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ED 531 Literacy Across the Curriculum
Germano, Carol J.


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.

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.

Course

ED 531 Literacy Across the Curriculum

Semester

S2P 2007 EDG

Faculty

Germano, Carol J.

Title

Adjunct Faculty

Office Location

Hawthorn Hill Elementary, Lee's Summit R-VII School District

Office Hours

Monday, 4:00 - 7:00

Daytime Phone

816-986-3395

Other Phone

816-229-7540 (Home), 816-686-1510 (Cell)

E-Mail

carol.germano@park.edu

carol.germano@leesummit.k12.mo.us

Semester Dates

March 21st - May 9th, 2007

Class Days

---W---

Class Time

5:00 - 9:30 PM

Credit Hours

3


Textbook:

Tompkins E., Gail. (2003) Literacy for the 21st Centery, Upper Saddle River, NJ:  Merrill

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

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:
An exploration of new definitions of literacy and strategies for integrating literacies (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 instructional strategies designed to integrate literacy skills in the context of subject area instruction in their own classrooms. Prerequisite: ED 521 Introduction to Literacy, or at least one previous literacy class. 3 cr.

Educational Philosophy:

The needs of our students, families, and school systems are changing daily so it is imperative that educators stay current on the best and most effective methods of reading instruction.  Current research indicates that reading, writing, listening, and speaking can't be taught in isolation anymore, but must be integrated through the curriculum so students have the opportunity for maximum learning.

Learning Outcomes:
  Core Learning Outcomes

  1. Learners will describe current literacy theories and some of the strategies suggested by these theories. (Mo Step Standards 1.2.1, 1.2.2)
  2. Learners will describe how current literacy theories could be applied within their specific classrooms to meet the diverse literacy needs of students. (MoStep Standards 1.2.1, 1.2.2, 1.2.3)
  3. Learners will name and be able to access various resources that can assist them in developing literacy instruction across the curriculum. (MoStep Standard 1.2.9)
  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. (MoStep Standards 1.2.2, 1.2.9)
  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. (MoStep Standards 1.2.1, 1.2.5, 1.2.7, 1.2.9)
  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. (MoStep Standards 1.2.3, 1.2.6)
  7. Learners will describe and evaluate procedures for authentic literacy assessment, and will design appropriate procedures to assess literacy within their own classrooms. (MoStep Standard 1.2.8)
  8. Learners will share literacy theories and strategies with colleagues. (MoStep Standard 1.2.10)
  9. Learners will describe how to integrate state and national standards within their subject area instruction while still maintaining an authentic approach to literacy. (Mo Step Standard 1.2.4)


Core Assessment:

Class Assessment:

1.   Class Participation and Attendance:  Student attendance and participation is essential in achieving maximum learning.  It is generally expected that students will attend all scheduled class sessions and to contribute to the classroom learning environment.  However, it is recognized that occasions do arise that necessitate being absent from a class. Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments.
 
2.   Weekly ReflectionsEach student should submit a weekly reflection journal starting with week two.  The reflection journal is to be submitted each class period and should include the student's reaction to course activities (subject matter, class discussions, comments, presentations, etc.) that occurred the preceding week.  They should not be simply an accounting of course activities, but should include comments related to learning and instructional methodology.  Each journal should be approximately one typed double spaced page in length. THESE ARE PERONAL REFLECTION JOURNALS.  IN OTHER WORDS, THEY ARE WHAT YOU THINK AND BELIEVE RELATED TO WHAT YOU ARE LEARNING!  Whereas your comments are your personal belief and reactions, reflective comments will be assessed based on how they relate to the previous weeks activities, not on the position or positions taken.  
 
3.  Journal Article Annotations (3):  Read, from a recognized professional journal,  and summarize three articles related to literacy across the curriculum.  The annotations must include a one-paragraph summary of the essence of the article and a one-paragraph description of how an instructor might apply the material in the article within the classroom.  Topics may be selected based on interest or grade level experience.  Students will be asked to share their annotations with the class so it is necessary that copies of the journal articles are available for each student.
 
4.  Building Blocks of Reading:  Each student will present five strategies that reflects the Building Blocks of Reading (phonemic awareness, phonics, comprehension, vocabulary, fluency). Students will be graded on the basis of chapter correlation, effectiveness, curriculum integration and written annotation.  (Rubrics will be provided)
 
5.  Essay Exam:  The final exam will consist of open-ended prompts that detail how literacy will be integrated into the classroom.  The prompts will assess how theories and strategies presented will be applied to classroom planning and instruction. 
 
 

Grading:

Participation:                                    80
Weekly Reflections:                        70 
Journal Articles:                              75
Building Blocks of Reading:          100 
Final Exam:                                     100
 
Total Points Possible:                     425
 
Scale: 
            385 - 425      A
            340 - 384      B
            300 - 339      C
            260 - 299      D
            259               F
 

Course Topic/Dates/Assignments:

Week

Date Topics/Assignment

Becoming an Effective Teacher of Reading

March 21st, 2007

The 6 T’s of Effective Reading Instruction

PowerPoint Presentation:

What is Phonemic Awareness?

Working with Emergent Readers and Writers

Breaking the Alphabetic Code

March 28th, 2007

Chapters 4 & 5: Tompkins, Gail, Literacy for the 21st Century.

PowerPoint Presentation:

Phonics: Not if…But when and how…..

Due: Weekly Reflection

Journal Article #1

Phonemic Awareness

Strategy

Facilitating Student’s Comprehension

April 4th, 2007

Chapter 8: Literacy for the 21st Century.

PowerPoint Presentation:

What is comprehension?

Due: Weekly Reflection

Phonics Strategy

Learning About the Meaning of Words

April 11th, 2007

Chapter 7 Literacy for the 21st Century.

PowerPoint Presentation:

Vocabulary/Word Keepers

Due: Weekly Reflection

Comprehension

Strategy

Journal Article #2

Developing Fluent Readers and Writers

April 18th, 2007

Chapter 6: Literacy for the 21st Century.

PowerPoint Presentation:

What is fluency?

Due: Weekly Reflection

Vocabulary Strategy

Reading and Writing in the Content Areas

April 25th, 2007

Chapter 14: Literacy for the 21st Century.

Due: Weekly Reflection

Fluency Strategy

Reading and Writing in the Content Areas

May 2nd, 2007

Handouts/Content Area Reading

PowerPoint Presentation: The Language of Literature

Due: Weekly Reflection

Journal Article #3

Issues in Literacy Today

May 9th, 2007

Final Exam

Due: Weekly Reflection

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Graduate Catalog Page 23-24

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 2006-2007 Graduate Catalog Page 23-24


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 in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2006-2007 Graduate Catalog Page 27

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 .

Copyright:

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

Last Updated:3/3/2007 12:23:01 PM