the different content fields,
and to realize the importance of reading to those content areas, and to
understand how factors such as content purpose, tasks, and settings influence
the reading process.
4. To identify the special growth, social strains, environmental factors
(home and social), and reading habits which affect reading as well as to
understand and be sensitive to differences among learners and how the differences
influence reading as well as understand the influence of school programs
on students' learning.
5. To understand how assessment and grouping procedures can influence
motivation and learning, and to provide flexible grouping based on students'
instructional levels, rates of progress, interests, or instructional goals.
6. To examine research and practices in the area of reading instruction
which complement and supplement reading instruction.
7. To understand the relationship of phonemic, morphemic, and semantic
syntactic systems of language to the reading process.
8. To strengthen students' reading abilities by embedding reading instruction
in a meaningful context for the purpose of accomplishing specific, authentic
tasks or for pleasure and to help students learn and apply comprehension
strategies for a variety of purposes.
9. To evaluate students' reading abilities and develop appropriate
instructional procedures to meet individual needs of students rather than
imposing prescribed, inflexible programs.
10. To select, design, modify and evaluate diagnostic tools in a specific
content area, use that tool to evaluate students' reading abilities, prescribe
the most appropriate instructional practices and procedures to meet students'
individual needs, and understand the interactive nature and multiple causes
of reading difficulties.
11. To have knowledge of current and historical perspectives about
the nature and purpose of reading, of the importance of reading for language
development; listening ability; cognitive, social, and emotional development;
perceptual motor abilities; and about widely used approaches to reading
instruction.
12. To discuss the principles of measurement and evaluation, including
identification of the purpose for testing, listing specific types of tests,
defining validity and reliability, and interpretation of test results of
Norm Referenced Tests and Criterion Referenced Tests; recognizing assessment
as an ongoing and indispensable part of reflexive teaching and learning;
and using information from norm-referenced tests, formal and informal inventories,
constructed-response measures, portfolio-based assessment, observations,
anecdotal records, journals, and multiple other indicators of students'
progress to inform instruction and learning.
13. To recognize the value of reading aloud to learners and the importance
of using reading in positive ways in the classroom which models and discusses
reading as a valuable activity.
14. To recognize the value and importance of giving learners opportunities
in all aspects of literacy as readers, authors, and thinkers and is aware
that reading develops best through activities that embrace concepts about
the purpose and function of reading and writing and the conventions of
print.
15. To understand the role of models of thought that operate in the
reading process, the role of metacognition in reading, and to promote feelings
of pride and ownership for the process and content of learning, and engages
students in activities that develop their image of themselves as literate.
16. To be aware of the relationships among reading, writing, listening,
and speaking and to perceive reading as the process of constructing meaning
through the interaction of the reader's existing knowledge (e.g. prior
knowledge, metacognitive abilities, aptitudes, motivation, attitude, etc.),
the information suggested by the written language, and the context of the
reading situation.
17. To enable a student to use a word processing program as well as
new instructional technologies in a specific content area.
18. To understand dialect variations and respect and understand the
influence of linguistic differences and backgrounds on the reading process.
19. To understand major theories of language as a symbolic system and
its development and to recognize and appreciate the role and value of language
in the reading, writing, and learning process.
20. To recognize values and be sensitive to human diversity (cultural
and ethnic) and understand their influence on the reading process.
21. To recognize the importance of teaching reading as a process rather
than instruction of isolated skills and accept the importance of reading
as a means to learn, to access information, and to enhance the quality
of life.
22. To recognize the importance of using and understand the structure
and content of a wide variety of print throughout the curriculum for authentic
purposes, including high-quality adolescents' literature and diverse expository
materials appropriate to the age and developmental level of learners to
foster interest, promote reading growth and growth in all aspects of literacy,
foster appreciation for the written word, increase the motivation of learners
to read widely and independently for information and for pleasure, and
to understand methods for determining whether materials are clear and appropriate
for individual students.
23. To believe that all students can learn to read and share in the
communication process, to understand the conditions necessary for all students
to succeed, and to provide opportunities for students to be exposed to
various purposes for reading/writing, to experience reading/writing as
relevant to themselves, to write and have their writing responded to in
a positive way, and to provide opportunities for creative response to text.
24. To recognize the value and importance of creating a supportive
and positive environment for literacy learning which builds on the strengths
of individual learners rather than emphasizing weakness.
25. To provide direct instruction and models what, when, and how to
use reading strategies with narrative and expository text; models questioning
strategies; employs strategies to encourage and motivate students to pursue
and respond to reading and writing for personal fulfillment: and teaches
effective study strategies.
26. To help students monitor their comprehension and reading processes;
help students learn apply reading comprehension strategies in the content
areas; help students gain understanding of the conventions of language
and literacy; help students learn that word recognition strategies aid
comprehension; help students learn effective techniques and strategies
for the ongoing development of vocabulary; help students analyze information
presented in a variety of text; help students connect prior knowledge with
new information; assist students in assuming control of their reading;
and help students use new technology and media effectively.
27. To recognize and understand that assessment must take into account
the complex nature of reading, writing, and language and must be based
on a range of authentic literary tasks using a variety of texts; to conduct
assessment that involves a consideration of multiple indicators of learner
progress and that takes into account the context of teaching and learning;
and recognizes and understands the importance of aligning assessment and
instruction.
Course Prerequisite:
None Required
Course Requirements:
1. Attendance is expected at all class meetings.
2. All assignments must have a mastery level of 90% (A) or above.
3. All assignments are to be typed. A word processor or a computer
with word processing abilities is recommended.
4. A field experience working with a student (6 hours) in the certification
content area.
Required Text and Materials:
Textbook: Content Area Literacy: An Integrated Approach Sixth Edition
by Readence, Bean, and Baldwin.
Computer Disk: For use with a computer of your choice. Usually a 3X2.5"
floppy disk (hard plastic).
Portfolio: A 2- inch 3-ring binder
Portfolio protector covers. I recommend C-Line because they have the
holes punched in a separate binding so that I don't punch holes in my work.
Relationship of Course to Conceptual Base:
The Citadel's Department of Education has adopted Learner
Centered Education as its conceptual base. This conceptual base provides
several advantages over others that might be considered. These include:
1. It provides a conceptual base that can be embraced equally by all
programs within the department.
2. It focuses on the reason schools exist: helping all students learn
more effectively.
3. It establishes the learner as the most important and pivotal person
in the teaching-learning equation.
4. It provides a framework against which curricular development, instructional
strategies and tactics and assessment procedures can be measured.
Conceptual Base:
Definition of Learner-Centered Education:
Learner-centered education is defined by McCombs and Whisler
(1997, p.9) as:
the perspective that couples a focus on individual learners (their
heredity, experiences, perspectives, backgrounds, talents, interests, capacities,
and needs) with a focus on learning (the best available knowledge about
learning and how it occurs and about teaching practices that are most effective
in promoting the highest levels of motivation, learning, and achievement
for all learners). This dual focus, then, informs and drives educational
decision-making.
Learner-centered education in this perspective embodies the learner
and learning in the programs, policies and teaching that support effective
learning for all students. Administrators are responsible for developing,
maintaining and enhancing a school environment that enhances effective
learning. They are also responsible for assuring teachers are knowledgeable
about their students and how learning best occurs. Teachers are responsible
for having classrooms that promote effective learning for all as well as
being familiar with the instructional techniques that promote effective
learning for all. School counselors are concerned with improving both the
conditions for learning (parent education, classroom environment, teacher
attitude) as well as assisting each learner develop his/her fullest potential.
The following five premises support these assertions.
1. Learners have distinctive perspectives or frames of reference,
contributed to by their history, the environment, their interests and goals,
their beliefs, their ways of thinking and the like. These must be attended
to and respected if learners are to become more actively involved in the
learning process and to ultimately become independent thinkers.
2. Learners have unique differences, including emotional states of
mind, learning rates, and learning styles, stages of development, abilities,
talents, feelings of efficacy, and other needs. These must be taken into
account if all learners are to learn more effectively and efficiently.
3. Learning is a process that occurs best when what is being learned
is relevant and meaningful to the learner and when the learner is actively
engaged in creating his or her own knowledge and understanding by connecting
what is being learned with prior knowledge and experience.
4. Learning occurs best in an environment that contains positive interpersonal
relationships and interactions and in which the learner feels appreciated,
acknowledged, respected, and validated.
5. Learning is seen as a fundamentally natural process; learners are
viewed as naturally curious and basically interested in learning about
and mastering their world.
A learner-centered conceptual base, as described above, serves as an
integrative framework for scholarly activity, curriculum development and
revision, teaching, and professional endeavors. Obviously, there is much
more supporting a learner-centered emphasis than provided above. Cognitive
theory, including metacognition, motivational and affective factors, development
and social attributes, and individual differences, to name just a few of
the critical variables are all involved. The central emphasis, and understanding,
that emerges from an integrated and holistic examination of a learner-centered
approach is that for educational systems to serve the needs of every learner,
it is essential that every instructional decision focus on the individual
learner - with an understanding of the learning process.
This course is related to learner-Centered Education in the following
manner. Teaching Reading in Secondary Schools - Content Areas considers
reading and study skills affected by different academic disciplines as
well as the role of content area teachers and the teaching of reading.
The course is designed to teach students a variety of teaching techniques
and methods to help the students learn how to meet individual needs in
educational settings, make appropriate instructional decisions, and improve
reading comprehension of textbooks and trade books.
Statement on Plagiarism and Consequences:
Students are encouraged to share ideas, methods, and teaching techniques
with each other. Time will be allowed in class to meet in collaborative
groups to share and discuss ideas. Students are also encouraged to proofread
each other's work.
Although idea sharing is encouraged, students should not directly copy
someone's words. Ideas should be adapted and adjusted to meet the individual
needs of the students. Word-by-word copying and identical assignments are
considered Honor Code Violations.
Statement on Special Requirements:
You are required to tutor a student for six (6) hours (1 hour a week) in
the content area in which you are being certified. There are several ways
to obtain students:
1. After school homework help programs are operating at most elementary,
middle, and high schools. You may contact a school close to your home or
work and arrange to participate in tutoring at the school. If a homework
help program is not available at the school in which you would like to
work, contact the guidance office. The guidance counselor should be able
to set up something with a student.
2. After school tutoring occurs at Moultrie Middle School each Tuesday
at 2:30pm.
3. You personally know a student in your school, neighborhood, church,
family, etc. You then set up convenient times and place arrangements for
you and the student. You may tutor this student any day of the week at
any time.
You are responsible for keeping a journal of your activities during
tutoring. Most of these students come with assignments from school that
need to be completed. For the most part, the journal entries include the
day, time, name of student, and a description of the activities. Sometimes,
students come to tutoring without bringing any work. You must be prepared
and have something planned for them to do. Please include some lesson plans
of your planned activities even if you really never get to teach them.
It is better to be prepared than sorry that you were not.
Statement of Evaluation Procedures and Weights for Assignments:
The evaluation involves a portfolio assessment. The following assignments
must be included in the portfolio:
1. Philosophy of Education __________5%
2. Readability Formulas: Fryes Readability, Raygor, and SMOG __________5%
3. Interest Inventory __________5%
4. CARI__________5%
5. Study Questionnaire ___________5%
6. Long Range Plans __________10%
7. Objectives ___________ 5%
8. Prereading __________5%
9. Questions (Bloom's Taxonomy) __________5%
10. Instructional Procedures __________20%
11. PowerPoint Slides __________ 10%
12. Reading/Study Guide __________ 5%
13. Assessments and Evaluations __________ 5%
14. Lesson Plans ___________ 5%
15. Field Experience __________ 5%
There are no written exams. The above assignments are designed to allow
the students the opportunity to completely plan a unit of content instruction
including necessary reading instruction. All assignments will focus upon
that topic. If you are currently teaching in a school, you may want to
choose a topic that will be taught in your classes at school.
If the assignment is not on the A level of quality, it will be returned
for revision and improvement. There is a grade deduction for returned assignments.
For each time that the work must be resubmitted, the grade is dropped a
letter grade. If the assignment is not resubmitted or does not reach the
"A" level, the student will receive an "F" for that assignment.
The objective is to complete a unit of instruction of A quality work.
All assignments are to be kept in the portfolio.
Course Schedule and Due Dates:
January 14 Introductions, Philosophy of Education, Read Chapter 1
January 21 Internet Presentation, Read Chapter 2
*Philosophy of Education is due
January 28 Getting to know your students (Interest Inventories) and
study questionnaire. All students should have VAX accounts and be able
to send E-mail. All students needing instruction on Microsoft Word and
basic word processing should have received instruction from the Writing
Center. Read Chapter 7
February 4 Readability Formulas, Read 4
*Interest Inventory and study questionnaire are due
February 11 CARI, Read Chapter 5
*Readability Formulas are due
February 18 Long Range Plans, Begin tutoring, Read Chapter 6
*CARI is due
February 25 Objectives
March 4 Prereading, Read Chapter 10
*Long Range Plans are due
March 11 Questions and Instructional Procedures - Meeting individual
needs - Learning Style Inventories, special needs students, Read Chapters
3 and 8
*Objectives are due
March 18 Instructional Procedures - Special needs students continued,
ESL students, Read pages 94 - 97 and Chapter 9
*Prereading is due
March 25 Instructional Procedures - Multicultural Education, Cooperative
Groups, Read Chapter 11
*Questions are due
April 1 SPRING BREAK
April 8 Study Strategies, Evaluation, and Lesson Plans, Read Chapter
12
*Instructional Procedures are due
April 15 Causes of Reading Disabilities
*Completed Portfolios are due
April 22 Reading Improvement - word recognition strategies, vocabulary
strategies, and comprehension strategies
*Field Experience Packets are due
April 29 Individual Conferences. All portfolios are due corrected and
finished at the "A" level.
*Indicates that the assignment is due on Thursday of that week.
All assignments should be turned in on the listed due dates. Failure
to do so will result in a one (1) letter grade deduction for the assignment
for each week that it is late. Resubmits should be completed within two
(2) weeks of the due dates. Failure to resubmit in the 2 week time period
will result in an "F" for the assignment.
Statements on:
A. Required Papers - Format, Outline, Citation Style, etc.
The portfolio consists of fifteen (16) different assignments. The formats
are different for each assignment. Information regarding each assignment
and its format and outline will be provided in handout form the day that
the assignment is discussed in class.
Each assignment has a different set of grading criteria. The criteria are
listed on the EDUC 208 Grade Sheet. Please check the criteria before beginning
any assignment. This will guide you in the correct direction when completing
the assignment.
Field experiences are graded on the following:
1. Attendance and completion of six (6) hours of tutoring an individual
student or instructing a small group.
2. Journal descriptions of activities - a brief summary of what was
done during the tutoring session.
3. Two (2) lesson plans.
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