Tennessee State University
Beth Morton Christian, Ed.D.
Location: Clay Hall 216
Class Days/Times: Asynchronous Online
Office Hours: Email anytime.
Prerequisites: Admission to the Graduate School
Admission to Teacher Education (Initial
Licensure Candidates only)
|COURSE LOCATION: http://elearn.tnstate.edu|
||My EDUCATION LAB||Calendar||Resources|
R.T., & Vacca, J.A. (2010). Content Area Reading: Literacy and
Learning Across the Curriculum. 10thth edition.
with My Education Lab Access Code-Price$ 98-127.OO
(If text does not come with a MyEdLab code, students may purchase one)
The purpose of this course is to prepare subject-matter teachers with teaching strategies, designs, and materials for teaching comprehension, advanced study skills, and vocabulary. Course demonstrates teaching techniques that develop advanced reading-studying strategies. Developing the ability to read for transfer of content ideas and information will be emphasized as a means for making any discipline more relevant to middle and high school pupils and for helping them become independent learners.
Knowledge and Skills:
KSD 1: PLAN Objectives: Students will plan literacy lessons and activities targeted for 5th-12th education students using literacy learning and teaching knowledge related best practices as well as resources and materials provided and created as part of this literacy methods class.
1a3. Identifies goals and objectives that include the key concepts of the content area and are developmentally appropriate for all students.
1a4. Includes goals and objectives that emphasize higher order thinking skills appropriate to the content area and the students.
1b1. Uses state performance indicators and classroom assessments within the
content area to obtain information about students, their achievement, and uses
this information to design and deliver appropriate instruction.
1b3. Selects research-based strategies, methods, activities, and materials validated
as sound practice within the content area.
1b4. Designs instruction to cause students to integrate content knowledge, skills, and
inquiry across content areas.
1b5. Designs instruction that utilizes materials, human and community resources, and
technology in ways appropriate to the content area.
1c2. Plans and designs content instruction that is developmentally appropriate and includes strategies, activities, and assessments appropriate to the content and learner.
KSD 3: Evaluate
Objective: Students will align assessments included in lesson plans with state standards, performances and grade level accomplishments.
3a1. Aligns classroom assessments with state performance indicators and grade level accomplishments.
KSD 4: Specialize
Objective: Student will demonstrate knowledge and application of best practices in literacy learning and teaching as outlined by State Curriculum Standards, INTASC, and IRA.
7a2. Demonstrates competence in development of and application of content-specific pedagogical skills based on Tennessee and specialized professional association (SPA) criteria.
Online Threaded Discussions
Field Experience Information
Service Learning Project: Literacy Teaching/Tutoring
Expectations and General Information
1) Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from another work must be documented, and in no case should one represent another’s work as one’s own, this includes information received from others during examinations or submitting another’s assignments, papers, etc. as one’s own. Students involved in collaborative research, to avoid questions of plagiarism, should exercise extreme caution. If in doubt, students should check with the major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an “F” or a zero for the exercise or examination, or to assign an “F” in the course.
2) Classroom conduct – The instructor has the primary responsibility for control over online behavior and maintenance of academic integrity, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution.
3) Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they enroll in the course and their names show up on the official class roster. Please make sure you are in the correct section.
4) Disabled Student Services – Any student who has a condition which might interfere with his/her performance in class is required to contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind.
5) Classroom Dispositions - Reading and writing assignments and group interaction as well as individual contributions are required. If you are absent for a “group” project, you will negatively affect the learning process for the other students. In a college environment, students should expect to spend one to three hours out of class for every hour they are in class. Some students will need to spend many more hours than others searching, reading and evaluating books and other reading activities as well as all writing all the assignments. The students and the instructor will treat all individuals with respect. Disruptive, rude, or hostile behavior undermines the class experience for everyone in the class and will be grounds for failure. Each student has expectations for his or her own learning and success in the course. No one should be confronted with unacceptable classroom demeanor. Please consult the RRCC Handbook and Calendar for FERPA, Student Code of Conduct, and Student Rights and Responsibilities.
|Format: Each class session will include some combination of lecture/discussions and simulation experiences, small and large group activities, audio-visual presentations, demonstrations, group events, and reflection on individual learning. All events are designed to stimulate personal association with and application and critical understanding of the information presented.|
Course Assignments: (500 pts)-See Course Calendar for Due
OR OR OR OR
5. Problem-Based Cases (150pts): Info. to be provided in Class.
6. Final Exam (50 pts)
Grading System= 550 pts Total
B=85-92% = 470-509
C=75-84% = 415-469
F=69% and below = 389 or below
Other Course Requirements (that may affect your grade)
a. Attend and participate in class. Four hours of absence with reasonable and documented excuse will be accepted. More than four hours of absence will result in decrease in final grade at the discretion of the instructor.
b. In the event that a class is missed, be responsible for information discussed and make arrangements with classmates or others to obtain the information.
c. Participate in discussions in a professional way. We may discuss controversial topics and you may disagree with ideas presented by others. While you can question a person's idea, personal attacks will not be allowed. Class members not respecting others' right to learn will be asked to leave the classroom and need to speak to the instructor before returning.
d. Submit assignments on time. LATE ASSIGNMENTS WILL ONLY BE ACCEPTED ONE DAY BEYOND THE DUE DATE AND WILL RESULT IN REDUCTION BY ONE LETTER GRADE. Exceptions will only be made for validated medical or emergency situations. Due dates are firm, so plan ahead!
e. Cell phones must be turned off during class. NO TEXTING. Cell phones may be left on in the silent/vibrate mode in emergency situations.
Other Good Books for Novice Teachers:
Anderson, C. 2000. How’s It Going? A Practical Guide to Conferring with Student
Writers. Portsmouth, NH: Heinemann.
Atwell, N. 1998. In the Middle, 2nd Ed. Portsmouth, NH: Heinemann.
Barron, M. 1990. I learned to read and write the way I learned to talk. Katonah, NY: Richard C. Owen.
Cambourne, B. and J. Turbill. 1987. Coping with Chaos. Portsmouth, NH:
Caulkins, L. 1994. The Art of Teaching Writing. Portsmouth, NH: Heinemann.
Caulkins, L. 2000. The Art of Teaching Reading. Portsmouth, NH: Heinemann.
Fisher, B. 1998. Joyful Learning, 2nd ed. Portsmouth, NH: Heinemann.
Fletcher, R. and J. Portalupi. 2001. Writing Workshop: The Essential Guide
Portsmouth, NH: Heinemann
Fletcher, R. and J. Portalupi, 2007. Craft Lessons, 2nd Ed. Portsmouth, NH: Heinemann.
Freeman, D. and Y. Freeman. 2000. Teaching Reading in Multilingual Classrooms.
Portsmouth, NH: Heinemann.
Heard, G. 1998. Awakening the Heart. Portsmouth, NH: Heinemann.
Heard, G. 2002. The Revision Toolbox. Portsmouth, NH: Heinemann.
Hindley, J. 1996. In the Company of Children. York, ME: Stenhouse.
Johnston, P. 2000. Running Records: A Self-Tutoring Guide. York, ME: Stenhouse.
Keene, Ellin and S. Zimmerman. 2007. Mosaic of Thought, 2nd ed. Portsmouth, NH:
Mooney, M. 1990. Reading to, with, and by. Katonah, NY: Richard C. Owen.
Nelson, J. 1987. Positive discipline. New York: Balantine Books.
Opitz, M. 2000. Rhymes and Reasons: Literature for Language Play and Phonological
Awareness. Portsmouth, NH: Heinemann.
Opitz, M. and M. Ford. 2001. Reaching Readers: Flexible and Innovative Strategies
for Guided Reading. Portsmouth, NH: Heinemann.
Owocki, G. 2001. Make Way for Literacy! Teaching the Way Young Children Learn.
Portsmouth, NH: Heinemann.
Parsons, S. 2005. First Grade Writers. Portsmouth, NH: Heinemann.
Peterson, R. 1990. Life in a Crowded Place. Portsmouth, NH: Heinemann.
Peterson, R. & Eeds, M. 1990. Grand conversation: Literature groups in action. Jefferson City, MO: Scholastic.
Rief, L. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH:
Short, K. & Pierce, K. 1990. Talking about books: Creating literate communities. Portsmouth, NH: Heinemann.
The Major Journals in Elem. Reading/Lang. Arts
Elementary School Journal
5 issues per year
This journal covers all subject areas, reports research, and presents think pieces for and by teachers, researchers, administrators, and teacher educators.
Holistic Education Review
2 issues per year
This is a forum for innovative, experimental, leading-edge ideas in education. It explores and challenges traditional assumptions and methods of mainstream education. The journal seeks to explain humanistic alternative approaches to education.
The Horn Book
6 issues per year
This journal presents announcements of forthcoming works and reviews of children's literature. Covering fiction and nonfiction genres, the magazine also offers articles on using literature in the classroom.
8 issues per year
This journal is the elementary language arts journal for the National Council of Teachers of English. Each monthly issue is themed. The journal contains articles dealing with issues in language arts and literacy development.
The New Advocate
4 issues per year
This journal promotes children's literature in the classroom and issues related to more humanistic instruction. Reviews of children's literature are also included.
The Reading Teacher
9 issues per year
This journal focuses on practical application articles. It is the elementary journal of the International Reading Association. Included in this publication is "Children's Choices", a list of books chosen by children as their favorites.