DIVISION OF EDUCATION
Course Number and Title: EDLI5324-SA01 Content Area Literacy Instruction in the
Instructor: Joyce Norene, Ed.D.
Home: (210) 654-4441
Class Time: Monday [6:00-10:00]
Term and Date: Spring, 2009
Catalogue Description: Emphasis is placed on expository materials and strategies for developing content area literacy in the elementary grades.
Required Resource Material:
Alvermann, Donna E.,
Phelps, Stephen F., and
Attendance Policy: The University expects students to
make class attendance a priority. All
absences must be explained to the instructor. When a student reaches the number
of absences considered by the instructor to be excessive [three], the instructor will advise the student and file an
unsatisfactory progress report with the Dean [Dr. Thomas Fisher] on the
If a student arrives five (5) minutes late to class three times, the accumulated tardies will equal one absence.
If a student leaves the class three times sooner than five (5) minutes prior to the ending time of the class [as determined by Dr. Norene], the early “exits” will equal one absence.
Students must call Dr. Norene at (210) 654-4441 prior to class period when they will not be in attendance. [Note: Please call before 5:00 p.m.].
Note: The student should drop the course if it is probable that he/she will miss more than
two (2) class sessions.
Provisions for Special Needs: It is University policy that no otherwise qualified disabled person be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University.
Plagiarism Policy: Intellectual integrity and truthfulness are fundamental to scholarship. Plagiarism is a form of cheating. Plagiarism occurs when a student fails to give proper credit when information is either quoted or paraphrased or when a student takes credit for another person’s work. Plagiarism may result in an “F” in the course or expulsion from the class or the university.
A. Strategies for teaching reading in grades K-6
B. Emphasis upon specific activities in the required text and from a list of strategies created by
C. Current practices
of teaching reading in
D. Preparing for the TAKS
E. Using all language arts in content areas
Competencies: Students in this course will be able to demonstrate an understanding of the following competencies:
A. Development in any one domain impacts development in other domains
B. Using diversity in the classroom to enrich all students’ learning experiences
C. Understand the significance of the TEKS and the TAKS
D. Evaluate the appropriateness of specific materials/resources for use in particular
situations and content areas
Competency 008: Research and Comprehension in the Content Area
The teacher understands the importance of research and comprehension skills to children’s academic success and provides children with instruction that promotes their acquisition and effective use of these skills in the content areas. The beginning teacher:
8.1 Teaches children how to locate, retrieve, and retain information from a range of
content-area and expository texts.
8.2 Teaches children how to use text organizers (e.g., headings, tables of contents,)
to locate and organize information.
8.3 Selects and uses instructional strategies, materials, and activities to help children
use graphics (e.g., tables, charts, diagrams, timelines) and other sources of
information and technologies to acquire information.
8.4 Selects and uses instructional strategies, materials, and activities to help children
use multiple sources, including electronic texts, experts, and print resources to
8.5 Understands how to help children summarize and organize information from
multiple sources (e.g., by taking notes, outlining, creating graphic organizers).
8.6 Understands how to foster collaboration with families and with other
professionals to promote all children’s ability to develop effective research and
comprehension skills in the content areas.
Competency 005: Word Analysis and Decoding
The teacher understands the importance of word analysis and decoding for reading and provides many opportunities for children to improve their word-analysis and decoding abilities.
5.8 Provides instruction in how to use structural cues to recognize compound words,
base words, prefixes and suffixes, and inflections.
Competency 007: Reading Comprehension
The teacher understands the importance of reading for understanding, knows the components of comprehension, and teaches children strategies for improving their comprehension Provides instruction in comprehension skills that support children’s transition from “learning to read” to “reading to learn” (e.g., recognizing different types of texts, understanding how a text is organized, using textual features such as
headings and glossaries).
7.3 Selects and uses instructional strategies, materials, and activities that facilitate children’s comprehension before, during, and after reading (e.g., providing background knowledge for written text, previewing the organization of a text, making predictions, questioning, guiding discussions).
7.4 Models and teaches a range of strategies that children can use to monitor and improve their reading comprehension (e.g., self-questioning, rereading, mapping, using reading journals, discussing tests).
Competency 010: Development of Written Communication
The teacher understands that writing to communicate is a developmental process and provides instruction that promotes children’s competence in written communication. [as applied to informational writing]
10.5 Selects and uses instructional strategies, materials, and activities to teach the
components of the writing process, including pre-writing, drafting, editing, and
10.8 Provides opportunities for children to write in a variety of forms and modes and
for various purposes and audiences.
Competency 011: Assessment of Developing Literacy
The teacher understands the basic principles of literacy assessment and uses a variety of assessments to guide literacy instruction [as applied to expository texts and oral reports].
11.1 Understands characteristics and appropriate uses of a wide range of formal and
informal literacy-assessment techniques, including techniques for assessing oral
language, and uses assessment results to adapt instruction to address the needs
of individual children, including English Language Learners.
Course Requirements: Because it is so important for teachers to communicate ideas effectively to colleagues, parents, and administrators, writing clear and error-free English is a priority at Wayland Division of Education. Therefore, students’ ability to express their knowledge of educational concepts and theories within the conventions of academic discourse will be assessed through oral presentations and written assignments. Criteria for evaluation will be based on content and mechanics. Integration of information from lectures, readings, discussions, and field experiences will be taken into consideration. Students must use correct, appropriate format and construction.
NOTE: Written work in this course must be prepared according to APA style.
1. The student will attend class, participate in class discussions and activities, and will maintain a file of the processes, products, and instructional methods utilized in class.
2. The student will examine a textbook to determine the text’s readability.
3. The student will develop and present five content area literacy strategies lessons: comprehension strategy, vocabulary strategy, expository text structure strategy, visual literacy strategy, and graphic organizer/thinking map strategy.
4. The student will develop, prepare, and present to the class a content area unit plan which includes an essential question, unit questions, and 10-12 lesson plans.
5. The student will successfully complete two tests.
All assignments are due as noted on course outline unless otherwise announced in class.
All assigned work must be word-processed. If a student misses a day on which a quiz is scheduled, the possible grade cannot be earned. If a student knows he/she will miss class the day an assignment is due, he/she must turn in the assignment no later than the regular class meeting time to receive possible full credit for the assignment. NO LATE WORK IS ACCEPTED [unless an extreme situation occurs].
Class Attendance/Class Participation
Quizzes (7) /10 points each
Tentative Course Calendar
NOTE: Dr. Norene reserves the right to alter the syllabus as the course proceeds.
February 23 Introduction/Course Syllabus; interaction with Chapter 1
March 2 Interaction-discussion-activities Chapters 2-3; teaching strategies: Biopoem
[pp. 320-321] and Discussion Web; QUIZ 1: selected sections of Chapters 2-3
March 9 Interaction-discussion activities Chapter 4; teaching strategy: K-W-L;
Quiz 2: selected sections of Chapter 4
Selection of literature review topics [Five will be due on April 27]
March 16 Interaction-discussion activities Chapter 5; teaching strategy: Double-Entry
Journal; Quiz 3: selected sections of Chapter 5; discussion of literature reviews’
March 23 Interaction-discussion activities Chapter 7; teaching strategy: Embedded Questions;
Quiz 4: selected sections of Chapter 7; study guide for MIDTERM
March 30 Teaching strategies: Guided Imagery; List-Group-Label; Readers’ Theatre; Reciprocal
Teaching. Each class member should prepare a brief summary of the purpose and
steps of the strategies and be able to demonstrate each of the strategies.
April 6 Spring break
April 13 Interact with teaching strategies; MIDTERM [Chapters 1, 2, 3, 4, 5, 7]
April 20 Interaction-discussion activities Chapters 8-9; teaching strategy: Anticipation
Guide; Quiz 5: selected sections of Chapters 8-9; distribution of Final Assessment
April 27 Interaction-discussion activities Chapter 10; teaching strategy: DRTA; Quiz 6:
selected sections of Chapter 10: FINAL PRESENTATIONS [see p. 3, #4 on syllabus]
May 4 Interaction-discussion activities chapter 12; QUIZ 7: selected sections of Chapter 12
FINAL PRESENTATIONS [see p. 3, #4 on syllabus]
May 11 Final Assessment activities due. Literature reviews due. Class discussion.
Have a wonderful summer!!!