ED531 Literacy Across the Curriculum

for S1P 2008

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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


ED 531 Literacy Across the Curriculum


S1P 2008 ED


Greene, Judy Ann


Assistant Professor of LIteracy


M.A. Special Education

Office Location

rm. 317 Copley Hall

Office Hours

T/R = 1:00-4:00 or by appointment

Daytime Phone




Semester Dates

January 14-March 9

Class Days


Class Time

5:0 - 9:30 PM


Prerequisite: ED 521 Introduction to Literacy/ one previous literacy class

Credit Hours



Bean, Thomas W., Readance, John E., Baldwin, R. Scott.  (2008).  Content Area Literacy:  An

            Integrated Approach, 9e.  Dubois, IA:  Kendall/Hunt Publishing. 

ISBN:  978-0-7575-4026-4


Wolpow, Ray, Tonjes, Marian.  (2006).  Integrated Content Literacy, 5e.  Dubois, IA: 

            Kendall/Hunt Publishing.   ISBN:  0-7575-2707-8

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Tovani, Chris.  (2004)  Do I Really Have to Teach Reading?  Stenhouse Publishers. 

ISBN:  1-57110-376-7


Johnson, Peter H.  (2004) Choice Words.  Stenhouse Publishers.  ISBN: 1-57110-389-9

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 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:
Teachers must be willing learners who embody what they hope to cultivate in their students—curiosity and joy of learning, courage to risk being wrong, ability to connect the classroom to the world around it as a desirable way to enrich and empower genuine mobility in personal, social, and professional life.  Teachers must also have at heart, the understanding that little of value can be communicated without first establishing and maintaining a human, mutually respectful relationship.  In other words, teachers must model what they ask of and expect from the students they teach, and they must enter the classroom with a disposition toward teaching-learning as an “us-we” instead of “me-them” effort.

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.

  Instructor Learning Outcomes
  1. 1.  Recognize and correctly use the terms, knowledge, skills, and concepts specific to literacy acquisition, instruction, and assessment for diverse needs at all grade levels.
  2. 2.  Recognize, describe, analyze, and use theories of literacy relevant to interdisciplinary content areas for diverse needs at all grade levels.
  3. 3.  Identify, describe, and use authentic assessments for the purpose of determining, designing, using, and evaluating effective instruction for the literacy strengths and needs of learners in all grade levels.
  4. 4.  Identify, use, and evaluate a wide variety of resources, including technology, that are intended to assist in developing literacy skills for diverse needs at all grade levels.
  5. 5.  Identify, construct, and use meaningful links among literacy modalities, knowledge and skills, and various types of texts that meet the diverse needs of individual learners at all grade levels.
Core Assessment:

Class Assessment:

CORE ASSESSMENT:  All Park University courses must include a core assessment that measures the relevant Departmental Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.


The Core Assessment for ED 531 is the Final Exam—a combined performance mastery task and summative knowledge test.  It accounts for at least 25% of the final course grade.  The two components of the Final Exam are: 


(1) Teacher Work Sample and Demonstration (TWS&D).  Using a Teacher Work Sample format, students will bring together knowledge, skills, and concepts gained from the course to design a unit for his or her intended setting (elementary, middle, or secondary).  This unit will integrate reading, writing, listening, speaking, viewing and visual representation across language arts, math, science, and social studies.  Its goal is to enable learners to see connections among different subject areas, and to use a wide range of literacy skills that strengthen their ability to learn at higher levels in various content areas.  Students will demonstrate at least one lesson from this unit during a last class session.  This will be scored by rubric.


(2) Course Content Post-Test over knowledge, skills, and concepts particular to the course content & outcomes.  Consists of short answer and fill-in-the-blank items.  Is scored by raw score to percentage of correct answers.


CORE RUBRIC:  The Core Rubric is a separate document that will be available to students in eCompanion and/or a hard copy attachment to this syllabus. 






    1. Text Reflections  Prepare for class lecture and discussion activities, and build a repertoire of strategies for future use with your classroom learners.  Students will use each of the following strategies at least once to share what they learn from assigned readings:  semantic maps, pictures, rhyme/song/rap, flashcard, “think like a teacher,” text-to-self connections, FRAME.  You will bring your text reflection to each class and share it with the class as a learning activity.  You will use computer technology and other materials for some of the strategies.  Text Reflections are due at the beginning of each class on the date listed in "Course Topics and Assignments."


2.     WebQuest (to be done out of & in class; receives rubric score):  Students will create and present one WebQuest.  Materials and models for this will be available in eCompanion.


    1. Teacher Work Sample and Demonstration  (TWS & D)  Using the current School for Education Teacher Work Sample and Lesson Plan Format, you will create 1 unit containing at least 3 lesson plans that: 


(a)     Integrate math, science, language arts, and social studies. 

(b)    Use reading, writing, speaking, listening, viewing, and some form of visualization

(c)     Incorporates interactive strategies selected from the text.


FStudents will demonstrate selected sections of each written lesson plan in the TWS to the class during scheduled sessions.  Demonstrations will not be evaluated for points, but will receive feedback from the instructor and class members to help in revising & refining the written versions.  


F The TWS, including the Lesson Plans, will be evaluated for points toward a final grade.  Rubrics and models for the TWS and Lesson Plan will be available in eCompanion and/or as hard copy. 




4.     Course Post-Test  The  post-test will cover essential knowledge, concepts, and skills that were learned during text readings and class sessions.


GRADING PLAN:  Points for final grade are earned as follows: 




NOTE:  final grades are calculated by points only, AND not BY THE percentage POSTED IN eCOMPANION.




Assignment                                                                      Points                   

FText Reflections (16 @ 15 pts.)                                                         240

FWebQuest (“written” and presentation)                                               35

FTeacher Work Sample & Demonstration (1/2 of Final Exam)

Written TWS using format                                                          45

Written Lesson plan #1 using format                                         20

Written Lesson plan #2 using format                                         20

Written Lesson plan #3 using format                                         20

Lesson demonstration #1                                                        required for final grade

Lesson demonstration #2                                                        required for final grade

Lesson demonstration #3                                                        required for final grade

FCourse Content Post-Test (1/2 of final “exam”)                                 20                             

                                       TOTAL POINTS:                             400


            A = 375 – 400 points           

            B = 354 - 374

            C = 333 - 353

            D = 313 – 332

            F = 293 points or less

Late Submission of Course Materials:



o       Assignments should be submitted on time even if student is absent (excepting emergencies). Use fax, email, ask fellow class member and/or friend to deliver to instructor’s mailbox, rm. 309 on the third floor of Copley Hall, or to box on instructor's office door.

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

o       Assignments submitted before or on their due dates listed in the Schedule of Sessions at the end of this syllabus may be revised for more points until midnight of the last scheduled class session before finals week. 

§         Any assignment submitted after the due date will not be eligible for revision unless it is, due to circumstances that meet criteria for excused absence, including documentation.

§         Assignments must be submitted in person to qualify for evaluation for points. The instructor will not print, evaluate, or score emailed assignments. The only purpose for emailing assignments is to establish submission date & time.

§         If computer/technology accessibility or problems interfere with meeting a due date, an assignment may be emailed by midnight of the day it is due to establish on-time submission. A hard copy must still be submitted to the instructor to qualify for evaluation for points.

§        Each time an assignment is submitted for re-evaluation, it must include all previous drafts and rubric scoring/written feedback from the instructor. This is to support consistency and fairness in grading. Any revised assignment that does not have previous draft(s) and feedback will be returned to the student until it is accompanied by previous drafts & instructor’s rubric/feedback. 

o       Students are responsible for reading and understanding this syllabus, rubrics and other course materials in eCompanion to know what assignments are required, when they are due, how to do them, how they are scored, and any other pertinent information. Points have been deducted because failed to follow syllabus directions and/or study the rubrics in eCompanion. 

o       Course materials too detailed or lengthy for this syllabus (rubrics, directions, handouts, etc.) will be provided for students to download and print from eCompanion. (NOTE: before printing, adjust the font size to avoid overlarge type and excessive amounts of pages!)

o       Questions and/or concerns regarding assignments will be handled before or after class, during breaks, during office hours, by appointment, or by phone or email. If a question or concern is raised that the instructor deems important for the entire class, the instructor will inform the class via email. Ideas for improvement are most welcome! A significant portion of this course is the result of previous students' creative and helpful ideas.

Classroom Rules of Conduct:

CLASSROOM RULES OF CONDUCT:  Students are to demonstrate the same dispositions, behavior, and responsibility they would expect from learners and peers in their own classrooms.  Therefore, the following will apply to all students enrolled in this course:



·        Email is essential to this course.  All students are to check their PirateMail at least twice a week.  Typically, several days may pass when no email is sent, only to be followed by several emails in one day.  Students are to notify the instructor as soon as possible if they have difficulty accessing their PirateMail accounts.  Students who do not regularly check email run the risk of losing points on assignments, misunderstanding important information, not having materials needed for an activity or assignment, etc.


  • Making/Receiving phone calls and/or texting during class sessions is rude to fellow class members and disrespectful to the instructor.  You will be asked to put away personal electronic communication devices unless you have prior approval.


  • Computers can make it easier to do assignments; however, students must recognize that technology can also cause problems--printers run out of ink, hard drives crash.   Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes.


  • Professional demeanor & dispositions are essential evidence that students are ready to be classroom teachers--passing grades on assignments are not sufficient.  The short form of the Student Self-Evaluation of Professional Teaching Dispositions is available in eCompanion.  Students will evaluate themselves; the instructor will evaluate each student’s teaching dispositions.  On the day scheduled for the final examination, students and the instructor will exchange and sign their completed evaluations.  All completed dispositions evaluations will be collected by the instructor for data collection. The purpose of this is to give feedback to students to help them reflect upon and develop the degree and depth of the attitudes and behaviors expected of outstanding educators.

Course Topic/Dates/Assignments:











? TOPIC:  Introduction to course and class

? TOPIC:  Integrating Literacies  

                ? ACTIVITY: scan, discuss, selected activities ch. 1 & 2 in Bean; pgs. 47-48, 51-52 Wolpow

? ACTIVITY:  Preview strategies for text reflections, WebQuest, and TWS/Lesson Plan


? FOR NEXT SESSION:  ch. 3 in Bean; chs. 3 & 4 in Wolpow (counts as 1 for text reflection)



               M-1/21                               MARTIN L. KING DAY HOLIDAY = NO SCHOOL (?)







? TOPIC:  To be announced



? DUE:  2 Text Reflections (TBA)





? TOPIC:  To be announced



? DUE: 2 Text Reflections (TBA)





? TOPIC:  To be announced



? DUE: 2 Text Reflections (TBA)

? DUE: lesson demonstrations.


NOTE:  will need to have one other class session for lesson demos


               M 2/18                                                    PRESIDENTS' DAY HOLIDAY = NO SCHOOL (?)




? TOPIC:  To be announced



? DUE: 2 Text Reflections (TBA)

? DUE: Last lesson demonstrations.





? DUE:  Teacher Work Sample & Lesson Demonstration at beginning of class

? DUE:  WebQuest & Presentation

? DUE:  Course Content Post-Test


NOTE:  Teacher Work Sample, including written lesson plans, must be submitted at the

           beginning of this class session to earn points for final grade




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 2007-2008 Graduate Catalog Page 24-26


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 2007-2008 Graduate Catalog Page 24-26

Plagiarism—the appropriation or imitation of the language or ideas of another person and presenting them as one's original work—sometimes occurs through carelessness or ignorance.  Students who are uncertain about proper documentation of sources should consult their instructors.  Assignments that are submitted containing text taken directly—verbatim and/or with wording merely rearranged—automatically earn zero points, and must be revised until the assignment correctly quotes and cites works used, with the remaining text rewritten according to the student's own understanding.  Submitting others' work as one's own is a grave academic offense and carries serious consequences.  These consequences may also include the following:  
o a conference with the instructor
o a report given to the Associate Dean and/or higher college administrators for determination of further consequences
o a failing grade for the entire course

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 2007-2008 Graduate Catalog Page 28
• In an 8-week course meeting twice a week, students may have no more than one (1) excused absence.  One additional absence from what is allowed for this course will drop the final course grade by one full letter grade.  Two additional absences from those allowed will drop the final course grade by two letter grades.

• Late arrival and early departures of 15 minutes or more past the scheduled class starting and ending time each count ¼ of an absence.

• It is considered standard professional courtesy for the student to notify the instructor by phone or email ahead of time of any and all absences or late arrival/early departures (excepting emergencies).  

• In the event of an absence from tutoring session, students are required to call and personally notify the cooperating teacher and, if possible, speak to the learner being tutored, apologizing for the absence.  Students must obtain the school and, if applicable, teacher phone numbers before beginning involvement as tutor.

• The following will be unconditionally excused and require documentation:  medical or dental emergency, student's hospitalization, serious illness of close family member, natural disasters (e.g., fires, flood, etc.), jury duty, unexpected military call-up, death in family.

• The following will not be considered for excused status:  job schedule, wedding or other family event, other class schedule, and other situations that are avoidable by responsible planning.  If students are in doubt, ask the instructor first.  The instructor will uphold the policies set out in this syllabus.

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 .

Additional Information:

Adler, Mortimer J., Van Doren, Charles (1972). How to Read a Book: Revised and Updated

            Edition. New York:     Touchstone.    ISBN:  0-671-21209-5

Atwell, Nancie. (1998). In the Middle: New Understandings About Writing, Reading, and

            Learning.         Boynton/CookPublishers:      Heinemann. ISBN: 0-86709-374-9

Bear, Donald R., Invernizzi, Marcia, Templeton, Shane, Johnston, Francine. (2004). Words Their

Way: Word       Study for Phonics,        Vocabulary, and Spelling Instruction, 3e. Upper

Saddle NJ: Pearson Merrill       Prentice-Hall. ISBN: 0-13-111338-0

Beers, Kylene. (2003). When Kids Can’t Read. Heinemann Publishers. ISBN: 0-86709-519-9

Bennett, Barrie, Rolheiser, Carol. (2001). Beyond Monet. Toronto, Ontario: Bookation, Inc.

ISBN: 0-9695388-3-9

Birsh, Judith R. (2005). Multisensory Teaching of Basic Language Skills, 2e. Baltimore, MD:

 Paul H. Brookes           Publishing Co. ISBN: 1-55766-676-8

Copeland, Matt. (2005). Socratic Circles: Fostering Critical and Creative Thinking in Middle

and High School.         Portland, ME:  Stenhouse Publishers. ISBN: 1-57110394-5

Duffy, Gerald G. (2003) Explaining Reading A Resource for Teaching Concepts, Skills, and

            Strategies. New York: Guilford Press. ISBN: 1-57230-877-X

Faltis, Christian J., Coulter, Cathy A. (2008). Teaching English Learners and Immigrant

 Students in Secondary School. Upper Saddle, NJ: Pearson Merrill Prentice-Hall. 

ISBN: 0-13-119241-8

Fountas, Irene C., Pinnell, Gay Su. (2006). Teaching for Comprehension and Fluency: Thinking,

Talking, and Writing About Reading, K-8. New York: Heinemann. 


Freeman, David E., Freeman, Yvonne S. (2004). Essential Linguistics: What You Need to Know

            To Teach Reading, ESL, Spelling, Phonics, and Grammar. New York: Heinemann. ISBN:


Gallagher, Kelly. (2003) Reading Reasons: Motivational Mini-Lessons for Middle and High

            School. Stenhouse Publishers. ISBN: 1-57110-356-2

Harvey, Stephanie, Goudvis, Anne. (2007). Strategies that Work: Teaching Comprehension for

            Understanding And Engagement, 2e. Portland, ME: Stenhouse Publishers. 

ISBN: 978-1-57110-481-6

Keene, Ellin Oliver. Zimmerman, Susan. (1997). Mosaic of Thought: Teaching Comprehension I     in a Reader’s Workshop. Portsmouth, NH: Heinemann. ISBN: 0-435-07237-4

Kohn, Alfie. (1999). Punished By Rewards: The Trouble with Gold Stars, Incentive Plans, A's,

Praise, and Other         Bribes. Mariner Books; New Ed edition. ISBN: 0618001816

Kohn, Alfie. (2000). The Schools Our Children Deserve: Moving Beyond Traditional Classrooms

and "Tougher  Standards." Mariner Books. ISBN: 0618083456

Manzo, Anthony, Manzo, Ula, and Thomas, Matthew. (2005). Content Area Literacy: Strategic

Teaching for Strategic Learning. Wiley Jossey-Bass Education. ISBN: 0-471-15167-X

McCraken, Robert A., McCracken, Marlene J. (1972). Reading is Only the Tiger’s Tail: A      Language Arts Program. San Rafael, CA: Leswing Press. ISBN: none given

Mueller, Pamela N. (2001). Lifers: Learning from At-Risk Adolescent Readers. Boston, MA: 

            Pearson Merrill Prentice-Hall. ISBN:  0-13-191360-3

Palmer, Parker J. (1997). Courage to Teach: Exploring the Inner Landscape of a Teacher's Life.      Jossey-Bass, Publishers. ISBN: 0787910589

Pinker, Steven. (1994). The Language Instinct. New York: Harper Collins. 

ISBN: 0-06-095833-2

Sousa, David A. (2001). How the Brain Learns, 2e. Thousand Oaks, CA: Corwin Press. 

ISBN: 076197765-1

Wiggins, Grant, and McTighe, Jay. (1998). Understanding by Design. Alexandria, VA: ASCD.          ISBN: 0-87120-313-8

Core Assessment Rubric ED 531


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Last Updated:1/7/2008 2:37:53 PM