OLD DOMINION UNIVERSITYDARDEN COLLEGE OF EDUCATIONDept. of Teaching and Learning (TLED)

Norfolk, VA 23529-0161

READ 680Spring 2013

SyllabusThursday, Fall, 2013

Instructor: Dr. Tom Bean TLED Office: Email: tbean@odu.edu Location: 145 Educ.Bldg.Room: ED 130 Phone: 757-683-7077

Office Hours:My Office: ED 165-8PhoneL 757-683-7077 Tuesdays 2:00 – 4:10 Or by appointment

1. Number: READ 680

2. Title: Reading To Learn Across the Curriculum

3. Course Description: Lecture 3 hours; 3 credits. Prerequisite: graduate standing. This course develops understanding of the process of learning to read in the content areas. The methods of delivery for this course are a combination of lectures that help provide a theoretical framework for understanding the content, demonstrations of various discipline based reading approaches that can be used to promote literacy in the content areas in elementary, middle and secondary school, demonstration of those approaches, and hands-on activities for students to gain experience and acquire expertise in discipline-based content area literacy within your own classroom.

4. Purpose and ObjectivesA teacher is an expert in a field of knowledge who can relate his or her wisdom to novices. A professional teacher can defend his or her practices based on the “state-of-the-art.” The ODU undergraduate and fifth year teacher education programs include extensive experiences in the liberal arts, early field experiences, in-depth content preparation, principles of learning theory, classroom management techniques, methods and materials for teaching specific levels, categories of students, and/or subjects, and practice

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in the field. Graduate programs provide additional professional development experiences for inservice teachers. The sum of these components prepare an educator to be a life-long learner and thus constantly at the edge of the state-of-the-art. More specifically, the major emphasis covered in class will be looking at strategies to be used in preparation for reading a content assignment, with assistance activities while reading, and for reflective follow-up activities after reading.

5. Course Competencies:

Specific learning objectives are listed at the beginning of each chapter in the text and align with professional standards of the International Reading Association Standards for Reading Professionals (www.reading.org). We will be including Virginia Standards of Learning (incorporating Common Core Standards) in lessons and units developed for this course. Please see: www.doe.virgnia.gov for standards and lesson resources (e.g. Word Maps for vocabulary development) available at the Virginia Standards site. In large measure, we will function as a methods course seminar where your interests in developing creative and innovative lessons and units that encompass content area literacy theories and instructional strategies are paramount. Discussion of literacy practices, reader response, critical literacy, New Literacies/digital literacies, multimodal literacies, and strategies relevant for multiple subjects in elementary, middle, and secondary content areas will be considered. Consideration of the underlying vocabulary and concepts relevant to English, science, mathematics, social studies, and other disciplines (e.g. art, music, drama, library science, media, physical education etc.) will be at the forefront of lesson and unit development.

In addition, please see the PDF document: Adolescent Literacy: A position statement of the International Reading Association (2012) at:www.reading.org/Resources/Resources by Topic/Adolescent/overview.aspxThis revised position statement was developed by the IRA Adolescent Literacy Task Force.

Theoretical Lens:

This semester we will be thinking about lesson and unit development in the content areas from the standpoint of what it means to be an “insider” in a field, cognizant of the vocabulary and key concepts that drive analysis and the creative development of inquiry projects in the classroom. Moje (2008, p. 103) calls this “metadiscursive knowledge and knowledge production. She notes: “Part of learning in the subject area, then, is coming to understand the norms of practice for producing and communicating knowledge in the disciplines” (p. 100). In essence, we are enculturating our students in how to act as “insiders” in subject area fields by engaging them in creative inquiry projects (e.g. a study of neighborhood water quality in science). You can read Moje’s article via free access at the International Reading Association website: www.reading.org and hear her podcast as well. (Also see a recent JAAL column featuring myself and Dave O’Brien at the University of Minnesota) discussing the future of content area literacy. We will discuss metadiscursive theory and its value to lesson and unit design as a prelude to midterm and planning for your final project. These discussions will be related to my involvement in a

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formative design research project (iFLICK) with students in grades 5-12 encompassing film, young adult novels, picture books, and graphic novels aimed at building intercultural knowledge around global human rights issues (Dunkerly-Bean, Bean, & Abedalrazeq, 2013).

References:

Bean, T. W., & O’Brien, D. (2013). Past and future directions in content area literacy: A conversation between two experts. Journal ofAdolescent & Adult Literacy, 56, (4), 271-274.

Dunkerly-Bean, J. M., Bean, T. W., & Abedalrazeq, K. (2013). Exploring the intersection of human rights and literacy through global literature, cosmopolitan critical literacy, and digital story telling with adolescents in an international charter school. Research session to be presented at the 63rd Annual Conference of the Literacy Research Association, Dec. 4-7, Dallas, TX.

Moje, E. B. (2008, October). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent & Adult Literacy, 52, (2), 96-107.

6. Students with Special Needs -- In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation. In compliance with PL94-142 and more recent federal legislation affirming the rights of disabled individuals, provisions will be made for students with special needs on an individual basis. The student must have been identified as "special needs" by the University and an appropriate letter(s) must be provided to the course instructor. Provision will be made based upon written guidelines from the university "special needs students" resource office. All students are expected to fulfill all course requirements.

7. Attendance Policy – You are expected to attend all classes. Activities done in class will be a part of your grade - a participation grade. If you miss class, a “participation” grade cannot be made up. Too many missed classes may result in a lowered participation grade and, hence, a lower overall grade in the course.

8. Course Evaluation

The core assignment in this course/seminar is the development of a well-crafted final unit that will be evaluated at both the mid-term planning and final project stages with a rubric.

Required Books and Materials

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Bean, T. W., Readence, J. E., & Baldwin, R. S. (2011). Content area literacy: An integrated approach (10th ed.). Dubuque, IA: Kendall/Hunt. (with companion website activities for each chapter at:

www.kendallhunt.com/contentarealiteracy/

A self-selected Young Adult Novel

Additional readings in Journal of Adolescent & Adult Literacy, the text website, and online articles and library and Internet searches applicable to your final project unit.

Recommended Reading

Greenwald, T. (2011). Charlie Joe Jackson’s guide to NOT reading.

New York: Roaring Brook Press. Very humorous middle school levelbook on the rough transition from being read to, to reading as “work.”One of my favorite reads this past summer…..

Supplemental Texts And/Or Materials

We will be discussing a variety of text forms, sometimes called “multimodal” texts (e.g.

YouTube, Teacher Tube, iTunes, iMovies, ComicLife etc.) including doodling, cartooning, comic

life, creating YouTube or other video material for a unit. For example, see short one-minute video

clips developed by international students at the UNISEF site: <oneminutejunior.org>

All students who are in the Reading Specialist program are required to purchase an online

portfolio too called LiveText. You should log on to the following websites to learn more about

LiveText after our first class. For more information go to:

http://education.odu.edu/tes.pdf/LiveText.pdf and, To obtain LiveText go to:

https://c1.livetext.com/

Assignments/Grading

You will be expected to participate in all scheduled classes, which includes leading discussions of text chapters, sharing promising strategies from your own content area teaching, and young adult novel readings and discussion.

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Specific Assignments include:

1. Mid-Term Unit Plan: As a prelude to the development of a final project 2 to 3 week unit in your classroom, this stage will involve creating a detailed plan that, in the spirit of metadiscursive theory, places students in an active, creative role where they must produce a multimodal project. This might be a podcast, video, WebQuest iMovie, comic,zine, or graphic novel or nonfiction selection etc. At this planning stage, your unit plan must include the specific lessons you will develop with the following subheadings:

Classroom Context: (A description of your classroom, student characteristics, texts, artifacts and academic, linguistic, and affective and cognitive factors operating in this setting)

Content and Objectives:(A summary of the content and objectives of your instruction with specific reference to the Nevada State Standards and Clark County relevant Standards and Common Core Standards)

Multimodal Elements & Teaching Strategies: (A summary of the specific multimodal elements in your lesson (e.g. a WebQuest, videos etc.) and the specific teaching strategies you plan to use (e.g. Graphic Organizers, Verbal-Visual etc.)

Expected Outcomes and Performance Assessments: (How you envision this unit progressing and its value in terms of students’ productions, learning, and performance assessments (e.g. rubrics you plan to use to evaluate their performance)

2. Final Unit Project: Your final unit project should include all the subheadings above and, in addition, a fifth subheading as follows:

Self-Evaluation of the Unit Project: (This final section should honestly evaluate those aspects of your unit that you feel were particularly beneficial to students’ content learning. In addition, you can comment on those elements that did not pan out as expected in this first iteration of the unit. What worked? What did not work? And, What would you change in the future?). Please keep this written evaluation to 5 pages.

IMPORTANT NOTE: This methods course structure is intended to open up space for creative exploration of new approaches to unit and lesson development that capitalize on your creativity and that of your students. Rehashing an old unit for points is not acceptable. The bulk of the course evaluation rests on successful completion of the mid-term planning assignment and final project evaluation.

Performance Assessments

A grading rubric will be provided for assignments 2 and 3 above. The 4-point rubric system will

be used to evaluate both the Mid-Term Unit Plan and the Final Unit Plan Projects.

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Mid-Term and Final Unit Project Rubric

Points Criteria

0 Not Submitted

1 Unacceptable

The unit demonstrates only marginal understanding of how to guide students’ learning of

difficult content area concepts. It includes few elements that capitalize on powerful

multimodal strategies and creative learning approaches (e.g. it relies too heavily on pre-

packaged worksheets that are low level in learning demands). Not all subheadings are

addressed in the unit and the write-up suffers from writing problems (mechanics and

organization), and no fidelity to APA style conventions.

2 Acceptable

The unit demonstrates a satisfactory understanding of how to guide students’ learning of

difficult content area concepts by including most elements that capitalize on powerful

multimodal strategies and creative learning approaches. Most subheadings are included

and detailed and the expository style is satisfactory for professional standards (mechanics,

organization, clarity, and fidelity to APA style conventions).

3 Target (exceeds standard and it exemplary or distinguished)

The unit demonstrates exceptional understanding of how to guide students’ learning of

difficult content area concepts by including pre-reading, reading, and post-reading

elements that capitalize on powerful multimodal strategies and creative learning

approaches. All subheadings are addressed in the unit and the expository style is superior

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for professional standards (mechanics, organization, clarity, and fidelity to APA style

conventions).

Grading Policy

Rubric Grading scale: 0 = Not submitted; 1 = Unacceptable; 2 = Acceptable (meets standard); 3

= Target (exceeds standard, exemplary, distinguished)

9. Honor Pledge - The Honor System at Old Dominion University is based on individual

integrity:

"We, the students of Old Dominion University, aspire to be honest and forthright in our academic endeavors. Therefore, we will practice honesty and integrity and be guided by the tenets of the Monarch Creed ( http://www.odu.edu/AO/student_serv/hc/ ). We will meet the challenge to be beyond reproach in our actions and our words. We will conduct ourselves in a manner that commands the dignity and respect that we also give to others."

This system assumes that every student will accept his or her role in the University community with a feeling of self-respect and duty. Lying, cheating and plagiarism all constitute violations of the Honor System. Each piece of work submitted by you such as homework and term papers must be your own work. As a member of our community of scholars at Old Dominion, you are expected to adhere to the following pledge.

"I pledge to support the Honor System of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community it is my responsibility to turn in all suspected violators of the Honor Code. I will report to an Honor Council hearing if summoned."

PlagiarismNo plagiarism will be tolerated under any circumstances. As faculty, I am bound to report any instances of plagiarism. All cases are heard before the honor council. If found guilty, the student automatically receives a failing grade in the course, and a notice is entered into the permanent record for a period of time. The following university website defines and provides examples of plagiarism: http://orgs.odu.edu/hc/pages/plagiarism.shtml

Get Smart! Use your own words and ideas (http://www.lib.odu.edu/research/Plagiarism/StudentHandout.htm ) is a review of what constitutes plagiarism and how to make sure you are not unwittingly guilty.

10. Course Outline / Schedule 7

Week1 Ch. 1 Content Area Literacy & begin 1st YA

novelAugust 27, 2013

2 Ch. 2 Technology & Changing Literacies September 3, 20133 Ch. 3 Language, Diversity, & Cognition; September 10, 20134 Ch. 4 Selecting Textbooks & Multimedia;

Text Evaluation WorkshopSeptember 17, 2013

5 Ch. 5 Assessment September 24, 20136 Ch. 6 Unit and Lesson Planning October 1, 20137 Ch. 7 Literature; begin 2nd YA novel October 8, 20138 Ch. 8 Vocabulary October 22, 20139 DUE: Mid-Term Unit Plan Face-to-Face October 29, 2013

10 Ch. 9 Comprehension Principles; November 5, 2013

11 Ch. 10 Comprehension: Guiding Content Literacy

November 19, 2013

12 Chs. 11 and 12 November 26, 2013Final Project Pesentations

13 Library Day (LRA Dec. 1-5)14 Final Unit Project Due December 5, 2012

GRADING

Assignment Rubric Points1. Mid-Term Unit Plan 0, 1, 2, or 32. Final Project Unit 0, 1, 2, or 33. Attendance and Participation` 0, 1, 2, or 3TOTAL POSSIBLE POINTS = 9

COURSE GRADE9 = A8 = B7 = C6 = D5 and below = F

11. Cultural Diversity – Ch. 3 in the text.

12. Use of Instructional Technology – Ch. 2 and others in the text.8

13. Contact Policy: I am available via e-mail at tbean@odu.edu and by telephone at 757-683-7077 however, I recommend that you use email for most communication. I will respond to e-mail and voice phone messages in a timely manner, usually in a period of 48 hours, excluding holidays. When e-mailing me with questions about this class, put READ 680 and the CRN Number as part of the subject line. Without this subject heading, your e-mail will be one of over multitude of e-mails that I receive daily and it may be “lost”.

14. University Email Policy : As per the University guidelines, a student must have an ODU email account to email the instructor. If you use your work, home or any other personal email account to email the instructor, you may not get a response from the instructor because other emails often go into my junk folder and I will not see it.

The Old Dominion University email system is the official electronic mail system for distributing course-related Communications, policies, Announcements and other information. In addition, the University email user ID and password are necessary for authentication and access to numerous electronic resources (online courses, faculty webpages, etc.) NOTE: Effective August 23, 2004, all student accounts will utilize MIDAS passwords. [https://midas.odu.edu] http://occs.odu.edu/accounts/studemail/index.shtml

15. Blackboard and Discussion Board

This is a face-to-face methods course with additional information via email.

16. Course Disclaimer: Every attempt is made to provide a syllabus that is complete and that provides an accurate overview of the course. However, circumstances and events may make it necessary for the instructor to modify the syllabus during the semester. This may depend, in part, on the progress, needs, and experiences of the students.

17. College Classroom Conduct The following standards are intended to define acceptable classroom behavior that preserves academic integrity and ensures that students have optimum environmental conditions for effective learning.

1. Students must turn off cell phones during class or have them set to vibrate mode. 2. Classes are expected to begin on time, and students will respect the time boundaries established by the professor. 3. Students should notify instructors in advance when a class will be missed. In the event of an emergency that causes a class to be missed, instructors must be notified as soon as possible. 4. No texting is permitted during class. 5. Students will activate their Old Dominion email accounts and check them before each class. If the student chooses to have his/her messages forwarded to another account, it is the student's responsibility to take the necessary steps to have them forwarded. 6. Consumption of food during class is prohibited, except when the professor has specifically approved of such acts.

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7. Offensive language, gestures and the like are disrespectful and disruptive to the teaching-learning process. [http://studentservices.odu.edu/osja/ccc_pamphlet.pdf]

18. Withdrawal A syllabus constitutes a contract between the student and the course instructor. Participation in this course indicates your acceptance of its teaching focus, requirements, and policies. Please review the syllabus and the course requirements as soon as possible. If you believe that the nature of this course does not meet your interests, needs or expectations, if you are not prepared for the amount of work involved or if you anticipate that the class meetings, assignment deadlines or abiding by the course policies will constitute an unacceptable hardship for you, you should drop the class by the drop/add deadline, which is located in the ODU Schedule of Classes.

Course Assignments

19. All students  who are in the Reading Specialist program are  required to purchase an online tool called LiveText.  I recommend  that  you  log  on to the following websites to learn more about LiveText. We’ll discuss this online tool during our initial class.For more information go to:  http://education.odu.edu/tes/pdf/LiveText.pdfTo obtain LiveText go to:  https://c1.livetext.com/

22. Methods Course Connection to Content Courses --This entire course is devoted to pedagogical methods that can be used to improve literacy across content areas in elementary, middle, and secondary school.

23. Late Work:

Five points a day will be deducted for late assignments (including weekends). If you turn in an assignment late, you must have the secretary in ECI, room 145 stamp and sign your work.

24. Missed Exams:

Illnesses, death in the family or other traumatic events unfortunately are part of life.  A make-up exam will be given if you contact me within 24 hours and provide documentation. Conceptual Framework: Educator as ProfessionalThe Darden College of Education, the College of Arts and Letters, and the College of Sciences as a whole accept the responsibility of preparing professionals for the schools. These professionals are characterized both by their responsibility for making decisions in the context of the world of practice and by their increasing ability to make wise and informed decisions based on sound knowledge, guided by experience and scientifically-based research; thus, the theme of the conceptual framework of all professional education programs at Old Dominion University is the Educator as Professional

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