Phone: 581-7881 (office); 217-508-6368 (cell)Eastern Illinois UniversityDepartment of Early Childhood, Elementary and Middle Level EducationELE/MLE 5270: Content Area Literacy Instruction Credit Hours: 3 semester hrs.Prerequisites: ELE 3280 or permission of department chairOffice: 2213 BuzzardEmail: [email protected] Office Hours: 12-1 M, T, W, TH, FPhone: 581-7881 (office); 217-508-6368 (cell)Class Meetings: Thursday 7-9:30Unit Theme: Educator as a creator of effective educational environment: Integrating students, subjects, strategies, societies and technologies.Graduate Mission Statement: The Department of Early Childhood, Elementary, and Middle Level Education seeks to advance scholarly preparation by providing quality teaching and promoting excellence in research/creative activity in order for graduate students to exemplify best teaching practices for children from birth through age fourteen.The Department is dedicated to the preparation of knowledgeable citizens of the 1ast century and seeks to empower individuals to meet the challenges faced by professional educators in a rapidly changing society. Candidates for the Master of Science in Education Degree will be prepared to teaching diverse environments recognizing multiple pathways of learning.The Department is committed to enhancing the graduate academic experience in order to create educators who can function effectively in a culturally diverse, technologically advanced, and global environment in order to engage learning at all levels.Outcomes for all Graduate Students at Eastern Illinois University:Graduate students will:1. possess a depth of content knowledge including effective technology skills and ethical behaviors;2. engage in critical thinking and problem solving;3. exhibit effective oral and written communication skills;4. engage in advanced scholarship through research and/or creative activity;5. demonstrate an ability to work with diverse clientele, recognizing individual differences; and6. collaborate and create positive relations within the school, community, and profession in which they work.Course Description:Content Area Reading: Implementation of reading strategies, approaches to instruction, and informal assessment of struggling readers.Objectives of the Course:As a result of completing this course, the student will:- know effective reading skills/strategies, the role each plays in reading development, and, in particular, about utilizing the content area classroom as a vehicle for teaching and extending the reading skills of elementary, middle school and secondary level students.- analyze exemplary programs and practices in content area reading instruction and identify the appropriate State and national educational standards that are relevant.- adjust reading instruction to meet the needs of diverse learners (i.e., cultural, linguistic, and ethnic diversity) and recognize how these differences can influence learning to read.- locate and critique a wide range of quality literature, curricular materials, and instructional technology for readers of all abilities and ages within elementary, middle school and secondary level content area classrooms.Course Text:McKenna, M. C. & Robinson, R. D. (2009). Teaching through text: Reading and writing in the content areas. Boston: Pearson.Models of Teaching:Information-Processing Models: Information-processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. (pp. 25-28)Inductive Models: The ability to analyze information and create concepts-inductive thinking-is generally regarded as the fundamental thinking skill.The primary application of the model is to develop thinking capacity. However, in the course of developing thinking capacity, the strategies obviously require students to ingest and process large quantities of information. Inducing students to go beyond the given data is a deliberate attemptto increase productive or creative thinking. Inductive processes thus include the creative processing of information, as well as the convergent use of information to solve problems. (pp. 25 & 93)Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston: Pearson.International Society for Technology in Education (ISTE) Standards for Students (2007)http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htmStandards for Teachers (2008)http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_for_Teachers_2008.htmFor assistance with APA:http://www.easybib.comhttp://citationmachine.nethttp://webster.commnet.edu/apa/index.htmPlagiarism and Standards of Student Conduct The Department of EC/ELE/MLE is committed to the learning process and academic integrity as defined within the Student Conduct Code Standard I. “Eastern students observe the highest principles of academic integrity and support a campus environment conducive to scholarship.” Students are expected to develop original and authentic work for assignments submitted in this course. In short, plagiarism is the process of copying another person's idea or written work and claiming it as your own. “Conduct in subversion of academic standards, such as cheating on examinations, plagiarism, collusion, misrepresentation or falsification of data” or “submitting work previously presented in another course unless specifically permitted by the instructor” are considered violations of this standard. Please ask me questions if you are confused. Owl at Purdue, APA formatsOwl Ref. List -- periodicalsOwl Ref. List -- booksAlthough graduate courses may have common assignments (e.g., critiques of journal articles, literature reviews, or research papers), the overall goal of the program in elementary education is to provide a “spiral curriculum”. The class assignments submitted by a graduate student must provide evidence of growth and advancement by building upon prior coursework, but not duplicating previous projects, experiences, or materials.“Eastern Illinois University is committed to the learning process and academic integrity that is defined in the Student Conduct Code (1.1). To encourage original and authentic written work, any written assignment created in this course may be submitted for review to