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Syllabus

Master of Science in Education

EDU 742: Study Skills and Content Literacy Instruction for All – Spring 2021

Credits - 3

Description

This course focuses on research-based study skills and strategies for providing literacy instruction within the classroom content area. Educators will learn to integrate literacy and study skills instruction in their classrooms while designing reading assignments that afford students access to the concepts in the text. Concepts and strategies presented are relevant to the needs of ESL students.

Materials

Required:

Students must select one of the following books, based on their grade level specialization:

For elementary educators: 

Brock, C. H., Goatley, V. J., Raphael, T., Trost-Shahata, E., & Weber, C. M. (2014). Engaging students in disciplinary literacy, K-6: Reading, writing, and teaching tools for the classroom. Teachers College Press, Columbia University. (ISBN: 978-0807755273, E-text 978-0807772836)

For secondary educators:

Ellery, V. & Rosenboom, J. L. (2011). Sustaining strategic readers: Techniques for supporting content literacy in grades 6-12. International Reading Association. (ISBN: 9780872078390.)

Supplemental: 

American Psychological Association. (2020). Publication manual of the American Psychological Association: The official guide to APA style (7th ed.).  (ISBN 978-1433832154, ISBN 978-1433832161, E-text ISBN 978-1433832185)

Learning Objectives and Outcomes

 

Course Objectives

Key Assignments

ILA Standards for Reading Professionals

Students will research, evaluate, and apply content concepts and effective instructional strategies that engage students in active learning using tools of the discipline and relevant technology.

Strategy Exploration

Vocabulary Demonstration

Content Area Writing Showcase

Text Complexity Analysis

Informational Text Connections Toolkit

LiveBinder

Standard 2

Students will research, evaluate, and apply learning materials to create effective content area learning experiences for diverse learners.

Strategy Exploration

Vocabulary Demonstration

Content Area Writing Showcase

Text Complexity Analysis

Informational Text Connections Toolkit

LiveBinder

Standard 2

Standard 6

Students will actively engage in a learning community to increase understanding of how to teach content area literacy.

 Discussion Boards

Standard 1

Standard 6

Assignments

Discussions: Online discussions provide participants with opportunities to make meaning of new theory, key concepts, and applications of theory to practice. Participants contribute to the intellectual development of the class by offering insights, synthesizing understandings, and responding to the postings of others. The expectation is that students make an initial post and comment on the posts of at least two classmates each week.

Strategy Exploration: Students will explore practical teaching strategies for reading informational texts in content areas. The completed written assignment will have three major elements, a description of each of two strategies that include an explanation of its practical applications in a diverse classroom, a justification of each of the use of each of the strategies, and academic research to support both the description and the justification. 

Vocabulary Demonstrations: Students will share strategies for teaching content area vocabulary. Because research should always inform educational practice, this assignment will focus on the practical applications and specific drawbacks of two vocabulary strategies while also considering how those strategies can be differentiated in a classroom of diverse learners. As with last week, your assignment will have three major elements: a description of each of two strategies that include an explanation of its practical applications in a diverse classroom, a justification of each of the use of each of the strategies, and academic research to support both the description and the justification.   

Content Area Writing Showcase:  For this assignment, students will create a showcase of writing strategies to support content area writing for authentic purposes. Choose two strategies which will be well suited for authentic writing in your content area. Once you have chosen your strategies, create a “showcase” of your strategies using a format of your choice.  You will use research to inform a description of and justification for each strategy. 

Text Complexity Analysis: Students will consider both quantitative and qualitative measures to determine text the complexity of a given text.  

Informational Text Connections Toolkit: This assignment will provide you with the opportunity to collect a text set for use in conjunction with a thematic unit. The assignment will include a one-paragraph description of the topic that relates it to grade level, a discussion of the research process, and an annotated bibliography. 

LiveBinder Portfolio: The LiveBinder will include each of the five assignments developed throughout the previous weeks as well as a reflection of each area. The LiveBinder provides an opportunity for students to create a portfolio of professional work that can be accessed and used even beyond the scope of this course.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

AssignmentPoints Value (total 100 points)
Threaded Discussions8 X 3 Points = 24
Week 2: Strategy Exploration 12
Week 3: Vocabulary Demonstration12
Week 4: Content Area Writing Showcase 12
Week 5: Text Description and Quantitative Analysis 12
Week 6: Informational Text Connections Toolkit12
Week 7: LiveBinder Creation16

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Week

Topic

Activities & Assignments

Dates

1

1/6 – 1/10

Introduction

 Reading:

  • Brock et al  (2014) – Chapter 1
  • Ellery and Rosenbloom (2011) – Chapter 1

Class Discussion (Initial Post due by Friday)

Due: Sunday of Week 1 at 11:59 PM ET

2

1/11 – 1/17

 Strategies for Informational Texts

Reading:

  • Brock et al  (2014) – Chapter 2
  • Ellery and Rosenbloom (2011) – Chapter 6
  • For the primary grades: Texas Education Agency. (2016) Strategies that promote comprehension. Reading Rockets. 
  • Heller, R, PhD. (n.d.) Teaching reading and writing in the content areas. All About Adolescent Literacy. AdLit.org.

Video: 

  • McKnight, Katie. [k12teachersalliance].  (2013.) Episode 3: Content area literacy strategies and CSS. (Video file).  
  • Livebinders. (2015). Introduction to LiveBinders. 

Class Discussion (Initial Post Due by Wednesday)

Strategies Exploration Assignment

Due: Sunday of Week 2 at 11:59 PM ET

3

1/18 – 1/24

Strategies for Content Area Vocabulary

Reading:

  • Brock et al (2014) – Chapter 5
  • Ellery and Rosenboom (2011) – Chapter 5
  • Choose the article that corresponds to the level that you teach:
    • For Elementary Educators: 
      • Fisher, D., and Frey, N. (2014). Content area vocabulary learning. The Reading Teacher, 67(8), 594–599. 
      • Alber, R. (2014). Doing it differently: Tips for teaching vocabulary. Edutopia. 
    • For Secondary Educators: 
      • Larson, L., Dixon, T., & Townsend, D. (2013). How can teachers increase classroom use of academic vocabulary? Voices from the Middle, 20(4), 16.

Grade Level Small Group Discussion (Initial Post Due by Wednesday)

Vocabulary Demonstration Assignment 

Due: Sunday of Week 3 at 11:59 PM ET

4

1/25 – 1/31

Strategies for Writing in the Content Areas

Reading:

  • Brock et al (2014) – Chapter 4
  • Web resource for Secondary educators:
    • Writing Across the Curriculum. Public Schools of North Carolina. State Board of Education.

Video:

  • Writing across the curriculum. (2016). Inside Writing Communities. Annenberg Learner [web]. 

Grade Level Small Group Discussion (Initial Post Due by Wednesday)

Content Area Writing Showcase Assignment

Due: Sunday of Week 4 at 11:59 PM ET

5

2/1 – 2/7

Analyzing Text Complexity

Reading:

  • Brock et al (2014) – Chapter 3
  • For Secondary Educators:  Shanahan, T., Fisher, D., and Frey, N. (2012). The challenge of challenging text. Educational Leadership, 69(6). 58-62. 
  • Webinar: Wessling, S.B. (2016). Simplifying text complexity. Teaching Channel. 

Grade Level Small Group Discussion (Initial Post Due by Wednesday)

Text Description and Quantitative Analysis Assignment

Due: Sunday of Week 5 at 11:59 PM ET

6

2/8 – 2/14

Selecting Materials

Reading:

  • Brock et al (2014) – Chapter 6
  • Garrison, S. (2016). What are “text sets” and why use them in the classroom?
  • Wall, A. (2014). Creating cross-curricular text sets for the middle grades. Middle Web: All about the Middle Grades. 

Grade Level Small Group Discussion (Initial Post Due by Wednesday)

 Informational Text Connections Toolkit Assignment

Due: Sunday of Week 6 at 11:59 PM ET

7

2/15 – 2/21

LiveBinder Resources

Reading:

  • For Elementary Educators: 
    • Wolk, S. (2010). What should students read? Kappan, 91(7). 8-16. 
  • For Secondary Educators:
    • Shanahan, T., and Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1). 40-59. 

Class Discussion (Initial Post Due by Wednesday)

LiveBinder Assignment 

Due: Sunday of Week 7 at 11:59 PM ET

8

2/22 – 2/28

Reflection

Reading:

  • Reread pertinent chapters in the Brock et al text
  • Ellery and Rosenboom (2011) – Skim chapters 2, 3, and 4

Class Discussion (Initial Post Due by Wednesday)

Due: FRIDAY of Week 8 at 11:59 PM ET

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Education page

UNE Libraries:

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

Information Technology Services (ITS)

  • ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AI Use

The Graduate Programs in Education holds the position that Grammarly and other AI writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate-level rigor, assessment, and research. Use of these tools when not explicitly permitted may result in an academic integrity infraction.

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Attendance Policy

8 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

16 week: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.