Syllabus Entrance
Printer Friendly
Email Syllabus

EDS 358 Reading and Writing inthe Content Area
Cuff, Shannon Cowart


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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

EDS 358 Reading and Writing in the Content Area

Semester

SP 2012 HO

Faculty

Dr. Shannon Cuff

Title

Assistant Professor of Literacy Education

Degrees/Certificates

Bachelor of Arts, Secondary Education and English
Masters in Education
Doctor of Philosophy, Literacy Education

Office Location

Watson Literacy Center, 330B

Office Hours

Tuesday and Thursday: 2:30--4:30, Wednesday: 12:30--4:30

Daytime Phone

816-584-6539

E-Mail

scuff@park.edu

Semester Dates

January 16, 2012--May 11, 2012

Class Days

--T-R--

Class Time

11:35 - 12:50 PM

Credit Hours

3


Textbook:

Lattimer, H. (2010). Reading for learning: Using discipline-based texts to build content knowledge. Urbana, IL: National Council of Teachers of English. ISBN: 9780814108437
 
Tovani, C. (2000). I read it, but I don’t get it. Portland, ME: Stenhouse Publishers.  ISBN: 9781571100894

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

All Park University teacher candidates seeking a degree in Education (both certification and non-certification tracks) must purchase Foliotek, the School for Education’s electronic portfolio system. As purchasing and accessing Foliotek is a multi-step process, please follow these instructions: 

1.    Decide the Contract Period and fee for which you will be paying. Minimally, you must purchase a contract which extends to the year you expect to graduate, however some students purchase a contract extending one year beyond graduation. 

 Contract Period    

 Contract Fee

Per Student (Prepaid)

Cost Breakdown

Per Student, Per Year

 1 year

 $30.00

$30.00

 2 years

 $59.00

$29.50

 3 years

 $87.00

$29.00

 4 years

 $112.00

$28.00

 5 years

$120.00

$24.00

6 years

$125.00

$20.83

2.    Send an email to Carol Williams (carol.williams@park.edu) with the following information:

1.    Your Name

2.    The Contract Period you wish to purchase

3.    Your student identification number

3.    Within a few days, you will receive from Foliotek an email with online purchasing information. Upon receipt of this email, purchase your Foliotek contract.

4.    Upon receipt of your payment, you will receive your login information. You must then send a final email to Carol Williams (carol.williams@park.edu), requesting she provide your current education professors and a academic advisor (list them) access to view your portfolio. It is imperative you complete this final step!!

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:
EDS358 Reading and Writing in the Content Areas:  This course will provide the secondary teacher candidates with the knowledge and skills to address the various reading, writing, and study skill levels and the literacy attitudes and motivation of secondary students. Theories, techniques, and strategies of reading, writing, vocabulary development, and study skills in the secondary content areas are studied and practiced. Connections between reading, writing, hearing, speaking, and thinking to the learning process are emphasized. Also an understanding of varying skill levels in these literacy areas will result in the ability to meet the needs of all learners. Students are expected to include literacy instruction with their content area assignments and field experiences. Prerequisite; admission to the School for Education. To be taken simultaneously with Practicum. 3:0:3

Educational Philosophy:

Teachers are catalysts for their students' learning process and educational experiences.  My goal is to work collaboratively with my students to deepen their knowledge of literacy education and facilitate their growth as educators.  Respect for one another is critical to establishing a culture and climate where all ideas may be expressed.  We will engage in conversations that challenge us to think about how to best teach every child.  Teachers must strive to work with the whole individual and provide authentic learning opportunities in order to promote growth and academic success. 

Class Assessment:

In addition to attendance and participation (10% of grade), the following list outlines the additional requirements of this course.  The weight attached to each course component is in parentheses.
 
Weekly Responses (15%):  You will write weekly responses pertaining to the readings and/or respond to discussions and activities we do in class. These can be informal, but should be thoughtful. At times, I will give you a specific way I’d like you to respond, and at other times, you will choose. When I give you the opportunity to choose how you’d like to respond, I would suggest looking at the “A Bajillion Ways to Respond” handout I give you.

Reaction Papers—2 (10%):   You will write two “formal” one-page reaction papers.  I will give you the reading material that you will be writing your reaction paper on.  You will receive specific instructions for these papers in class.

Textbook Lesson (10%): You will choose a small section of a textbook you are using in a class you're taking at Park this semester that you would like to teach to two members in your class who may not be in your content area.  The goal of this lesson is to think about how we can make textbook material more engaging and relevant for our students.

Content Area Text Set (20%): You will choose an area of interest in your content area for the grade level you would like to teach and create a text set of a minimum of 15 books.  Additionally, you will write two lessons (one vocabulary and one reading) you would teach using at least two texts from your set.  You will present your set in addition to your lesson plan ideas.
 
Young Adult Integrated Literature Team Project (15%): If possible, you will work with peers who are not in your content area to create an integrated unit based on a young adult novel.  Your team will choose the novel, and each team member will be responsible for creating a reading lesson from his/her content area that highlights the novel in some way.  Ideally, the reading lessons should cover pre-, during, and post- reading strategies.  The type of lesson each team member chooses to write will be based on where the information fits best in the integrated unit.  You will teach the lesson you write to the class (15-20 minute maximum).

Final Project (Core Assessment)—Individual Literacy Portfolio (20%): You will investigate literacy in your content area in greater detail in addition to thinking about yourself as a content area reader and teacher of literacy.

Grading:

Final grades are calculated by points only.  Each assignment will be assigned a point value.  Students will receive rubrics for each assignment before points are determined to aid them in earning the grade they desire.  Additionally, students will receive points for attendance and participation.  A student's grade will be lowered half a letter grade after the third absence and/or late entry (10 minutes or more) to class. 

Grading Scale:

A: 90--100%
B: 80--89%
C: 70--79%
D: 60--69%
F: 60% and below

Late Submission of Course Materials:

Assignments should be submitted on time even if a student is absent (excepting emergencies).  Use email or ask a fellow classmate/friend to deliver the assignment to class or Dr. Cuff's mailbox on her office door. 


The only assignments I will accept after the due date are the content area text set and the final project.  These assignments will incur a 5% penalty per class period until they are submitted.  All other assignments must be turned in on time.  Students may speak to Dr. Cuff individually if an emergency prohibits the submission of an assignment.  Late assignments will be noted, and if you are an education degree-seeking student, may be reflected in your teaching dispositions evaluation.

Classroom Rules of Conduct:

You are expected to be on time and refrain from leaving early.

Classroom participation is part of your grade in this course.  To participate, you must attend class having prepared the materials for the day and engage in classroom discussion.  Additionally, you should have all assignments ready to turn in the day they are due.  If the assignment requires a paper copy, be prepared to turn it in.  Assignments that must be emailed because of failed preparation will be noted and will factor negatively into your participation grade for this course.

Classroom discussion should be respectful to everyone and relevant to the topic we are discussing.  Classroom discussion is meant to allow us to hear a variety of viewpoints.  This can only happen if we respect each other and our differences.

Electronic devices must be turned off during class, unless you have informed me ahead of time that you are expecting an emergency message.

Course Topic/Dates/Assignments:

The following is a general overview of this course.  Students will receive a detailed schedule of course topics and assignments monthly.  Please note our schedule is flexible and will be determined based on students' needs.

Tentative
Schedule

Topics and Due Dates for Major Assignments

Weekly Responses are due every Thursday unless otherwise instructed.
 
Week 1—What is Literacy?

Week 2—Why is Literacy Important?

Week 3—The Process of Reading

Week 4—Building Background Knowledge

Week 5—Questioning

                           Reaction Paper #1 Due (no weekly response)                             

Week 6—Questioning and Inferences/Begin Young Adult Integrated Literature Unit discussions

Week 7—Choosing the Right Material

Week 8--Vocabulary and Purpose                                                                    

                      Textbook Lesson Due

Spring Break! :)

Week 9--Purposeful Learning

                      Reaction Paper #2 Due (no weekly response)

Week 10—Alternative Texts                   

                       Young Adult Integrated Literature Unit Presentations

Week 11--Finish Young Adult Integrated Literature Unit Presentations

Week 12—Writing to Learn

Week 13—Writing

                          Due Date for Text Sets

Week 14—Finish Text Set presentations/lessons

Week 15—Assessment 
 
Week 16Final Project Due

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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2011-2012 Undergraduate Catalog Page 93

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. from Park University 2011-2012 Undergraduate Catalog Page 93
Dr. Cuff reserves the right to use anti-plagiarism software to determine the authenticity of students' assignments.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2011-2012 Undergraduate Catalog Page 96
A student's grade will be lowered half a letter grade upon the fourth absence and/or late entry to class.

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 cannot be reused without author permission.

Last Updated:1/13/2012 10:24:08 AM