Manhattan College
Education 402
Reading in the Content Area
Spring 2019
Monday 4:30 - 7:30
Instructor: Mirjana Lukic
Office Hours: by appointment
Phone: 917-280-6460
E-Mail Address: mlukic01@manhattan.edu
mirjanalukickim@yahoo.com
Course Description: Teaching for comprehension in the content areas through reading and writing. Emphasis placed on methods of teaching vocabulary, comprehension, study skills, and writing. Assessment of individual differences of general and special needs students as a basis for providing appropriate instruction. 10 hours in field required.
Required Text:
Gantos, J. (1998) Joey Pigza Swallowed the Key Harper Trophy, Harper Collins Publishers
Frank, Cecilia B., Janice M. Grossi, and Dorothy J. Stanfield. Applications of reading strategies within the classroom. Boston: Pearson Education, 2006. Print.
Recommended Text:
Vacca, R.T., Vacca, J. (2005). Content Area Reading, Eighth Edition, Allyn and Bacon.
Additional Readings:
Selected articles will be distributed during the semester.
Student Learning Outcomes and Assessment
Outcomes Assessment
1. Students will design appropriate classroom Mini-lessons
environments which foster literacy development. Homework Assignments
(Claims 2, 3, SOEH 1, InTASC 1,2) Literature Circle Evaluations
Midterm
Final
Diversity Assignment
2. Students will use differentiated, research-based Literature Circle Evaluations
methods and strategies to facilitate literacy development Mini-lessons
across the content areas. Final
(Claims 1, 2, 3 SOEH 1, InTASC 1,2,4,7,8) Midterm
3. Students will apply a variety of content area Mini-lessons
evaluation procedures to assess literacy development. Fieldwork
(Claims 1, 2, 3, SOEH 1, InTASC 3,6,7,8) Midterm
Final
Literature Circle Evaluations
Diversity Assignment
4. Students will implement strategies which address Fieldwork
the needs of at risk, gifted, and special education Mini-lesson
students. Midterm
(Claims 1, 2, 3, SOEH 1, InTASC 1,2,3,4,5,6,7,8) Final
Literature Circle Evaluations
Homework Assignment
Diversity Assignment
5. Students will apply knowledge of trade-books Final
to reading, writing, and integrated learning across the Mini-lesson
curriculum. Fieldwork
(Claims 1,2, SOEH 1, InTASC 7, 8) Midterm
Literature Circle Evaluations
Diversity Assignment
6. Students will access and assess internet sites and Homework Assignment
professional and literacy-based educational software Mini-lesson
programs across the content areas. Diversity Assignment
(Claims 1, 2, 3, SOEH 1, InTASC 3,4,5,6,7,8,9)
Course Requirements
• Professional Behavior: Punctuality, regular attendance, preparation for class and participation in discussion and activities are dimensions of professional behavior. Your presence and participation are important to the overall quality of class discussions and activities. More than three absences will impact negatively on your grade. Please note: In accordance to College Policy, four absences or more will be reported to the Dean. After the fourth absence, two points will be deducted for every absence thereafter. It is expected that students will have completed assigned readings and will actively participate in discussions. Assignments are expected to be well-written, neatly-presented, and completed by the dates they are due.
Cell Phones – Please turn your cell phones off before we begin class. If you are caught texting or making a call, five points will be deducted from your midterm/final grade.
Punctuality: Students are to be in their seats ready to work at the time class is scheduled to begin. There are no consequences for up to 3 late arrivals. After being late 3 times, the student will lose ¼ point for each tardy from the beginning of the term.
Preparedness: Each student is responsible for bringing their text to class on a daily basis. When requested, the workbook is to be brought to class as well. In certain instances, you may be required to bring a content area textbook to class. Two points will be deducted for each time a student is unprepared.
• Literature Circles: During our course we are going to read Joey Pigza Swallowed the Key. It is a story about a student who is diagnosed with ADD and the issues he is confronted with both in and out of school. This book will provide you with an understanding of the characteristics and behaviors associated with ADD and the reactions of peers, teachers, parents, and the community to this learning disability. This will help your teaching because it will make you sensitive to the special learning requirements of this population and successful teaching strategies used to help this population learn.
Every Monday we will gather and share our reading experience with each other through Literature Circles and Reading/Writing Workshop. There may be times where we will meet in groups. All participants will assume their roles in the Literature Circle for discussion. Please keep up with the reading, because you will be held accountable as an individual and as a group for your progress. Five points will be deducted for each time a student is unprepared and fails to bring the book to class. Both group and individual evaluations will be completed by both your peers and the professor. (Week 3, 4 and 5)
• Lesson Plan; Students will create a content based lesson plan with modifications for ENL students and students with disabilities. Due Date: March 18, 2019
• Homework Assignment: Homework is an inevitable reality. As teachers, you are responsible for designing homework assignments, marking each task, and entering the grades in a roll book. The homework task must have clear directions that are aligned to the Common Core Standards. Homework is to be neatly completed with a full, appropriate heading that includes: Your name, the date, homework number, and the name of the school. There will be only one homework assignment assigned during the course of the semester. It is to be completed on time. Ten points will be deducted for each day the assignment is late. No exceptions. Additionally, if an assignment is more than two days late, you will receive an F.
Due: February 11, 2019
• Midterm: The midterm will reflect course material covered both in class and in the handouts up to that date. TBA
• Diversity: English as a Second Language Assignment
Students will collaboratively create a presentation for a specific ENL population that is represented in various cultural groups found in our community classrooms. This presentation will focus on the characteristics, strengths, and needs of English language learners at varying levels of language proficiency and stages of adaptation. Students will apply research-based strategies designed to develop skills in literacy to promote achievement of learning standard in all content areas. The presentation will include content-based English language teaching strategies, differentiated materials, professional resources, and strategies that foster home-school connections. Students will be graded on both individual and group performance. Please see the rubric. Due Date: April 8, 2019
• Fieldwork Assignment: Students will be required to complete 10 hours of fieldwork observations in an upper grade placement (Elementary: grades 4-6). Reflective question responses are due with the timesheets. The rubric is attached. An outlined time sheet and end of the semester tally is to be submitted by the last day of class. Please attach your tallied time sheet to your double entry journal and submit on the last day of class. Due Date: April 29,2019
• A final will be given at the end of the semester. TBA
Academic Integrity Expectations: "The basis of all learning is trust. Thus, academic integrity means that every member of the academic community accepts the responsibility to be open, honest, truthful, ethical, and accountable for all intellectual efforts, for all access to and presentation of data, facts, information, and opinions, and for all access to and use of data or other files (printed, oral, or digital) related in any way to students, faculty, staff, or administration. Academic integrity ensures that the application of the highest academic standards and principles of conduct, honesty, and truth." This text was excerpted from the Manhattan College policy on Academic Integrity. The Manhattan College policy on Academic Integrity will be applied to all violations of academic integrity in this course.
Students with Disabilities should contact the Specialized Resource Center with appropriate documentation, to obtain an "Academic Adjustment/Auxiliary Aid" form. When the student presents this completed form to the professor, the professor will then confer with the student on the fulfillment of the adjustments/aids listed on the form.
Grades will be based on a total of 100 points.
Professionalism MANDATORY
Mini Lesson 20%
Fieldwork/Reflection MANDATORY
Homework Assignments (1x) 5%
Midterm 20%
Final 20%
Literature Circles/Group Work 10%*
Diversity Assignment 25%
Grading:
95-100 points= A
90-94 points= A-
85-89 points= B+
80-84 points= B
75-79 points= B-
70-74 points= C+
65-69 points= C
60-64 points= D+
55-59 points= D
Below 55= F *Points will be deducted for being unprepared. These points are deducted from professionalism/ your overall grade in the class and from the Literature Circle Assignments.
Manhattan College
Education 402
Reading in the Content Area
Tentative Assignment Schedule
Welcome to our class!
Week #1
January 22, 2019
Course Overview and introduction
Individual and Group Risk Factors for Literacy Learning
Class Note taking Skills – Aim:/Do Now:
Harvard Outline
Textbook Strategies
Text Hunt
Graphic Organizers
QUAD
Week #2
January 28, 2019
Literacy and the Core – Article, Apps, New York State sites
Expository Text/Nonfiction Genre Study/Primary Documents/Text Structures
Introduction to Literature Circles
Week #3
February 4, 2019
Foundation of Learning Strategies
Vygotksy, Piaget, Dewey
Week #4
February 11, 2019
Prior Knowledge
Homework Assignment #1
Week #5
February 18, 2019
Instructional Frames
Close Reading of Informational Text
IEPs for children with special needs
Week #6
February 25, 2019
Explicit Vocabulary Instruction/Strategies
Academic Vocabulary
Week #7 MIDTERM
March 4, 2019
Talking to Learn
Persuasive Writing/Research Assignment
Week #8
March 11, 2019
Writing to Learn
Common Core Standards for English Language Arts
Week #9
March 18, 2019
Listening Skills
Week #10
March 25, 2019
Literacy Assessment
Data Driven Instruction and Assessment
Rubrics/Checklists/Projects/Anecdotal Records/Writing Samples/Timed Observations
Week #11
April 1, 2019
Culturally and Linguistically Diverse Learners –Due: Diversity Assignment
Literacy Learners
Week #12
April 8, 2019
Culturally and Linguistically Diverse Learners - Differentiating Literacy Instruction
Struggling Literacy learners
Week #13
April 15, 2019
Technology and literacy Development
Assistive Technologies for special needs learners
Week #14
April 24, 2019 (Wednesday)
Review for the Final
Differentiated Mini-lessons
Week #15
April 29, 2019
Submit your totaled fieldwork logs and hours.
Finish the book
E-mail your portfolio to me
Final
You Made It!
Fieldwork Assignment
Reading in the Content Areas
Objective: To assist and guide literacy learners in grades 4-6 with informational, expository texts across all content areas during group work or full-class instruction.
Each student will maintain a field log of his/her hands-on experiences working one-on-one, in small groups, or during full-class instruction with diverse literacy learners. You are required to complete ten hours in grades 4-6.
First, let’s describe the population we are serving:
Name of School Grade level Urban/Suburban s/e, ENL/gifted
Please answer the following questions that are directly aligned with the content of our course.
• How does the teacher activate prior knowledge? What strategies does she/he use before the lesson begins? Do you think this is an effective strategy? Why do you think so? What would have done differently, and why do you think your suggestion works best?
• How did the teacher use graphic organizers pre/during/post the lesson? How did the teacher use graphic organizers as anchor charts? How do you think this strategy guided student learning? (Choose a specific group of students that you think this strategy may have helped)
• What strategies did the teacher use to teach students important vocabulary for the lesson? How would you assess if the students understood new academic language?
• How did the teacher use discourse? Syntax? Did she use group work? Paired? Whole class instruction?
• What types of writing to learn activities did the teacher employ? How did the teacher use writing assignments to formatively assess student learning? (Did she use a rubric, checklist, etc…?)
• How did the teacher differentiate instruction for a variety of learners? Please cite the types of learners that you worked with and discuss how literacy instruction was differentiated.
• If you had students who spoke English as a second language in this class, how would you differentiate the lesson to meet their needs?
• How did the classroom library reflect the students in the class? How was the library organized?
•
Grading: See the rubric
Due: Final day of class
- Teacher: Lukic Mirjana