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Eastern Illinois UniversityDepartment of Early Childhood, Elementary and Middle Level EducationMLE 5270: Content Area Literacy Instruction Credit Hours: 3 semester hrs.Prerequisites: ELE 3280 or permission of department chairInstructor: Dr. Gail LockartOffice: BB 2207E-mail: [email protected] Hours: 2-4 (M,W); 4-5 (R)Phone: 581-7884Class Meeting: BB 2441—Monday from 4:30-7 p.m.Unit 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 orderfor 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 atall 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:Implementing of reading strategies, approaches to instruction, and informal assessment of struggling readers.Objectives of the Course:- Develop a desire of lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills.- Demonstrate good communication skills.- Demonstrate and exhibit compassion to students of all cultures.- Design instruction to develop and utilize the cognitive process by which students learn.- Demonstrate knowledge of children’s language acquisition.- Describe the factors that influence the development of language.- Demonstrate knowledge of facts and an understanding of fundamental principles, ideas, and relationships among various knowledge domains.- Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education.- Describe cultural influences that are reflected in the history of the English language.- Demonstrate knowledge of current issues in the language arts domain.Course Text:Brozo, W. & Simpson, M. (2007). Content literacy for today’s adolescents. Pearson/Merrill Prentice Hall. Upper Saddle River, NJ.Model of Teaching:Inductive Model: 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 ofdeveloping 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 attempt to 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. (p. 25 & 93)Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching (8th ed.). Boston: Pearson.Course Requirements and Demonstrated Competencies are Aligned with the Standards:International Society for Technology in Education (ISTE) www.iste.org/standardsIllinois Professional Teaching Standards: (IPTS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_ipts.pdf Illinois Core Technology Standards: (ICTS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_coretechnology.pdfFor assistance with APA:www.easybib.comhttp://citationmachine.nethttp://webster.commnet.edu/apa/index.htmCourse Goals:- Develop an enduring capacity to care, in particular, about the literacy needs of all students by utilizing the content area classroom as a vehicle for teaching and extending the reading skills to the students you serve.- Recognize that the vast range of individual differences at the middle and secondary levels requires dedication to acquiring, developing, and pursuing instructional strategies and resources as you become a lifelong learner.Course Requirements:1. Attendance/Participation: Attendance and class participation are essential. (5 points will be taken off for each absence.) Students will participate in guided discussions during class, take comprehensive notes, and read the assigned text.2. Group Work: Small groups will meet during some class sessions to engage students in thoughtful discussion on avariety of group assignments.3. Reading Strategy Portfolio: In class, students will present content reading strategies and accumulate and assemble at least one strategy for comprehension (Ch. 3), vocabulary (Ch. 6), writing (Ch. 7), a study strategy (Ch. 9), and a graphic organizer. Make a copy of your strategies for each class member and the instructor and present in class the night we discuss each chapter.4. Conduct a book search and list at least twenty books for your academic content area. Incorporate both fiction andnon-fiction literature and picture books. Be sure to address all ability levels of reading when you compile your list of content area books. Prepare a book talk from this list of books. Include in your book talk: a visual, the title, author’s name, summary of the book, genre, and how this book could be used in your content area. Assemble thelist of books into a student useable document. (notebook by author/title, card file, student webpage, etc.)5. Research the importance of teaching reading in the content area. Discuss why the teacher today has a critical responsibility to incorporate a variety of reading


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EIU MLE 5270 - MLE5270-001LockartSyllabus

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