ED531 Literacy Across the Curriculum

for F2P 2009

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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 2009 EDG


Germano, Carol J.


Adjunct Instructor

Office Location

Hawthorn Hill Elementary

Office Hours

Monday, 4:00 - 6:00

Daytime Phone


Other Phone





Semester Dates

October 21st, 2009 - December 9, 2009

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 (3rd Edition)
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:

The needs of our students, families, and school systems are changing daily so it is imperative that educators stay current of the 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.
  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:

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 class.  Students are responsible for making prior arrangements regarding a necessary absence and for completing any alternative assignments. 
Response Journal  In class reading and journal responses to readings.
Teacher Work Sample  Using a piece of children's literature as a springboard, create a unit of study for integrating literacy across the curriculum
Literacy Notebook  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; Phonemic Awareness/Phonics; Fluency; Comprehension; Vocabulary; Workshop Model; Six-Trait Writing;Family Literacy; Special Needs Literacy; Misc.
Journal Article Read from a recognized professional journal and summarize an article related to literacy across the curriculum.  The annotation must include a one-paragraph summary of the essence of the article and a one-paragraph description of how an instruction 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.
Final Exam 
a.  Unit Presentation.  Present to classmates using all forms of literacy:  reading, writing, speaking, listening.  Each classmate needs a copy of the unit so others may place in their literacy notebooks. 
b.  Essay:  "What I Know For Sure" 


Response Journals:                     200 Points
Teacher Work Sample:               100 Points
Literacy Notebook:                    100 Points
Journal Annotation:                       25 Points
Final Exam:                                  75 Points
Total                                          500 Points
Grading Scale
A = 450 - 500 Points
B = 400 - 449
C = 350 - 399
D = 300 - 349
F = 348 or less

Late Submission of Course Materials:

1.  All assignments should be submitted on time even if a student needs to be absent.  You may email assignments, fax, or ask fellow classmates to deliver to instructor if a student is unable to attend class. 
2.  All assignments are required in order to earn a final grade

Classroom Rules of Conduct:
A set of norms will be established on the first class period.  It is expected that all students will observe and follow these norms during class time. 

Course Topic/Dates/Assignments:

ED 531:  Literacy Across the Curriculum/Course Topics/Dates/Assignments





Becoming an Effective Reading Teacher

October 28, 2009

The 6 T’s of Effective Reading Instruction


Best Practices in Teaching Phonological Awareness

November 4th, 2009

Pages 159 – 177

(1st Grade)
Guest Speaker/Rdg. Recovery

Journal Annotation (1)

Best Practices in Vocabulary Instruction

November 11th, 2009

Pages 178 – 203

(3rd Grade)
Guest Speaker:  Work Sample

Journal Annotation (2)

Best Practices in Fluency Instruction

November 18, 2009

Pages 204 – 219


Journal Annotation (2)

Best Practices in Teaching Comprehension

November 25, 2009

Pages 220 – 242

(2nd/ 5th Grade)

Journal Annotation (1)

Teacher Work Sample Due

Best Practices in Teaching Writing

December 2nd, 2009

Workshop Model (Handouts)

Journal Annotation (1)

Best Practices in Literacy Assessment

December 9th, 2009

Pages 264-284


Unit Presentations

Final Exam (Essay)


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 2009-2010 Graduate Catalog Page 31


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 2009-2010 Graduate Catalog Page 31-32

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 2009-2010 Graduate Catalog Page 35

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:10/17/2009 5:42:54 PM