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MASTER SYLLABUS

Master Syllabus

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Administrative Unit: Education Department
Course Prefix and Number: EDUC 338
Course Title: Teaching Reading in the Content Areas
Number of:
Credit Hours 3
Lecture Hours 3
Lab Hours 0
Catalog Description:

The study of teaching reading in differing content areas. Students analyze materials in various content areas and demonstrate the ability to use levels of comprehension, patterns of organization and questioning, and vocabulary-building skills to enhance learning. Includes field experience of 15 hours. Students must complete the Field Experience Application at least one semester prior to taking this course.  $40 lab fee. Prerequisites: EDUC 102 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.


 

 
Prerequisite(s) / Corequisite(s):

EDUC 102 and EDUC 300, or EDUC 505; and admission to the Teacher Certification Program.

 
Course Rotation for Day Program: Offered Fall.
 
Text(s): Most current editions of the following:

A Guide to Observation, Participation, & Reflection in the Classroom
By Reed, Arthea & Bergemann, Verna (Brown & Benchmark Publishers)
Recommended
Classroom Strategies for Interactive Learning
By Buehl, D. (International Reading Association)
Recommended
 
Course Objectives

MoSTEP Quality Indicator: 2.2, 2.4, 3.1, 3.4, 5.1, 7.3, 7.4

  • To explain the reading process and strategies that facilitate it; 
  • To compare and contrast major theoretical approaches to reading;
  • To analyze and evaluate materials to determine needed skills and underlying assumptions;
  • To identify the role of the middle/secondary school teacher in reading instruction;
  • To construct reading tests which include a variety of evaluation techniques;
  • To evaluate a variety of reading materials;
  • To plan and use teaching strategies, including the use of technology, to facilitate reading in the content areas;
  • To plan and present strategies to aid independent reading;
  • To plan and present strategies to motivate reading;
  • To use comprehensive levels, patterns of organization, questioning strategies, study strategies, vocabulary skills and writing strategies in book activities;
  • To plan and use strategies to promote reading among students with differing individual needs;
  • To observe the place of content mastery in competent instruction.
  • To observe elements of an effective lesson plan and the effects of planning instruction.
  • To observe various methods, strategies, and techniques employed in meeting the needs of the content and the students.
  • To observe the use of theory of learning and child development to the evaluation of instruction planning.
  • To construct and deliver lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • To observe the theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • To record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • To demonstrate effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • To reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • To demonstrate competence in documenting personal development and competencies within the teaching profession.

 

 
Measurable Learning Outcomes:
  • Define the reading process and list vocabulary and comprehension strategies that facilitate it.
  • Compare and contrast balanced reading theories with traditional and whole language theories.
  • Evaluate textbook materials for appropriateness of reading level.
  • List strategies appropriate for low achievers and ESL students in the content areas.
  • Administer an Informal Reading Inventory and make instructional recommendations.
  • Evaluate a webpage for instructional purposes.
  • Create a content unit plan with five lessons which include vocabulary and comprehension strategies.
  • Present the unit plan which encourages motivational and independent reading.
  • Match reading difficulty to text and material selection in the unit plan.
  • Include visual organizers in the lesson plans to facilitate reading and writing.
  • List classroom accommodations and strategies appropriate for ESL, remediation, and enrichment.
  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.

 

  • Analyze and reflect upon the place of content mastery in competent instruction.
  • Analyze and reflect upon the element of an effective lesson plan and the effects of planning instruction.
  • Analyze and reflect upon the various methods, strategies, and techniques that are employed in meeting the needs of the content and the students.
  • Apply theories of learning and child development to the evaluation of instruction planning.
  • Evaluate and analyze the construction of lesson plans that demonstrate subject matter competence, multiple strategies to meet student needs, the effective use of media and other technologies, and opportunities adapted to diverse learners.
  • Apply theories of motivation and classroom management to the evaluation of a period of classroom time and the management of time, space, transitions, and activities.
  • Record and reflect upon the philosophies of classroom teachers and special teachers as they relate to children with special needs.
  • Analyze effective verbal and non-verbal communication in working with students, colleagues, and supervisors.
  • Evaluate, analyze, and reflect upon the standards of pre-service teachers and the level of mastery achieved on them.
  • Critically reflect on the personal development and competencies within the teaching profession.

 

 
Topical Outline:

An educational technology application is required.

  • Graphic representations
  • Directed reading (thinking) activities
  • Text and study guides
  • Motivation and prior knowledge
  • Using and responding to literature
  • Vocabulary knowledge/concepts
  • Writing to learn activities
  • Activities for learners with special needs
  • Comprehension and assessment
  •  Constructing content area units
  • Overview of field experience
  • Observation participation
  • Performance-based teacher evaluation
  • Lesson content and resources
  • Observation/reflection
  • Teacher observation review
  • Management theories and practice
  • Critical reflection
  • MoSTEP standards and portfolio construction


 

 

 

Recommended maximum class size for this course: 20

 
Library Resources:

Online databases are available at http://www.ccis.edu/offices/library/index.asp. You may access them from off-campus using your CougarTrack login and password when prompted.

 
Prepared by: Paul Hanna Date: December 15, 2011
NOTE: The intention of this master course syllabus is to provide an outline of the contents of this course, as specified by the faculty of Columbia College, regardless of who teaches the course, when it is taught, or where it is taught. Faculty members teaching this course for Columbia College are expected to facilitate learning pursuant to the course objectives and cover the subjects listed in the topical outline. However, instructors are also encouraged to cover additional topics of interest so long as those topics are relevant to the course's subject. The master syllabus is, therefore, prescriptive in nature but also allows for a diversity of individual approaches to course material.

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12/04