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Effective: Early Spring 8-Week 2017/2018

EDUC 517: Literacy Across Curriculum

Course Description

The study of the theoretical framework for directed language used in all content areas, with emphasis on establishing a consistent set of language standards, practices, and uses. Applications in various contents, curricula, and with various ability levels are developed.

Prerequisite: Graduate standing; full MAT or M.Ed. status

Proctored Exams: None



Syllabus Contents

Textbooks

Required

  • Alvernann, D, Phelps, S. and Gillis, V.. (2013). Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms (7th). Boston: Pearson.
    • [ISBN-978-0-13-268519-1]

MBS Information

Textbooks for the course may be ordered from MBS Direct. You can order

For additional information about the bookstore, visit http://www.mbsbooks.com.


Course Overview

This course is designed to provide pragmatic strategies so that you, the emerging master educator, can expand your role as a reading teacher, as well as a teacher of content. The strategies will be “tested” and discussed thoroughly so that you will have much more in your tool chest, tools that are necessary to ensure that your students are learning, that is to say, successful in your classroom.



Technology Requirements

Participation in this course will require the basic technology for all online classes at Columbia College:
  • A computer with reliable Internet access
  • A web browser
  • Acrobat Reader
  • Microsoft Office or another word processor such as Open Office

You can find more details about standard technical requirements for our courses on our site.


Course Learning Outcomes

  1. Demonstrates content knowledge and ability to use multiple subject specific methodologies for specific instructional purposes to engage students.
  2. Demonstrates understanding of how to engage students in the methods of inquiry and research in his or her respective discipline.
  3. Recognizes diversity and the impact it has on education.
  4. Can plan learning activities to address students’ prior experiences, learning styles, multiple intelligences, strengths, and needs in order to positively impact learning.
  5. Demonstrates an understanding that instruction should be connected to students’ prior experiences and family, culture, and community.
  6. Understands the components and organization of an effective curriculum, is able to create aligned learning experiences, can locate national and state standards, and is able to align them to learning outcomes.
  7. Understands how to select appropriate strategies for addressing individual student needs in meeting curriculum objectives.
  8. Understands the concept of differentiated instruction and short- and long-term instructional goal planning to address student needs in meeting curriculum objectives.
  9. Understands strategies for reflecting on teaching practices to refine their own instructional process in order to promote the growth and learning of students.

Grading

Grading Scale
Grade Points Percent
A 900-1000 90-100%
B 800-899 80-89%
C 700-799 70-79%
F 0-699 0-69%
Grade Weights
Assignment Category Points Percent
Discussions (18) 270 27%
Teacher Interview 150 15%
Double Entry Journals (2) 80 8%
Strategies for Reading and Writing 100 10%
Integrated Unit Plan 250 25%
Reading and Writing Plan (8) 150 15%
Total 1000 100%


Schedule of Due Dates

Week 1
Assignment Points Due
Introduction Discussion 15 Wednesday/Sunday
Discussion 1 15
Discussion 2 15
Week 2
Assignment Points Due
Discussion 3 15 Wednesday/Sunday
Discussion 4 15
Discussion 5 15
Teacher Interviews 150 Sunday
Week 3
Assignment Points Due
Discussion 6 15 Wednesday/Sunday
Week 4
Assignment Points Due
Discussion 7 15 Wednesday/Sunday
Discussion 8 15
Discussion 9 15
Journal 1 40 Sunday
Journal 2 40
Week 5
Assignment Points Due
Discussion 10 15 Wednesday/Sunday
Discussion 11 15
Strategies for Reading and Writing 100 Sunday
Week 6
Assignment Points Due
Discussion 12 15 Wednesday/Sunday
Discussion 13 15
Week 7
Assignment Points Due
Discussion 14 15 Wednesday/Sunday
Discussion 15 15
Integrated Unit Plan 250 Sunday
Week 8
Assignment Points Due
Discussion 16 15 Wednesday/Saturday
Discussion 17 15
Reading and Writing Plan 150 Saturday
Total Points 1000

Assignment Overview

Discussions

All discussions must take place in the Discussions area, meaning that uploading an attachment as your post will not count. Each week’s discussion will take place from Monday to Sunday, except for Week 8 which ends on Saturday, with your initial post due by 11:59.p.m Central Time (CT) on Wednesday and two responses to classmate’s due by 11:59 p.m. CT on Sunday. During Week 8, the two responses are due by 11:59 p.m. CT on Saturday. In addition, there will be an Introduction Discussion due by 11:59 p.m. CT on Wednesday of Week 1. Each discussion is set so that you must post your original thoughts before reading the posts of your classmates.

Your initial response to the discussion question should be fully developed. Research will be required to answer all discussion questions but the majority of your posting should be in your own words. You are expected to properly cite within your discussion all references and to include a full bibliography at the end of your posting.  

Your responses to others’ posts should also be well developed, fully explaining your response to the classmates’ posts. Make responses that add to the conversation and take it further; simply posting “I agree” or “good job” does not help develop ideas. For maximum learning and point benefits, respond to at least two students’ posts.


Teacher Interview

Interview at least three (3) content-based teachers about their literacy practices.  You will find a detailed interview guide in the content area of the course. Interview currently employed full-time, certificated teachers in a PK-12 public or accredited school district in your state. (You may interview others, such as team leaders, corporate trainers, etc., if you are not a teacher in public or private school) You will share your interview results through discussion as well as write a synthesis of your interviews.

You must use sophisticated writing style with variety of sentence types. Follow APA style of writing. Paper should list teacher’s name, school, and interview questions asked and records responses. You must provide a detailed synthesis of the responses and a comparison of similarities and differences which draws conclusions about the teaching profession. Teacher interview should be completed by Sunday 11:59 p.m. CT in Week 2.

All assignments must be submitted using the course “Dropbox.” Using email or other methods of delivery for your assignments is not allowed. It is the student’s responsibility to get their work in on time. No late assignments will be accepted.


Double Journal Interview

Submit an entry on the topic of the achievement gap in special education. Be sure to include a review of current literature and strategies that have been proven effective for the journal.

Scoring Guide to Double Entry Journals

Each Double Entry journals, has the following stimuli in the left column:

  • Review of literature,
  • Strategies, and recommendations,
  • Complete assignment per rubric,
  • Journals should be completed by Sunday 11:59 p.m. CT in week 4.

Strategies for Reading and Writing

You will research and present at least two reading and writing strategies that can be used in multiple content areas. Additional information about this assignment will be available in the Content area of the course.  You will post these strategies in the discussion area for feedback from your peers, as well as to the Dropbox.


Reading and Writing Plan

You should provide details such as author’s beliefs about reading and writing and how they fit the author’s classroom. At least 10 principles from the text and/or class discussions underpin this section of the paper. You must provide examples that clarify explanations, summaries, and the strategies themselves. (For example, if the Anticipation Guide is being described in the context of the War of 1812, specifics about both are given.) You must complete the assignment as per rubric. Reading and Writing Plan should be completed by Saturday 11:59 p.m. CT in Week 8.


Integrated Unit Plan

You will develop a unit plan that integrates reading and writing with a selected content area. Integration implies that for each day of lessons, you design a combination of reading and writing activities, including strategies, within the context of a specified subject area. Integration does not imply that writing is addressed on Monday, reading on Tuesday, math on Wednesday, and so on.

The plan should include at least five days of lessons. Each unit must also include a variety of means to assess learning. The assessments are to be performance-based, without utilizing a traditional test or quiz format.



Course Outline

Click on each week to view details about the activities scheduled for that week.

Week 1: Language, Diversity, Culture
Readings

Alvernann: Chapters 1 & 2

Introduction Discussion

Introduce yourself and be sure to include your current job position and any personal information that you are willing to share to help us know you better.

Discussion 1

A Bubble Map is a Thinking Map, the work of David Hyerle. Use the Bubble Map that I have begun in this discussion topic to describe a literate person. Please note that only adjectives (or adjectival phrases) are used in the construction of a Bubble Map.

Discussion 2

Create a Bubble Map to describe you. Then, frame the Map with the following question:

  • Who has influenced you to become who you are? How?

You can use my example to help you produce your own Bubble Map and frame. After looking at the class’s Bubble Maps, answer these questions:

  1. How do the people mentioned in your frame relate to culture?
  2. How does language influence who you are?
  3. How can this activity be adapted for our own classrooms?
  4. What does it mean to be culturally responsive?       
Week 2: Classroom Communities
Readings

Alvernann: Chapter 3

Discussion 3

Work together to create a definition of “strategy,” using Defining Format, one of the strategies found in the Content area. Please note that we are actually extending our virtual community as we undertake this discussion.

Discussion 4

How is a favorable learning community created? What form do you use particularly well? Based on the reading of Chapter 3, what would be an area of growth for you in creating a learning community? What changes would need to be made to enhance your classroom community?

Discussion 5

Please post the results of your teacher interviews here. After all have posted their interviews, please answer the following questions:

  1. What commonalities do you find among the teachers’ responses?
  2. What differences do you find among the teachers’ responses?

Construct a Double Bubble map (in the Content area) and post it to this topic, as part of your response.

Teacher Interviews

Interview at least three (3) content-based teachers about their literacy practices.  Interview currently employed full-time, certificated teachers in a PK-12 public or accredited school district in your state. (You may interview others, such as team leaders, corporate trainers, etc., if you are not a teacher in public or private school) You will share your interview results through discussion as well as write a synthesis of your interviews. The questions given below will guide you how to go about it.

Interview Questions

The following questions are required by all.  Please add questions as you see fit.

  1. How many years have you been teaching and what drew you to this profession?
  2. Students have varying degrees of ability. How do you differentiate reading levels in your classroom?
  3. How do you make cultural connections with your students?
  4. What literacy strategies do you use to facilitate students’ content mastery? (Be ready to supply some strategy examples.)
  5. To what degree do you integrate unit planning with other content areas, including reading and writing?
  6. Please describe how your school district ensures that best literacy practices are adopted by all teachers.
  7. How do you teach the vocabulary associated with your content?
  8. Has technology played a role in facilitating the mastery of your content as well as literacy? How so?
  9. How do you assess students in your content area? Are reading and writing skills a part of that assessment, as well as content requirements?
  10. How often do you have your students write? What types of writing do you have them do?
  11. Does your school participate in any program that promotes the joy of reading, such as Sustained, Silent, Reading (SSR)?

 

You must use sophisticated writing style with variety of sentence types. Follow APA style of writing. Paper should list teacher’s name, school, and interview questions asked and records responses.You must provide a detailed synthesis of the responses and a comparison of similarities and differences which draws conclusions about the teaching profession. Teacher interview should be completed by Sunday 11:59 p.m. CT in Week 2.

All assignments must be submitted using the course “Dropbox.” Using email or other methods of delivery for your assignments is not allowed. It is the student’s responsibility to get their work in on time. No late assignments will be accepted.

Week 3: Content Literacy
Readings

Alvernann: Chapter 4

Discussion 6

How does a teacher plan for content literacy? Which of the methodologies addressed in the book do you do particularly well? Which would require some improvement? Are there any methodologies that you think do not belong to your classroom? Why?

Week 4: Purposes for Reading
Readings

Alvernann: Chapters 5 & 6

Discussion 7

Build a Double Bubble Map comparing and contrasting “assessment” and “grades.” When you have a sense of the similarities and differences between assessment and grades by reflecting on the class map, answer the following questions:

  • What will change in your view of assessment and grading, as a result of this exercise?
  • If you could change one practice at your school or work about assessment or grading, or evaluation, what would it be?
  • How can instructors, at all levels, be more creative in evaluating their students?How does this relate to Every Student Succeeds Act, which is the reauthorized No Child Left Behind Act?
Discussion 8

Textbooks are ubiquitous, but they must be utilized carefully. Conduct research to determine the readability of the textbook or materials used for your adult teaching or training. Does the grade level of the text match the readability level? If not (and most texts are 1 to 2 grade levels above), then what must be done so that students can understand this text? 

Discussion 9

Refer to the Strategies module found in the Content area. Read about the A-Z Taxonomy. Then, for this discussion, work together to create an A-Z Taxonomy on “Preparing to Read.”

Journal 1

Submit an entry on the topic of the achievement gap in special education. Be sure to include a review of current literature and strategies that have been proven effective for the journal.

  • Each Journal should have the following stimuli in the left column:
    • Review of Literature
    • Strategies
    • Recommendations
  • Complete assignment as per rubric.
  • Journals should be completed by Sunday 11:59 p.m. CT in Week 4.
Journal 2

Submit an entry on the technology that is available for use in special education. Be sure to include a review of current literature and strategies that have been proven effective for the journal.

  • Each Journal should have the following stimuli in the left column:
    • Review of Literature.
    • Strategies.
    • Recommendations.
  • Complete assignment as per rubric.
  • Journals should be completed by Sunday 11:59 p.m. CT in Week 4.
Week 5: Reading to Learn
Readings

Alvernann: Chapter 7

Discussion 10

Sign up for two (2) reading and writing strategies within this discussion topic. Choose the strategies from our text. Then post the directions for the strategies within the discussion as a response to the thread you created to sign up for the strategies. Then, conduct a discussion with the goal of ensuring that your classmates thoroughly understand the strategies and can implement them in their classrooms. (This will be your main post.) Follow the discussion rubric as you respond to others’ strategies postings.

Note: When signing up for your strategies, please label your post on the subject line with the name of your strategies so that all of us will know which ones have been selected. Also, post the strategies to the Dropbox folder named Strategies for Reading and Writing.

Discussion 11

How do all of the strategies presented in the previous discussion, and the strategies that we have been working within the other discussions relate to how students consume text? In what ways do these strategies relate to how students comprehend and construct meaning from the text? What role does questioning have in a strategy-rich classroom? How will you use/adapt these strategies for your classrooms?

Strategies for Reading and Writing

The paper should provide details such as author’s beliefs about reading and writing, and how they fit into the author’s classroom. It should have at least 10 principles from the text and/or class discussions underpin this section of the paper. The paper should provide examples that clarify explanations, summaries, and the strategies themselves. For example, if the Anticipation Guide is being described in the context of the War of 1812, specifics about both are given. You must complete the assignment as per the given rubric. Strategies for Reading and Writing should be completed by Sunday 11:59 p.m. CT in Week 5.

Week 6: Vocabulary in the Context of Reading
Readings

Alvernann: Chapters 8 & 9

Discussion 12

Review the A-Z Taxonomy in Discussion 9. How does this strategy relate to vocabulary development outlined in Chapter 8?

Review all the other strategies that have been introduced. Which of these relate to vocabulary development? How?

Discussion 13

What is the role of reflection in the cognitive process? What can you do to make your classrooms reflection rich?

Course Evaluation
Please evaluate the course. You will have an opportunity to evaluate the course near the end of the session. A link sent to your CougarMail will allow you to access the evaluation. Please note that these evaluations are provided so that I can improve the course, find out what students perceive to be its strengths and weaknesses, and in general assess the success of the course. Please do take the time to fill this out.
Week 7: Writing
Readings

Alvernann: Chapter 10

Discussion 14

How does writing relate to reading? What specific strategies that have been presented to date can be used to improve student writing? How so?

Discussion 15

Which of these strategies mentioned in Discussion 14 would work particularly well for the classroom? How would you adapt them for your content area? Why must teachers be careful when grading writing assignments?

Integrated Unit Plan

You will develop a unit plan that integrates reading and writing with a selected content area. Integration implies that for each day of lessons, you design a combination of reading and writing activities, including strategies, within the context of a specified subject area. Integration does not imply that writing is addressed on Monday, reading on Tuesday, math on Wednesday, and so on.

The plan should include at least five days of lessons. Each unit must also include a variety of means to assess learning. The assessments are to be performance-based, without utilizing a traditional test or quiz format.

Each unit plan needs to include applicable state standards, including GLEs or CLEs. The unit plans will follow the Columbia College format required for the cumulative portfolio, the Madeline Hunter model.

The paper should be double-spaced and contain a cover sheet listing student’s name, date, course, and title of Comprehensive Unit. You must use a sophisticated writing style with a variety of sentence types. Each lesson plan should follow the Madeline Hunter lesson plan format. You are required to complete assignment as per rubric. The unit plan should be completed by Sunday 11:59 p.m. CT in Week 7.

Week 8: Lifelong Readers
Readings

Alvernann: Chapters 11 & 12

Discussion 16

Why does a student need a strategy to improve study skills? What study strategies work best for your Instruction? Why?

Discussion 17

What books can be used to supplement your classroom curriculum? Post the books’ titles, a brief synopsis of what the book is about, and how you would use them in your Instruction. How does using literature in your classroom help in the following areas?

  • Skills development in the content area
  • Vocabulary development
  • Writing and reading development
Reading and Writing Plan

You will compose a plan that synthesizes the learning in class. The plan will address how reading and writing will be an integral part of content instruction and should be supported by salient strategies. Your plan must include the following four components:

  • An overview of how reading and writing is incorporated in your Instruction.
  • A summary of ten strategies.
  • An explanation of how the strategies are incorporated in your instruction.
  • Examples.

You should provide details such as author’s beliefs about reading and writing and how they fit the author’s classroom. At least 10 principles from the text and/or class discussions underpin this section of the paper. You must provide examples that clarify explanations, summaries, and the strategies themselves. (For example, if the Anticipation Guide is being described in the context of the War of 1812, specifics about both are given.) You must complete the assignment as per rubric. Reading and Writing Plan should be completed by Saturday 11:59 p.m. CT in Week 8.



Course Policies

Student Conduct

All Columbia College students, whether enrolled in a land-based or online course, are responsible for behaving in a manner consistent with Columbia College's Student Conduct Code and Acceptable Use Policy. Students violating these policies will be referred to the office of Student Affairs and/or the office of Academic Affairs for possible disciplinary action. The Student Code of Conduct and the Computer Use Policy for students can be found in the Columbia College Student Handbook. The Handbook is available online; you can also obtain a copy by calling the Student Affairs office (Campus Life) at 573-875-7400. The teacher maintains the right to manage a positive learning environment, and all students must adhere to the conventions of online etiquette.

Plagiarism

Your grade will be based in large part on the originality of your ideas and your written presentation of these ideas. Presenting the words, ideas, or expression of another in any form as your own is plagiarism. Students who fail to properly give credit for information contained in their written work (papers, journals, exams, etc.) are violating the intellectual property rights of the original author. For proper citation of the original authors, you should reference the appropriate publication manual for your degree program or course (APA, MLA, etc.). Violations are taken seriously in higher education and may result in a failing grade on the assignment, a grade of "F" for the course, or dismissal from the College.

Collaboration conducted between students without prior permission from the instructor is considered plagiarism and will be treated as such. Spouses and roommates taking the same course should be particularly careful.

All required papers may be submitted for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers may be included in the Turnitin.com reference database for the purpose of detecting plagiarism. This service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Non-Discrimination

There will be no discrimination on the basis of sex, race, color, national origin, sexual orientation, religion, ideology, political affiliation, veteran status, age, physical handicap, or marital status.

Student Accessibility Resources

Students with documented disabilities who may need academic services for this course are required to register with the office of Student Accessibility Resources. Until the student has been cleared through this office, accommodations do not have to be granted. If you are a student who has a documented disability, it is important for you to read the entire syllabus as soon as possible. The structure or the content of the course may make an accommodation not feasible. Student Accessibility Resources is located in Student Affairs in AHSC 215 and can be reached by phone at (573) 875-7626 or email at sar@ccis.edu.

Online Participation

You are expected to read the assigned texts and participate in the discussions and other course activities each week. Assignments should be posted by the due dates stated on the grading schedule in your syllabus. If an emergency arises that prevents you from participating in class, please let your instructor know as soon as possible.

Attendance Policy

Attendance for a week will be counted as having submitted any assigned activity for which points are earned. Attendance for the week is based upon the date work is submitted. A class week is defined as the period of time between Monday and Sunday (except for week 8, when the work and the course will end on Saturday at midnight.) The course and system deadlines are based on the Central Time Zone.

Cougar Email

All students are provided a CougarMail account when they enroll in classes at Columbia College. You are responsible for monitoring email from that account for important messages from the College and from your instructor. You may forward your Cougar email account to another account; however, the College cannot be held responsible for breaches in security or service interruptions with other email providers.

Students should use email for private messages to the instructor and other students. The class discussions are for public messages so the class members can each see what others have to say about any given topic and respond.

Late Assignment Policy

An online class requires regular participation and a commitment to your instructor and your classmates to regularly engage in the reading, discussion and writing assignments. Although most of the online communication for this course is asynchronous, you must be able to commit to the schedule of work for the class for the next eight weeks. You must keep up with the schedule of reading and writing to successfully complete the class.

No late assignments will be accepted without prior approval from the instructor.

Course Evaluation

You will have an opportunity to evaluate the course near the end of the session. A link will be sent to your CougarMail that will allow you to access the evaluation. Be assured that the evaluations are anonymous and that your instructor will not be able to see them until after final grades are submitted.


Additional Resources

Orientation for New Students

This course is offered online, using course management software provided by Desire2Learn and Columbia College. The course user guide provides details about taking an online course at Columbia College. You may also want to visit the course demonstration to view a sample course before this one opens.

Technical Support

If you have problems accessing the course or posting your assignments, contact your instructor, the Columbia College Helpdesk, or the D2L Helpdesk for assistance. Contact information is also available within the online course environment.

Online Tutoring

Smarthinking is a free online tutoring service available to all Columbia College students. Smarthinking provides real-time online tutoring and homework help for Math, English, and Writing. Smarthinking also provides access to live tutorials in writing and math, as well as a full range of study resources, including writing manuals, sample problems, and study skills manuals. You can access the service from wherever you have a connection to the Internet. I encourage you to take advantage of this free service provided by the college.

Access Smarthinking through CougarTrack under Students -> Academics -> Academic Resources.


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