Syllabus Entrance
Printer Friendly
Email Syllabus

ED 531 Literacy Across the Curriculum
Corum, Jennifer A.


New Page 1

Literacy Across the Curriculum

ED 531

Spring I – 2004

Thursdays 5:00-9:30pm 

    INSTRUCTOR:                      Jennifer Corum, MA, NBCT

 

PHONE NUMBERS/            (816) 468-7277  (Home)

                                                (816) 741-1511 ext. 410 (Plaza Middle School)

 

E-MAIL                                   corumj@parkhill.k12.mo.us

 

OFFICE HOURS:                  I will generally be available one half hour before class.

                                   

TEXTS:                                  Tompkins, Gail E.       Literacy for the 21st Century

 

 

MISSION STATEMENT:  The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

 

VISION STATEMENT:  Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

 

COURSE DESCRIPTION: An exploration of new definitions of literacy and strategies for integrating literacies (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 integrate literacy skills in the context of subject area instruction in their own classrooms.

 

FACULTY’S EDUCATIONAL PHILOSOPHY:  As an instructor, I strive to empower educators to integrate hands-on activities, which provide learning connections, within their individual classrooms.  I believe reflective practices and organizational skills assist educators in their daily planning and student success. Modeled after my own classroom, educators will be actively engaged and will utilize cooperative learning activities to engage in the discoveries of the course and adventures in learning.  

 

COURSE OBJECTIVES:  Upon competition of this course:

1.      Learners will describe current literacy theories and some of the strategies suggested by these theories. (MoStep Standards 1.2.1, 1.2.2)

2.      Learners will describe how current literacy theories could be applied within their specific classrooms to meet the diverse literacy needs of students (MoStep Standards 1.2.1, 1.2.2, 1.2.3.)

3.      Learners will name and be able to access various resources that can assist them in developing literacy instruction across the curriculum. (MoStep Standards 1.2.9)

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 experiences.  (Mo Step Standards 1.2, 1.2.9)

 

 

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 kids of texts (written, oral and visual) within the context of subject area instruction. (MoStep Standards 1.2.1, 1.2.5, 1.2.7, 1.2.9)

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.  (MoStep Standards 1.2.3, 1.2.9)

7.      Learners will describe and evaluate procedures for authentic literacy assessment, and will design appropriate procedures to assess literacy within their own classrooms. (MoStep Standards 1.2.8)

8.      Learners will share literacy theories and strategies with colleagues. (MoStep Standards 1.2.10)

9.      Learners will describe how to integrate state and national standards writing their subject area instruction while still maintaining an authentic approach to literacy.  (MoStep Standards 1.2.4)

 

ACADEMIC HONESTY: “Academic Honesty is required of all members of a learning community.  Hence, Park will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments.  Students who engage in such dishonesty may be given failing grades or expelled from Park.”

 

PLAGIARISM: 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.

 

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 American with Disabilities Act of 1990, regarding students with disabilities and, to the extent 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: www.park.edu/disability

 

ATTENDANCE POLICY: Instructors are required to keep attendance records and report absences.  The instructor may excuse absences for cogent reasons, but missed work must be made up within the term of enrollment.  Work missed through unexcused absences must also be made up within the term of enrollment, but unexcused absences may carry further penalties.  In the event of two consecutive weeks of unexcused absences in a term of enrollment, the student will be administratively withdrawn, resulting in a grade of “F”.  An Incomplete will not be issued to a student who has unexcused or excessive absences recorded for a course.  Students receiving Military Tuition Assistance (TA) or Veterans Administration (VA) educational benefits must not exceed three unexcused absences in the term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.  Reports of “F” grade (attendance or academic) resulting from excessive absences for students receiving financial assistance from agencies not mentioned above will be reported to the appropriate agency.

 

CLASSROOM RULES OF CONDUCT: Plan on being actively involved throughout class periods.  Participation with group members is expected.  Discussions are key to students understanding and transfer of knowledge. Computers make writing and revising much easier and more productive.  Students must be responsible for planning ahead and meeting deadlines in spite of technology.  Be sure to save copies of your work to disk, hard drive and print out paper copies for backup purposes.

 

LATE SUBMISSION OF COURSE MATERIALS: Late assignments will be penalized one “step” for each day it is late (i.e. A- to B+).  If the assignment has not been received by the following week’s class, the assignment will be given a zero grade and will not be worth any points. Emergencies will be negotiated on an individual basis.

 

COURSE TEXTBOOK:         Tompkins, Gail E.       Literacy for the 21st Century (3rd edition)

Text Box: GRADING SCALE
A         93% or above
A-       90-92%
B+       87-89%
B         83-86%
B-        80-82%
C+       77-79%
C         73-76%
C-        70-72%
D         65-69%
F          64% or below
        

 

 


 

COURSE ASSESSMENT: The course will be graded on the following

            Strategy Lesson Plans……….. 40%

            Annotations ……….                            10%

Lesson Presentation                              10%

Other Class Activities ………     5%

            Reflection…….                                       5%

Class Participation………                    10%

Exam (1)……….                                 20%

 

COURSE REQUIREMENTS:

GUIDELINES FOR STRATEGY LESSON PLANS (Due 1/27, 2/3, 2/10, 2/17, 2/24, 3/3)

There will be six weekly lesson plans which relate to the topic of the previous class and are designed to help you immediately apply what you just learned into classroom practice.  Strategy plans will be discussed in more detail and scoring guides for the projects will be given in advance. The six strategy lesson plans will focus on the following literacy concepts or ideas:

            1/27     4 Square Writing Approach or 6 Trait Writing

            2/3       Phonics or Spelling

            2/10     Fluency or Vocabulary

            2/17     Active Comprehension

            2/24     Higher Order Thinking

            3/3       Content Areas

 

GUIDELINES FOR ARTICLE ANNOTATIONS (Due 2/3 and 2/24)

For each two articles you will read, you will be creating a one-page annotation.  This annotation will consist of the following parts:

1.      At the top of the page, a full bibliography, using APA format

2.      A one-paragraph summary of the essence of the article

3.      A one-paragraph critical reaction to the article

4.      A one-paragraph description of how you might specially apply material in the article within your own classroom

5.      Attach a copy of the article after your annotation.

 

GUIDELINES FOR REFLECTIVE JOURNALS (Due 1/20)

Prepare at least 100 words reflecting your thoughts (intellectual) and feelings (emotional) about the reading for that section.  Write your own ideas, not just a summary of the readings.  However, make sure your writing makes it evident that you read the material.  You should ask yourself:  What? - What did you learn? So what? - Why is it important? Now what? - How can you use this information?

 

           

 

 

 

 

DATE                    TOPICS                                         ASSIGNMENTS DUE

 

1-Jan 13                     Course orientations

Introductions

Becoming and Effective Teacher of Reading       

Learning styles

Multiple intelligences

 

 

2- Jan 20                     Reading and Writing Process                      Read Tompkins Ch. 1-3

                                                6 Trait Writing                                    Reflection over readings     

                                                4 Square Approach

                                    Assessing Literacy Development

                                                Rubrics and Scoring Guides

                                         

 

3- Jan 27                    Emergent Readers and Writers                  Read Tompkins Ch. 4 & 5

                                                Phonemic Awareness                      Strategy Plan: 4 square

                                    Alphabetic Coding                                                                or 6 Trait

                                                Spelling and decoding

 

 

4- Feb 3                     Fluent Readers and Writers             Read Tompkins Ch. 6 & 7

                                                Fluency                                               Strategy Plan:  Phonics or spelling

                                    Meaning of words                                         2 Article Annotations

                                                Vocabulary                

 

 

5- Feb 10                   Comprehension                                            Read Tompkins Ch. 8 & 9

Class modeling                                 Strategy Plan: Fluency or

Story Elements                                                          Vocabulary

                                    Structure of Text                                           

                                                Graphic Organizers                                                                         

 

                                               

6- Feb 17                   Literature Focus                                            Read Tompkins Ch. 10 & 11

HOTS                                                 Strategy Plan: Active

Literature Circles                                                      Comprehension

Class Examples                                Bring a novel from your grade level

 

 

7- Feb 24                   Reading and Writing Workshops                Read Tompkins Ch. 12-14

                                    Basal Reading Text                                                  Strategy Plan: HOTS

                                    Reading and Writing in Content Areas       2 Article Annotations

                              Final Presentation Discussion

 

     

8- March 3                  Final                                                                Strategies Plan: Content Areas