MLE4280 Content Area Reading in the Middle/Secondary ClassroomEarly Childhood, Elementary, and Middle Level EducationInstructor: Susan Cisna Office: Reading Center Buzzard Bldg. Rm 1325Telephone: 217-832-9356 Hours: 10:00am-11:00am MEmail: [email protected] 6:00pm-7:00pm MTHEME:Educator as Creator of Effective Educational EnvironmentsIntegrating Students, Subjects, Strategies, and SocietiesCourse Description: As a reading methods class for middle school/secondary pre-service teachers, this class provides appropriate reading instructional techniques in the content area for grades 6-12.Prerequisites: MLE3110, concurrent enrollment in MLE4000, MLE3150, MLE4280, or permission of department chair.Text: Vacca, R. & Vacca J. (2008) Content area reading (9th edition). Boston: Little Brown.Purpose of the Course: This course is designed to convey to middle school/secondary pre-service teachers the understanding that they have a serious responsibility to provide students with the instructional support necessary to comprehend content textbooks. To achieve this end, class members will become familiar with several perspectives of the reading process and will acquire multiple strategies for teaching the reading skills using content textbooks, reading textbooks, and other reading materials.Teaching Model: Inductive (Joyce and Weil, 1972). This model, developed by Hilda Taba, was designed to help studentsimprove their ability to categorize and to use categories. Three cognitive tasks are included in this strategy:1. Concept formation2. Interpreting, inferring, and generalizing data.3. Applying principles to explain new phenomena or predicting consequences. This model was promoted specifically to develop, improve, and increase thinking capacity.Outcomes for all MLE Classes:- Proficiency is required in planning and teaching directed reading lessons using a variety of instructional strategies.- Develop a desire of line-long learning in students and personally display one’s own desire for life-long learning including self-evaluation skills.- Demonstrate good communication skills.- Demonstrate/exhibit sensitivity to students’ feelings.- Demonstrate instruction to develop and utilize the cognitive processes by which pupils learn.- A 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.Outcomes Specific to this Course:- Develop an enduring capacity to care, specifically, to care about the literacy needs of pupils by utilizing the content area classroom as a vehicle for teaching and extending the reading skills of pupils.- Recognize that the vast range of individual differences in the middle school population requires a career-long dedication to acquiring, developing, and pursuing instructional strategies and resources which illuminate the 1essential concepts in each content field and enable pupils to read and comprehend textbooks and other reading materials literally, inferentially, and critically.- The students’ work in this class will be judges on his/her ability to prepare a portfolio of teaching strategies for pre-reading, during reading, post reading, and study skills. Each student will teach a directed reading activity. In addition, students will become familiar with a variety of reading materials and formulate a bibliography appropriate for use in the middle school class along with strategies for using these books in the classroom.- Develop in each student a commitment for providing reading instruction in content are classrooms.- Provide students with an understanding of the reading process- Provide for cultural diversity and provide curriculum for students with special needs.(Dispositions as yet to be determined by CEPS)Course Requirements and Demonstrated Competencies are Aligned with the Standards:Illinois 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.pdf Illinois Core Language Arts Standards: (ICLAS)http://www.isbe,net/profprep/CASCDvr/pdfs/24100_corelangarts_std.pdf National Association for the Education of Young Children (NAEYC):http://www/naeyc.org/faculty/pdf/2001.pdf (actual standards start on page 11)Association for Childhood Education International (ACEI): http://ncate.org/ProgramStandards/ACEI/ACEIstandards.doc Grading:Attendance/participation 75 Grading Scale: 93 = AReading strategy presentation 50 86 = BTests 300 76 = CCard file/notebook 50 70 = DEvaluation Tool 25Lesson Plans (5) 50Unit Plan 50 Literature Circle 50Book Talks 40Web Quest 50Response Journal 100 Portfolio with reading strategies 50Final Exam 100 950 pts. Approximately (Other assignments may be added as needed.)Required assignments: Course Requirement Demonstrated Competencies Standards (Illinois, ACEILanguage Arts, Technology)Participation Participation includes presence in and contribution during class sessions and support of peers in group work.Standard 11: Professional Conduct and LeadershipACEI: 5.1LA: 1A., 1B., 1C., 2H.Internet Assignment Student uses skills and ability to search, Standard 7: Communication2locate, and use technology information on-lineACEI 3.1, 3.2, 3.3, 3.4, 3.5LA: 2A., 2B.Tech: 1A., 1C., 1F., 2A.Traditional Exam Student demonstrates content knowledge of various components of middle school philosophy and the development of the pre-adolescent/Standards 2: Content KnowledgeACEI: 1; 4LA: 2C.,2D., 2F., Card file, notebook, and book talk Student develops a notebook and card file representing diverse populations in the choice of literature. In addition, student plans for instruction by offering a creative book talk which reflects student’s understanding of alternative assessment.Standard 3: DiversityStandard 4: Planning for InstructionStandard 8: AssessmentACEI: 3.1, 3.2, 3.3LA: 3B., 3F.Literature Circles The student understands the role of effective communication techniques through peer interaction in Literature Circles to foster active inquiry, collaboration, and supports interaction inthe classroom.Standard 5: Learning