ED531 Literacy Across the Curriculum

for S2P 2011

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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


S2P 2011 EDG


Germano, Carol J.


Adjunct Faculty

Office Location


Office Hours

4:30 - 7:00

Daytime Phone


Other Phone





Semester Dates

March 21 - May 2, 2011

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 are 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.
Book Talk:    Students should be prepared to share a piece of literature that could lend itself to content literacy.  Students should write a 2 paragraph summary (1 paragraph with summary, 1 paragraph of how it lends itself to instruction).  Make a photocopy of the front cover of the book and have a copy of this and a summary for each student in the classroom. 
Teacher Work Sample:  Choose a content area and create a unit of study for integrating literacy across the curriculum.  Each student is expected to share their work sample and provide a copy of this for each classmate. 
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; New Literature
Journal Article:  Read from a recognized professional journal and summarize an article related to literacy across the content areas.  The annotation 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. 
Final Exam:  Essay/What I Know for Sure....


Book Talks: (4)                                    200 points
Teacher Work Sample:                       100 points
Literacy Notebook:                             100 points
Journal Annotation:                               25 points
Final Essay:                                            75 points   
Total:                                                   500 points
Scale:        A = 450 - 500      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.  If a student must be absent there should be arrangements made to submit the assignment through email or with a colleague. 
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:





Becoming an Effective

Reading Teacher

March 21

The 6 T’s of Effective Reading Instruction

Best Practices in Teaching

Phonological Awareness

March 28

Pages 159 – 177

Journal Annotation (1)

Best Practices in Vocabulary


April 4

Pages 178 - 203

Journal Annotation (2)

Best Practices in Fluency


April 11

Pages 204- 219

Journal Annotation (2)

Best Practices in Teaching Comprehension

April 18

Pages 220 – 242

Journal Annotation (1)

Teacher Work Sample Due!

Best Practices in Teaching


April 25

Workshop Model (Handouts)

Journal Annotation (2)

Best Practices in Literacy Assessment

May 2

Pages 264 – 284

Unit Presentations

Final Essay (in class)


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 2010-2011 Graduate Catalog Page 20


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 2010-2011 Graduate Catalog Page 20

Attendance Policy:

Instructors 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 2010-2011 Graduate Catalog Page 24

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:3/8/2011 9:57:36 AM