Syllabus Entrance
Printer Friendly
Email Syllabus
Education Major Version

ED 531 Literacy Across the Curriculum
McVicker, Claudia Jean


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

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


Course

ED 531 Literacy Across the Curriculum

Semester

F2P 2008 EDG

Faculty

McVicker, Claudia

Title

Assistant Professor of Language and Literacy

Degrees/Certificates

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

913-634-0707

Other Phone

816-584-6396

E-Mail

cmcvicker@park.edu

drmcvicker@mac.com

Semester Dates

October 20-December 11

Class Days

-M-----

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

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

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

Additional Resources:

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


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.)

Grading:

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:

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 .

Bibliography:

Adams, A., Carnine, D., & Gersten, R. (1982).  Instructional strategies for reading

content area texts in the intermediate grades. Reading Research Quarterly, 17, 27-

55.

Allan, K. K., Miller, M.S. (2000). Literacy and learning: Strategies for middle and

secondary school teachers. Boston: Houghton Mifflin.

Allington, R. (2003). You can’t learn much from books you can’t read. Educational

Leadership 60(3) 16-19.

Barton, M, Heidema C. & Jordan, D. (2003) Teaching reading in Mathematics and

science. Educational Leadership 60(3) 24-29.

Brozo, W., & Simpson, M. (2003). Readers, teachers, learners: Expanding literacy

across the content areas (4th ed.). Columbus, OH: Merrill.

Bruce, B. C. Ed. (2003).  Literacy in the information age: Inquiries into meaning making with new technologies.  Newark, DE: International Reading Association.

Carroll, P.S. (2004).  Integrated literacy instruction in the middle grades:  Channeling young adolescents’ spontaneous overflow of energy.  Boston: Allyn and Bacon. 

Cecil, N.L. and Gipe, J. (2003).  Literacy in the intermediate grades:  Best practices for a comprehensive program.  Scottsdale, AZ: Holcomb Hathaway Publishers.

Erickson, L. G. (2003).  Applied literacy in the middle grades: Introducing children to authentic inquiry.  Boston: Allyn and Bacon.

Evans, K.S. (2001).  Literature discussion groups in the intermediate grades:  Dilemmas and possibilities.  Newark, DE: International Reading Association.

Fisher, D. Frey N. & Williams, D. (2003). Seven literacy Strategies that work.

Educational Leadership  60 (3) 70-74.

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

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

Grabe, M., & Grade, C. (1998). Integrating technology for meaningful learning.  Boston,

MA: Houghton Mifflin Company.

Gunning, T. (2003). Building literacy in the content areas. San Francisco, CA: Allyn &

Bacon.

Hooker, D. & McManus, R. (2003). A culture of literacy in science. Educational

Leadership 60 (3) 30-33.

Irvin, J., Buehl, D., & Klemp, R. (2003). Reading and the high school student; Strategies

to enhance literacy. San Francisco, CA: Allyn & Bacon.

Johnson, A. (2000). Up and out: Using creative and critical thinking skills to enhance

learning. Boston, MA: Allyn and Bacon.

Johnson, D. (2001). Vocabulary in the elementary and middle school. Boston: Allyn and Bacon.

Keene, E., & Zimmerman, S. (1997). Mosaic of thought: teaching comprehension in a

reader’s workshop. Portsmouth, NH: Heinemann.

McAndrews, S. L. (2004).  Word Identification: Assessment and Instructional Strategies.  Missouri        Reader, 28, 3.

McAndrews, S. L. (2004).  Linking literacy to life:  Teaching concepts through informational books.      Missouri Reader, 28, 2, 55-64.

McAndrews, S.L. and Ellis, B.F. (2004).  Story telling magic: Enhancing children’s oral language, reading and writing.  Illinois Reading Council Journal, 32, 3, 10-16.

McAndrews, S.L. (Fall, 2004).  Reader’s theater:  A dramatic interpretation of text. MIDTESOL Matters.

McAndrews, S. (2002).  Enhancing reading strategies through teacher, peer, and self assessment.  Illinois Reading Council Journal, Vol. 30, No. 3. 

McCormack, R.L. and Paratore, J.R. (2003).  After early intervention, then what?:  Teaching struggling readers in grades 3 and beyond. Newark, DE: International Reading Association.

Moore, D.W. and Hinchman, K.A. (2003).  Starting Out: A guide to teaching adolescents who struggle with reading.Boston: Allyn and Bacon.

Robb, L. (2000).  Teaching reading in the middle school: A strategic approach to teaching reading that improves comprehension and thinking. NewYork: Scholastic.

Taylor, B. M., Graves, M.F., Van Den Broek, P. (2000).  Reading for Meaning: Fostering Comprehension in the Middle Grades. Newark: DE International Reading Association

Vacca, R. (2002). From efficient decoders to strategic readers. Educational

Leadership, 60(3), 6-11.

Vacca, R., & Vacca, J. (2005). Content area reading: Literacy and learning across the

curriculum.  Boston: Pearson, Allyn and Bacon.

Wood, K. D. & Dickenson, T.S. (2000). Promoting literacy in grades 4-9: A handbook for teachers and administrators.  Boston: Allyn and Bacon.

Zwiers, J. ((2004).  Building reading comprehension habits in grades 6-12: A toolkit of classroom activities. Newark, DE: International Reading Association.

 

Copyright:

This material is protected by copyright and can not be reused without author permission.

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