EDS358 Reading and Writing in the Content Area

for SP 2013

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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, 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


EDS 358 Reading and Writing inthe Content Area


SP 2013 HO


Gail Hennessy


Assistant Professor of Education

Office Location

Copley Hall Room 317

Office Hours

T/R 7:30-8:30 a.m. and T/R 10:00-11:30 a.m. and by appointment

Daytime Phone




Class Days


Class Time

11:35 - 12:50 PM

Credit Hours



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

Please Note: All Park University School for Education candidates seeking a degree in Education (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



 2 years



 3 years



 4 years



 5 years



6 years



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

a.      Your Name

b.      The Contract Period you wish to purchase

c.      Your student identification number

d.  Note: Students on a non-certification early childhood track, Teaching Young Children or Early Childhood and Leadership, need to request purchase of the NAEYC portfolio).

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.

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:
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: To be taken simultaneously with Practicum. Must be admitted to the School for Education. 3:0:3

Educational Philosophy:

The instructor will focus on each teacher candidate’s understanding of the connections between his/her content area and developing strong literacy skills in his/her future students. For students in middle/secondary settings to become self-sufficient adults, teacher candidates/teachers must focus attention and instruction in building/strengthening literacy skills. The instructor will provide teacher candidates with readings, activities, and opportunities to build knowledge and skills to support literacy growth in their future students.

Class Assessment:

1. Weekly Responses (20%):  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.

2. 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.

3. Textbook Lesson (15%): 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.

4. 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.

5. 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).

6. 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.


Final grades are calculated by points only.  Each assignment will be assigned a point value. 
Grading Scale:

A: 94--100%
B: 85--93%
C: 80--88%
D: 70--79%
F: 69% and below

Late Submission of Course Materials:

 All assignments are due the date assigned. If a student is absent, he or she must turn in the assignment the day it is due for full credit. If an assignment is turned in late (no matter the reason), there will be 15% deducted from the earned grade. If the Content Area Text Set and Final Project are turned in late a 25% will be deducted from the earned grade.

Classroom Rules of Conduct:

Participate actively in all activities (discussions, projects, presentations, etc). Question the content of the course examining ways you can use the ideas, strategies, etc. in your future classrooms. Respect yourself and others. Enjoy the time spent with peers/instructor and work to develop collaborative skills that will benefit you when teaching. 

Use of smartphones and laptops will have a place in the course. If you have the capability to use the internet in the course, you will be encouraged to do so; but the use of these devices may NOT be used for private communication or surfing.   If you need to use a phone for personal use, please excuse yourself from the class, take care of the call, and return to class. If someone does not have access to the internet the instructor will encourage sharing of information.

Course Topic/Dates/Assignments:

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 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 2012-2013 Undergraduate Catalog Page 97

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 2012-2013 Undergraduate Catalog Page 95

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 2012-2013 Undergraduate Catalog Page 98
Instructor's Attendance Policy:  
• Students may have no more than two (2) absences.
• A third absence will drop the final course grade by one letter grade.
• A fifth absence will drop the final course grade by two letter grades.
• It is considered standard professional courtesy for the student to notify the instructor ahead of time (excepting emergencies).  
• The following will be unconditionally excused and require documentation:  medical/ dental emergency, student's/close family member's hospitalization, natural disasters, jury duty, unexpected military call-up, death in family.  (It is troubling to ask and be asked for a funeral notice or proof of treatment, so please avoid all discretionary absences!)
• The following will not be considered excused:  job schedule, wedding/family event, other class/test schedule, providing transportation, other avoidable situations.  
• 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 .


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Last Updated:1/21/2013 5:49:55 PM