ED531 Literacy Across the Curriculum

for F2P 2008

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School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.

Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


ED 531 Literacy Across the Curriculum


F2P 2008 EDG


McVicker, Claudia


Assistant Professor of Language and Literacy


Ph.D. Curriculum & Instruction/Research Emphasis Reading Kansas State University
M.S. Elementary Education Elementary Education Reading FHSU
B.S. Elementary Education Kansas State University

Office Location

Dorothy Harper Watson Literacy Center

Office Hours

Tuesday 12-5/Thursday 11-5

Daytime Phone


Other Phone





Semester Dates

October 20-December 11

Class Days


Class Time

5:00 - 9:30 PM

Credit Hours



Gambrell, L. B., Morrow, L. M., ed., & Pressley, M., ed. (2006).  Best practices in

literacy instruction.  NY: Guilford.  ISBN-13: 9781593853914

Additional Resources:

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Course Description:
ED531 Literacy Across the Curriculum: An exploration of new definitions of literacy and strategies for integrating illiteracies( including reading, writing, listening, speaking, viewing, and visually representing) across subject areas in elementary, middle and high schools. Literacy research will be examined, and students will create and present an instructional unit designed to integrated literacy skills, in the context of subject area instruction in their own classrooms. Prerequisite: ED521 Introduction to Literacy, or at least one previous literacy class.

Educational Philosophy:

Exploring how literacy, broadly defined as reading, writing, talking, viewing, and visual representation, takes time and talk.  My philosophy for graduate courses is built on the belief that teachers of different disciplines and grade levels can learn a great deal from one another about these interrelated processes.  A second premise my graduate instructing is that teachers who experience as learners some of the strategies they hope to share with their students will understand those strategies more thoroughly and use them more effectively than teachers who merely read and discuss them.  For these reasons, the format of the course will be that of a workshop/seminar.  Additionally, class participants will serve as resources for, collaborators with, and teachers of each other.  

Learning Outcomes:
  Core Learning Outcomes

  1. Learners will describe current literacy theories and some of the strategies suggested by these theories.
  2. Learners will describe how current literacy theories could be applied within their specific classrooms to meet the diverse literacy needs of students.
  3. Learners will name and be able to access various resources that can assist them in developing literacy instruction across the curriculum.
  4. Learners will develop and formulate their own theories of literacy and literacy instruction; these theories will draw both from current literacy theories and from their own classroom experience.
  5. Learners will design interdisciplinary literacy instruction for their own classrooms that incorporates literacy skills (reading, writing, listening, speaking, viewing, and visually representing) and various kinds of texts (written, oral, and visual) within the context of subject area instruction.
  6. Learners will design interdisciplinary literacy instruction that promotes active learning and student ownership, and that is sensitive to the individual needs of the wide range of students that is found in a typical classroom.
  7. Learners will describe and evaluate procedures for authentic literacy assessment, and will design appropriate procedures to assess literacy within their own classrooms.
  8. Learners will share literacy theories and strategies with colleagues.
  9. Learners will describe how to integrate state and national standards within their subject area instruction while still maintaining an authentic approach to literacy.

Core Assessment:

Class Assessment:

  1. Response Journal (25 points each week=200 pts.) In class reading and journal responses to readings.


  1. Teacher Work Sample (100 pts.)- Using a piece of children’s literature as a springboard, create a unit of study for integrating literacy across the curriculum.


  1. Literacy Notebook (100 pts.)- Students will begin a notebook of resources (course handouts) for future reference which will serve as a repository for present and future “literacy best practices” information in each of the following areas (create tabs): Literacy Philosophy; Early Literacy/Phonics; Fluency; Comprehension Strategies/Content Area Reading Strategies; Literature/Basal Readers; Writing Instruction; Assessment; Home & Family Literacy; Strategies for Special Needs Literacy; Integrated ED531Units.


  1.  Pre/Post TORP (25 pts.)

  1. Final Exam: 


    1.  Unit Presentation (50 pts.) Present to class by using all forms of literacy: reading, writing, speaking, listening, and viewing and hand out a copy of unit for all students to place in Literacy Notebooks.
    2.  “What I know for sure” Essay (25 pts.)


Points for final grade are earned as follows:

Response Journals                                                                    200 pts

Teacher Work Sample (Unit)                                                    100 pts.

Literacy Notebook                                                                   100 pts.

Pre/Post TORP                                                                          25

Final Exam                                                                                 75 pts.

                                                            TOTOAL POINTS:     500





Grading Scale:


A = 450-500 points

B = 400-449

C = 350-399

D = 300-349

F = 348 points or less

Late Submission of Course Materials:

·        Assignments should be submitted on time even if student is absent (excepting emergencies).  Use email attachments, fax, ask fellow class member and/or friend to deliver to instructor’s mailbox, Watson Literacy Center on the professor’s door.

·        ALL assignments are required in order to earn a final grade whether or not they earn points.

·        Late assignments will result in loss of 1 point per day late.

Course Topic/Dates/Assignments:

Course Schedule:

October 20-Introductoin to Best Practices in Literacy and What It Means to Become a Balanced Literacy Teacher across the Curriculum


October 27-Current Practices in Early Literacy Development and What Research Says about the Teaching of Phonics---Embedding within the Content Area Curriculum


November 3-Best Practices in Vocabulary Development, Fluency, & Comprehension Strategies for Content Area Teaching


November 10- Building a Sound Writing Program Across the Curriculum


November 17-Using Literature Across the Curriculum


November  24-Best Practices for Using Authentic Literacy Assessment within the Content Areas


December 1- Effective Use of Technology for Literacy across the Curriculum


December 8- Teacher Work Sample Unit Presentations by Students & Final Exam

Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2008-2009 Graduate Catalog Page 25


Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct.  Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2008-2009 Graduate Catalog Page 25

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences for two successive weeks, without approved excuse, will be reported to the Director of the individual graduate program, or to the Executive Director for the Graduate School, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2008-2009 Graduate Catalog Page 29

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .


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Last Updated:9/29/2008 12:20:22 PM