ED641: Middle/Secondary Reading and Writing in the Content Areas 3 credits Summer 2011 Instructor Contact Information Dr.

Catherine E. Stoicovy E-mail: stoicovy@guam.net Home 649-1574 Cell 689-0580 Secretary: 735-2400 Fax: 734-3651 Office Hours: Online

www.uogdistance.com
This is an online course using Moodle, an open source management system.

Course Description Educators will learn how to support the needs of adolescent and young adults, helping them develop into confident and independent readers and writers. Focus will be on the improvement of literacy skills through meaningful, constructive engagements in reading and writing. Student Learning Outcomes Graduate courses in the School of Education are grounded in a model that emphasizes the foundations of excellence in preparing educators and other education professionals to become knowledgeable scholars, effective communicators, and reflective decision-makers as described in the SOE Conceptual Framework. This course is also aligned with the NCATE approved Standards for Reading Professionals developed by the International Reading Association, the Guam Teacher Professional Standards (GTPS), and the National Board of Professional Teaching Standards (NBPTS). Based on the IRA Standards for Reading Professionals, candidates will: 1.2 Summarize seminal reading studies and articulate how these studies impacted reading instruction. They can recount historical developments in the history of reading. 4.3 Demonstrate and model reading and writing for real purposes in daily interactions with students and education professionals. 4.4 Use methods to effectively revise instructional plans to motivate all students. They demonstrate these techniques and they can articulate the research base that grounds their practice. 5.2 Continue to pursue the development of professional knowledge and dispositions. 5.3 Positively and constructively provide an evaluation of own or others teaching policies. Prerequisites: None Required Texts and Materials Salisbury, G. (2005). Under the blood red sun. New York: Bantam Doubleday Dell Publishing Group, Inc.

Live Text registration required. LiveText is the School of Educations adopted web-based assessment system. To purchase/register for your LiveText account go to https://www.livetext.com. Technical Requirements Equipment and Software: Your computer must have reliable access to the Internet and a basic suite of software. Microsoft Office has all the support you will need in basic software. MS Office can sometimes be found at reduced prices for students. Your computer should have an audio output for speakers. You should be proficient in the following: using a web browser and search engines sending and receiving email with attachments using a word processing program (WORD) downloading software and/or documents

To update your profile on Moodle see this utube: http://www.youtube.com/watch?v=nHTptm0xEIY Moodle support: Access the following link for a Moodle tutorial http://www.uog.edu/dynamicdata/OnlineCourses.aspx?siteid=1&p=307 OR: http://www.moodlerooms.com/resources/tutorials/participate/ If you need additional assistance contact Brian Milhoff at 735-2326 or email millhoff@uguam.uog.edu or brianmillhoff@yahoo.com Library and Support Services DE Library Support: Access: http://campus.uogdistance.com/course/view.php?id=450 enrollment key is 96923. Writing and Research Tips: On the UOG Library's homepage on http://www.uog.edu/ and also under "Reference Links" on the Library homepage is this listing of Writing and Research Tips http://www.uog.edu/admin/assetmanager/images/library/writingtips.htm Access to information On the UOG Library Homepage, there is page of links to Micronesian online resources: http://facultyuog.net/RFK/Micro/MICRORESALL.HTM On the bottom half of the Library's page on bibliographic handouts there are guides to primarily online resources in the areas of Art, Education, Nursing, Social Sciences, and Women & Gender Studies http://www.uog.edu/dynamicdata/LibraryBibliographicInstructions.aspx?siteid= 5&p=472 The Library Homepage has a page of links to online government resources http://www.uog.edu/dynamicdata/LibraryGovDocsUSGovInfo.aspx?siteid=5&p=349

Additional resources:

Purdue Owl Online Writing Lab https://owl.english.purdue.edu/ Finders of information http://owl.english.purdue.edu/owl/section/2/8/ Conducting Research http://support.ebscohost.com/training/tutorials.php (there are 20 tutorials on using EBSCO databases) http://about.jstor.org/support-training/help/tutorials (video tutorials on how to use JSTOR database) Judges of information http://www.lib.berkeley.edu/instruct/guides/evaluation.html Evaluating Resources http://owl.english.purdue.edu/owl/resource/553/01/ Uses of information http://owl.english.purdue.edu/owl/section/2 On the Library's Homepage "WRITING TIPS" http://www.uog.edu/admin/assetmanager/images/library/writingtips.htm Attendance You will be counted as "present" for a class week if you participate in that week's Moodle Forums and any other required activities, and submit your assignments on the due date. If you do not post to the Moodle Forum during the class week or do not submit weekly assignments in a timely manner, you will not be counted as attending class that week. If you must drop the course, contact the UOG Admissions and Records office at http://www.uog.edu/dynamicdata/emssAdmissionsAndRecordsOfficeHomePage.aspx?siteid=1&p=522 or telephone 671-735-2213. Interaction Plan Cyber Caf: Students are encouraged to visit the Cyber Caf in the course Moodle Room. The Cyber Caf is an informal forum for questions, comments about the course. I will check Cyber Caf regularly and will answer questions as needed. Please feel free to email me directly at stoicovy@guam.net with questions of a personal nature, grading questions, advising help or with any other issues that are not appropriate for the rest of the class to read. I check my email regularly and will do my best to respond to all emails in a timely manner. News Forum: Check this forum on a daily basis in the Moodle course room for important announcements. Weekly Moodle Forums: The Moodle Forum is an asynchronous threaded discussion tool. Participation in the discussion Forums is critical for maximizing your learning experiences in this course. You are required to be part of an online community who interact, through discussion, to enhance and support the professional development of the group. Part of the assessment criteria for the course includes assessing the quality and quantity of your participation in the discussion forum. Check the Course Moodle room for weekly Forum prompts. Chat Room: You will also have access to the chat room which allows students to have a real-time or synchronized discussion via the web. Participation Part of the nature of this class is for students to help each other troubleshoot problems and develop criticalthinking skills. Working through prompts and questions on the forum is an excellent method to develop proficiency in these areas. Forum postings are an integral part of the course. You will also have access to the chat room which allows students to have a real-time or synchronized discussion via the web. As the attendance policy states, you must post your responses to the weekly discussion forums and must read and respond to other students postings. Responses must be more than "I agree." They should be substantive and should reference reading assignments, web references, lecture notes or outside resources. Course assignments must be submitted on

the due dates indicated. Instructions for uploading course assignments can be found on the Moodle tutorials and the instructions posted in the Moodle room. Time Considerations Be prepared to spend a minimum of 9 hours a week on course assignments. Remember that in a traditional fiveweek face-to-face course you would be coming to class for 9 hours a week and then spending additional hours outside of class on assignments and reading. Please be sure to budget your time accordingly. Graded Activities and Assignments: Online Discussion Forums

IRA 5.3 EC4 RD2 GTPS 1.1 NBPTS 4.2

Timely participation in all Moodle Forums is required. Failure to participate will be counted as an absence for the week and will impact your final grade. Detailed instructions for each of the Moodle Forums will be posted in the Moodle room. Literacy Autobiography IRA 5.2 5.3 RD5 RD6 GTPS 4.3 NBPTS 4.2 Submit a reflection on your literacy development. As you reflect upon your literacy development please address the following: How did you come to learn to read and write? Are you bilingual? Multilingual? What is your primary language? How did your cultural and linguistic background impact your literacy development? What are your earliest memories of reading and writing? What books do you remember reading? What kinds of writing and reading did you engage in while learning? Did you have positive or negative experiences with reading and writing? Do you remember reading and/or writing at home before you started school? Who if anyone was important in developing your attitude toward reading and writing? What are your school memories of reading and writing? What final insights can you provide regarding your literacy development? What insights can you share regarding your literacy development and the connections to theory and practice? A minimum 5 page doublespaced paper would be appropriate. Internet Search and Share: Pre, During, and Post Reading and Writing Strategies for Culturally and Linguistically Diverse Adolescents IRA 4.3 KS3 KS4 EC1 GTPS 2.3 NBPTS 1.2 Conduct an Internet search of pre, during, and post reading and writing strategies to scaffold adolescent readers comprehension of text. Share your findings with your classmates during a Moodle Forum discussion. Submit a list of internet resources for pre, during, and post reading and writing strategies, to include five reading and five writing for each category: pre, during, and post (total of 30). List strategies by category with the name of the strategy, a brief description of the strategy, the url for the website, and how you will use the strategies in your own classroom to improve student learning. Interdisciplinary Unit of Study IRA 4.3 4.4 5.2 KS3 KS4 EC1 EC2 EC3 EC5 GTPS 2.1 2.2 2.3 2.4 2.5 2.6 2.7 NBPTS 1.1 1.2 1.3 1.4 2.3 3.1 3.2 3.3 You will engage in a Literature Circle format to read, discuss and respond to the tradebook, Under the Blood Red Sun by Graham Salisbury. Using the tradebook as a framework from which to build upon, you will work in Teams to develop a 3 to 4-week long Interdisciplinary Unit of Study using a literature-based approach to learning. Each Team develops a cohesive curriculum that connects the core subjects in meaningful, relevant ways to teach subject matter across the curriculum to a culturally and linguistically diverse student population. In addition, your Team will develop a digital presentation to include the following: a graphic representation of the Interdisciplinary Unit with an appropriate theme as the focal point. Presentation must show the connections across the disciplines, the activities and their alignment with the Guam Department of Education content standards, use of instructional technology, and a list of supplementary reading materials and Internet sources to extend students understanding of the Units content and to motivate students to read and write. The activities selected for the Unit must engage all students in meaningful, relevant reading and writing experiences that will motivate even the most reluctant of

readers and writers. Transactional Theory of Reading Paper IRA 1.2 KS1, KS2 GTPS 1.1 NBPTS 2.1 Write a 5-page, double spaced paper on the Transactional Theory of Reading. Include in your paper the implications of the theory for teaching reading to culturally and linguistically diverse students. Cite seminal scholars Louise Rosenblatt, Alan C. Purves, and other scholars on the topic. Cite a minimum of 4 sources. Refer to the following resources to help you determine appropriate and reliable sources for your paper: Video: Evaluating Information Sources http://www.youtube.com/watch?v=VvVhN3_ex_8&feature=related Video: Researching online for College Sudents; Five Easy Steps http://www.youtube.com/watch?v=Ylp9nJpGak4 Video: Scholarly versus popular periodicals http://www.youtube.com/watch?v=VeyR30Yq1tA&feature=related Paper must adhere to APA style. If you use Internet sources you may not use Wikipidia. Midterm and Final Self-Reflections IRA 5.3 RD1 RD5 RD6 GTPS 4.1 4.3 NBPTS 4.1 4.2 Submit mid and final self-reflections that address the quality of your work in meeting the following: Professional dispositions, regular and active online class attendance, participation in Moodle Forums, preparation and participation (including any face-to-face meetings with your Team) timely submission of all work; competency in meeting the course standards; and ability to work well as a team member in class activities. ED641 LiveText Submission IRA 4.3 4.4 5.2 KS4 EC5 RD6 GTPS 1.1, 1.6, 2.1, 2.2 4.4 NBPTS 2.2 5.1 5.3 Upload your Interdisciplinary Unit (or link to the Unit) onto the ED641 LiveText template that the instructor will set up for you on Live Text. Coursework Evaluation Online discussion forums Literacy Autobiography List of Internet Search and Share: Pre, during, post literacy strategies Interdisciplinary Unit of Study Transactional Theory of Reading paper Midterm self-reflection Final Reflection Total Your ED641 LiveTExt submission must be submitted on LiveText in order to receive a final grade. Grading Policy Your final grade will be based on your performance of all the above requirements. Grades assigned in this course are intended to reflect academic performance and achievement relative to defined levels of expectation. The following grade interpretations are provided with regard to your competency in meeting graduate work expectations and the IRA and other standards for the course: Target (Grade A) = Represents a professional judgment that your performance in meeting the course standards was outstanding. Acceptable (Grade B) = Represents a professional judgment that your performance in meeting the course standards was distinctly above average.

30% 5% 10% 30% 15% 5% 5% 100%

Unacceptable (Grade C) = Represents a professional judgment that your performance was mediocre which is unacceptable for satisfying the criteria for graduate work and for demonstrating competency in meeting IRA standards for the course. Incomplete Policy Under emergency/special circumstances, students may petition for an incomplete grade. An incomplete will only be assigned if the student has failed to complete a small, but important part of the course if the reasons for the incomplete are justified in writing by the student and instructor and approved by the Dean of the School.

ADA Accommodation Statement If you are a student with a disability who will require an accommodation(s) to participate in this course, please contact me privately to discuss your specific needs. You will need to provide me with documentation concerning your need for accommodation(s) from the EEO/ADA Office. If you have not registered with the EEO/ADA Office, you should do so immediately at 735-2244/2971/2243 (TTY) to coordinate your accommodation request. Plagiarism For this online course, you are required to exchange email, participate in online discussion forums, chats, and engage in other online activities. These activities should be considered professional, rather than casual. Language should be respectful and representative of a collaborative online community. Course content, chat sessions, and other student postings are for use only in the course, and not to be disseminated through other electronic means beyond the membership of the course. You are expected to do all work assigned, to do it honestly and with integrity, and to ensure that the instructor has received the work. Cheating, plagiarism, copying online sources, or submitting the work of others as your own, are examples of prohibited conduct. You are responsible for becoming familiar with the rules of plagiarism and abiding by them.