Salisbury University
Seidel School Of Education and Professional Studies
Education Department
SCED 371: English and Reading in the Secondary School, Part I 3 credit hours
Instructor: Nancy L. Michelson, Ph.D.
Office: CH 162
Office Hours: M 1:00-3:00 p.m.; W 12:00-3:00 p.m., and by appointment
Phone: O (410-548-2430); H (410-213-0297)
E-mail: nlmichelson@salisbury.edu
Course Description: Study of materials and methods for teaching language arts in the high school, with attention to strategies and materials that support reading and writing in content area study. Various models and strategies for teaching language arts--language, literature and media--at this level demonstrated and analyzed. Prerequisite: Admission to Professional Teacher Education Program. Co-Requisite: SCED 339.
Required Text
Richardson, J. S. & Morgan, R. F. (2002). Reading to learn in the content areas (4th ed.). Belmont, CA: Wadsworth.
LiveText software package
Membership in a professional organization (NCTE or IRA)
Objectives
Students completing SCED 371 will be able to:
1) Use current research in English language arts instruction to articulate a philosophy of literacy that characterizes literacy as multiple forms of expression and considers national, state and local standards and goals, and that will guide their instructional choices in language arts planning. (CF I, II, III)
2) State instructional objectives in terms of student outcomes and that consider national, state and local standards and goals in English language arts. (CF II)
3) Demonstrate planning and implementation of lessons in language, literature, and viewing that will present choice and authenticity of task to foster motivation and personal connections to literacy materials in the curriculum for all students in a diverse classroom. (CF I, II)
4) Identify characteristics, structural elements, and levels of a variety of print and non-print text types, both literary and expository, that are appropriate to secondary language arts classrooms, including classics, literature representing a diverse population, adolescent literature, technology, popular media, nonfiction, and student-created works. (CF II, III)
5) Explain elements of a text that contribute to its level of complexity. (CF II)
6) Plan instruction encouraging strategic reading for a variety of purposes (information, enjoyment, literary experience, perform a task). (CF II, III)
7) Plan instruction that supports student understanding before, during and after reading a text (II, III) SCED 371, p. 2
SCED 371, p. 2
8) Plan instruction that includes writing-to-learn strategies. (CF II, III)
9) Determine appropriateness of a text for a student, using quantitative and qualitative criteria. (CF II, III)
10) Demonstrate grammatical and usage competence in oral and written language. (CF II)
11) Display poise and organization in formal class presentations. (CF I)
12) Include educational technology in preparation and presentation. (CF III)
13) Critically evaluate English language arts content, instructional organization, assessment and management in a particular classroom setting observed in field experience, drawing
on research-based models of English language arts instruction. (CF III)
14) Demonstrate growing professional development in recommended attitudes, content knowledge and pedagogy for teaching English language arts through a professional portfolio. (CF II, III, IV)
Learning Experiences
1) Lesson Plans [250 points]
By the end of the semester, you will develop two multi-day lesson plans: one will focus
on teaching a literary work appropriate for a class of students you are observing, and
you will use a 20 minute portion of this lesson for a microteaching demonstration in our
class. The other will be determined by your mentor teacher, and the lesson will be
taught in your observation classroom. A post-teaching reflection will be required for each lesson. [Each lesson plan = 75 points; microteaching = 50 points; reflections = 50 points] (CF I & III)
2) Annotated Bibliography [60 points.]
Ongoing previewing of materials thought to be appropriate to a chosen unit of study for either middle or secondary students in your content area should occur throughout the semester and be used to develop a resource list for instruction. In order to extend your knowledge of viable materials for secondary students, the 10 bibliographical entries should not include literature studied in your English classes or Young Adult Literature course.
(CF I, II, III)
3) Field Experience Journal [100 points]
You are required to complete ½ day weekly, for the entire semester, observing in an assigned field experience. In conjunction with this:
*Participate in at least one extracurricular activity or meeting, and write a short description of what you learned about schools and students from this activity.
*Keep a journal on classroom observations; there should be two elements—description, and critique of the instruction, considering perspectives you’ve developed as a result of theory learned in the course. Consideration of the relationship between the readers/writers, texts, and learning context should receive significant attention, but other specific prompts will be assigned, as well..
*Teach at least one lesson in the field placement; a formal lesson plan and post-teaching reflection must be submitted for this lesson
[journal = 75 points; extracurricular activity & report = 25 points] (CF II, III, IV)
SCED 371, p. 3
4) Instructional Strategies Tool Box [100 points]
In the format that works best for you, choose 10 instructional strategies that you
learn this semester that you believe will be most useful to you. Entries in your
toolbox will include the name of the strategy, as well as information on how to
implement it and the purpose of the strategy. This semester’s strategies should
be primarily related to teaching content and providing reading support, but may
also include some classroom management strategies. This is intended to be
(a) a resource for you; (b) a measure for me of your learning in this course.
(CF I, III)
5) Programmatic Portfolio [50 points]
Create a “work-in-progress” professional portfolio that contains 5 artifacts demonstrating achievement in a variety of indicators of effective English teachers, as developed by the National Council of Teachers of English, or in a variety of INTASC Standards. Principles of reading and writing in the content areas must be evident in artifacts related to instruction and classroom climate. [75 points] (CF I, III, IV)
6) Professionalism and Participation [90 points]
Your professionalism will be demonstrated in your preparedness for class—completed
assignments and prompt, regular attendance—as well as your willingness to actively
participate in all class activities. (CF II, IV)
Evaluation
The course grade will be based on performance on the requirements listed above. Criteria for
each requirement will be specifically stated in written form at the time the assignment is made. Grades will be assigned as follows: A = 90-100%; B = 80-89%; C = 70-79%; D = 60-69%; F = Below 60%
Expectations/Guidelines
1) Attendance is critical, for much of the methodology you learn will be demonstrated and discussed in class. I begin class promptly and expect you to be ready to start on time, prepared for the entire 1 hour and 15 minute session. I will expect you to notify me if you anticipate missing class, for absences often affect planning. Additionally, you are responsible for all learning and required work from that class.
2) Deadlines are essential to teaching. Work is due on the date noted in the syllabus, unless arrangements for an extension have been made, prior to that date, with me.
3) Writing Across the Curriculum: The ability to communicate one’s thoughts in writing in a clear and organized manner is essential to a liberal arts education, as well as to the teaching profession. All submitted work should demonstrate clarity and technical correctness. All written work must be typed on 8.5 x 11 paper. A heading with the student's name, course number, and assignment title must appear on the first page of each assignment, and all multiple page assignments must be stapled in the upper left hand comer. Work will be graded on content, organization, style and mechanics.
4) Technology: It is increasingly important for teachers to be computer literate. This is particularly true in regard to literacy-specific instruction, for viewing and non-print materials
have been added by national organizations to the traditional canon of activities and texts considered essential for the literate individual.
SCED 371, p. 4
5) Professional Unit Conceptual Framework: This course supports the Seidel Professional Education Unit’s Conceptual Framework for teacher education and school personnel programs. You will be expected to understand how the course objectives and learning experiences are linked to the four themes of the Conceptual Framework-- I. A Focus on Student Learning; II. Scholarship; III. Informed and Reflective Practice; IV. Professional Collaboration and Development-- as well as to the Framework’s organizing theme—“A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education.”
Topics and Assignments
Please note that the following schedule is tentative, and subject to change, based on the needs of the class. If you choose to complete assignments in advance of the due date, please check with me before beginning, so you are aware of any potential changes.
Date Topic Due
1/28 Community Building
Procedures & Expectations
Text Preview
What does it mean to teach English?
2/2 Course content Examine syllabus
What does it mean to teach English, cont’d.
2/4 The opening days of school Essay
2/9 Affect in teaching R& M, Ch. 2
2/11 Standards & literacy Examine NCTE
Creating writing portfolios & MSDE websites
2/16 Matching students and texts: readability R & M, Ch. 4
2/18 Why use multiple resources in teaching? R&M, Ch. 3
Introduction of bibliography project
2/23 Using objectives to plan activities: group practice Read assigned story
2/25 Supporting learners: the preparation stage--background R&M, Ch. 5
knowledge
3/1 Approaches to teaching literature & background knowledge: Field journal: 1st
genre approach (content knowledge of genre) 5 entries
3/3 Approaches to teaching literature :& background knowledge:
historical approach (using webquest)
3/8 “Reading” visual media as support for literary study 2 portfolio entries
SCED 371, p. 5
3/10 Reading expository materials as support for literary study
3/15 Preparation stage: motivation
3/17 Assistance stage: When, why and how to teach vocabulary Bibliography
3/22 &24 SPRING BREAK
3/29 How to teach vocabulary, cont’d. R&M, Ch. 8
3/31 Scaffolding comprehension: questions R&M, Ch. 6
4/5 Scaffolding comprehension: study guides; text structure
4/7 Lesson planning: preparation & assistance phases: First 5 tool box
workshop time entries
4/12 Reflection stage: extending thinking about reading R&M, Ch. 7
4/14 Lesson planning: adding reflection draft of plan #1
Preparing for microteaching
4/19 Microteaching (3) Lesson Plan #1
4/21 Microteaching (3)
4/26 Microteaching (3)
4/28 Microteaching (3) Remainder of Portfolio
5/3 Microteaching (3)
5/5 Microteaching (3) Remainder of
Toolbox
5/10 Microteaching (2)
5/12 Debrief: teaching experiences Remainder of
Field Journal
5/17 Prepare for 100-day internship School-based
lesson & reflection
Salisbury University
Seidel School Of Education and Professional Studies
Education Department
Fall, 2004
SCED 471: English and Reading in the Secondary School, Part II 3 credit hours
Instructor: Nancy L. Michelson, Ph.D.
Office: CH 162
Office Hours: M 1:00-3:00 p.m.; W 12:00-3:00 p.m., and by appointment
Phone: O (410-548-2430); H (410-213-0297)
E-mail: nlmichelson@salisbury.edu
Course Description: Study of materials and methods for teaching language arts in the middle and high school, with attention to strategies and materials that support reading and writing in content area study. Various models and strategies for teaching language arts--language, literature and media--at this level demonstrated and analyzed. Prerequisite: SCED 371. Co-Requisite: SCED 339. Pre-or Co-requisites: EDUC 318/319; SCED 367.
Required Texts
Richardson, J. S. & Morgan, R. F. (2002). Reading to learn in the content areas (4th ed.). Belmont, CA: Wadsworth.
Spandel, V. (2003). Creating writers through 6-trait writing assessment and instruction. New York: Addison-Wesley Longman.
LiveText software package
Membership in a professional organization (NCTE or IRA)
Objectives
Students completing SCED will be able to:
1) Use current research in English language arts instruction to articulate a philosophy of literacy that characterizes literacy as multiple forms of expression and considers national, state and local standards and goals, and that will guide their instructional choices in language arts planning. (CF I, II, III)
2) State instructional objectives in terms of student outcomes and that consider national, state and local standards and goals in English language arts. (CF II)
3) Demonstrate planning and implementation of integrated lessons that will present choice and authenticity of task to foster motivation and personal connections to literacy materials in the curriculum for all students in a diverse classroom. (CF I, II)
9) Devise formal and informal assessment strategies for language, literature, writing and viewing. Sample strategies include portfolios, rubrics, anecdotal records and traditional pencil and paper tests. (CF I, III)
10) Assess student literacy development, including the ability to read content area texts, engagement in the reading process, and attitudes toward reading for various purposes. (CF II, III)
11) Discuss use of the assessments above to report student achievement to all stakeholders in the educational enterprise (e.g. students, parents, administrators) and to make appropriate referrals for services (reading specialist, ESOL or special education). (CF IV)
13) Demonstrate grammatical and usage competence in oral and written language. (CF II)
14) Display poise and organization in formal class presentations. (CF I)
15) Include educational technology in preparation and presentation. (CF III)
16) Critically evaluate English language arts content, instructional organization, assessment and management in a particular classroom setting observed in field experience, drawing on research-based models of English language arts instruction. (CF III)
17) Demonstrate growing professional development in recommended attitudes, content knowledge and pedagogy for teaching English language arts through a professional portfolio. (CF II, III, IV)
Learning Experiences
Guidelines and rubrics for each of these performance outcomes will be provided on individual assignment sheets:
1) Reading Log (60 points)
2) Unit Plan (90 points)
3) Writing Portfolio (30 points)
4) Annotated Bibliography (30 points)
5) Programmatic Portfolio (36 points)
6) Classroom Management Plan (18 points)
7) Field Journal (36 points)
8) Professionalism and Participation (90 points)
Evaluation
Grades will be assigned as follows: A = 90-100%; B = 80-89%; C = 70-79%; D = 60-69%; F = Below 60%
Expectations/Guidelines
1) Attendance is critical, for much of the methodology you learn will be demonstrated and discussed in class. I begin class promptly and expect you to be ready to start on time, prepared for the entire 1 hour and 15 minute session. I will expect you to notify me if you anticipate missing class, for absences often affect planning. Additionally, you are responsible for all learning and required work from that class.
2) Deadlines are essential to teaching. Work is due on the date noted in the syllabus, unless arrangements for an extension have been made, prior to that date, with me.
3) Writing Across the Curriculum: The ability to communicate one’s thoughts in writing in a clear and organized manner is essential to a liberal arts education, as well as to the teaching profession. All submitted work should demonstrate clarity and technical correctness. All written work must be typed on 8.5 x 11 paper. A heading with the student's name, course number, and assignment title must appear on the first page of each assignment, and all multiple page assignments must be stapled in the upper left hand comer. Work will be graded on content, organization, style and mechanics.
4) Technology: It is increasingly important for teachers to be computer literate. This is particularly true in regard to literacy-specific instruction, for viewing and non-print materials
have been added by national organizations to the traditional canon of activities and texts considered essential for the literate individual.
5) Professional Unit Conceptual Framework: This course supports the Seidel Professional Education Unit’s Conceptual Framework for teacher education and school personnel programs. You will be expected to understand how the course objectives and learning experiences are linked to the four themes of the Conceptual Framework-- I. A Focus on Student Learning; II. Scholarship; III. Informed and Reflective Practice; IV. Professional Collaboration and Development-- as well as to the Framework’s organizing theme—“A Tradition of Caring: Informed Professionals Promoting Student Success and Excellent Practice in Education.”
Please note that the following schedule is tentative, and subject to change, based on the needs of the class. If you choose to complete assignments in advance of the due date, please check with me before beginning, so you are aware of any potential changes.
8/30 Introduction to course; community building
9/1 Review PAR framework Rdg. Log #1
9/6 LABOR DAY –NO CLASS
9/8 Assessment: types & purposes; literacy achievement Rdg. Log #2
9/13 Programmatic portfolios Rdg. Log #3
Wrtg portfolio draft #1
9/15 Assessment: creating selected response items Rdg Log #4
9/20 Teaching writing through the 6-trait model Rdg Log #5
9/22 The writing process: prewriting Wrtg portfolio draft #2
9/27 The writing process: drafting Wrtg portfolio draft #3
9/29 Scoring the 6 traits 3 PROGRAMMATIC
ARTIFACTS
10/4 Using 6 traits to teach students to revise Rdg Log #6
10/6 Using 6 traits to teach editing Wrtg portfolio revision
Rdg Log #7
10/11 Modeling: microteachings Prepare for teaching
10/13 Introduction to Unit Plan; sharing of writing Edited final draft:
WRTG PORTFOLIO
10/18 Mini lessons: spelling Rdg Log #8
10/20 Teaching research in the ELA classroom
10/25 Writing to learn strategies Rdg Log #9
10/27 Differentiating instruction in the ELA classroom Rdg Log #10
RDG LOG
11/1 Working with ELL students
11/3 Oral Language: discussion BIBLIOGRAPHY
11/8 Oral Language: presentations
11/10 Oral Language: reader’s theatre;
Listening: Appropriate uses of oral texts
11/15 Oral Language: dramatics in the Preparation Phase 3 PROGRAMMATIC
ARTIFACTS
11/17 Oral Language: dramatics in the Reflection Phase
11/22 Viewing: Appropriate uses of visual texts
11/24 Workshop: Unit Plan
11/29 Integrating the language arts in a unit of study FIELD JOURNAL
12/1 Workshop: Unit Plan
12/6 Classroom management UNIT PLAN
12/8 Classroom management
12/13 Preparation for spring internship MANAGEMENT PLAN