MISSION STATEMENT: The mission of the Indiana University Southeast School of Education is to develop high-quality, caring professionals who will stimulate the continuous renewal of schools within a multicultural society.

M464 METHODS IN TEACHING SENIOR HIGH/JUNIOR HIGH/MIDDLE

SCHOOL READING

Instructor: Kevin Sue Bailey

Office Phone: (812) 941-2624

Texts:

The Power of Reading (All Majors)

Teaching Reading in the Content Areas (Social Studies Majors only)

Teaching Reading in the Mathematics Classroom (Math Majors only)

Teaching Reading in the Science Classroom (Science Majors only)

Teaching Reading in the Secondary Schools - Instructor will furnish this text

M464 Reading Manual

In the Middle (English majors only)

Catalog Description: Curriculum, methods and materials for teaching the students to read more effectively in the subject content areas. Fall Semester.

Course Goal: The goal of this course is to instill the philosophy that every person has the right to read and communicate and every teacher has the responsibility to be a teacher of reading and a facilitator of communication.

Disabilities Adaptation Statement: If you have a specific physical, psychiatric, or learning disabilities and require accommodations, please contact the instructor early in the semester so that your learning needs may be appropriately met. You will need to provide documentation of your disability to the Office of Services for Students with Disabilities, LB022l, 941-2579.

Standard 1 – Knowledge of Subject Matter

The teacher understands the central concepts, tools of inquiry, and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard 2 – Knowledge of Human Development and Learning

The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

Standard 3 – Adapting Instruction for Individual Needs

The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard 4 – Multiple Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Standard 5 – Classroom Motivation and Management Skills

The teacher uses and understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6 – Communication Skills

The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7 – Instructional Planning Skills

The teacher plans instruction based on knowledge of subject matter, students, the community, and curriculum goals.

Standard 8 – Assessment of Student Learning

The teacher understands and uses formal and informal assessment strategies to ensure the continuous intellectual, social, and physical development of the learner.

Standard 9 – Professional Commitment and Responsibility

The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community), and who actively seeks out opportunities to grow professionally.

Standard 10 - Partnerships

The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

 

 

 

Course Objective: Upon completion of M464 the pre-service teacher will be able to:

-Plan lessons that incorporate strategies appropriate to meet individual differences due to learning styles, special needs or brain compatibility. (1, 2, 3, 4, 7)

-Access resources that will help in professional or lesson plan development. (1, 7, 9, 10)

-Develop lessons that align w/ state proficiencies. (1, 6, 7, 8)

-Identify problems which readers encounter in content area classrooms. (1, 2, 3, 8)

-Establish a caring community with content in area classrooms that are suitable for brain compatible learning. (2, 3, 4, 5)

-Evaluate culturally diverse messages conveyed through adolescent literature. (1, 2, 3)

-Develop lessons/materials that reflect applied academics strategies. (1, 3, 4, 6, 7)

-Develop lessons that integrate writing in the content areas. (1, 3, 6, 7)

-Use various informal diagnostic techniques. (1, 8)

-Construct an interest inventory. (1, 2, 3, 8)

-Create activities which foster proficient readers by reinforcing vocabulary, comprehension, and study skills. (1, 3, 4, 6, 7)

-Apply a readability formula. (1, 3, 8)

-Evaluate textbooks for suitability for classroom use/cultural or gender bias. (1, 2, 3, 8)

-Create materials intended to direct, motivate, and/or remediate the students' learning experience in this content area. (1, 2, 3, 4, 5, 7)

-Plan lessons which incorporate materials and strategies intended to direct the student's

reading/learning experience. (1, 2, 3, 4, 5, 7)

-Demonstrate mastery of terminology and topics covered in class. (1)

-Demonstrate a professional, responsible, and positive attitude at all times. (9)

-Participate in field experience(s) demonstrating mastery of reading concepts/strategies/philosophy. (9, 10)

 

Course Evaluation: You will have an opportunity to contract for the grade you desire in this course. Simply, you decide what grade you want in the course and associated with each grade are certain tasks and skills you are to complete. There is a contract you must sign and turn in during the second class meeting. You cannot break your contract or you will be given an unsatisfactory grade (D or F) in the course.

Any assignments not submitted on date due is considered late. All assignments will be reduced one letter grade for each class period they are late.

All work must be typed or neatly written in ink. Paper torn from notebooks will not be accepted. If a prescribed format has been announced, only that format will be accepted. As teachers, spelling and grammar should be corrected prior to submitting the assignment.

If you should have to rewrite a particular assignment over more than one time, you will be required to lower your contract one letter grade. There is a limit of two rewrites for the course before your contract is lowered. Rewrites are due at the next class meeting after the unsatisfactory assignment is returned.

A "plus" or "minus" may be added to any grade at the discretion of the instructor.

in content area).

2. Select articles in professional journals dealing with reading in the content areas and write

a brief on each article.

3. Review a "controversial" book for teenagers and prepare a T chart in which you cite the positive and negative way the author dealt with the subject. Add a narrative summary defending or rejecting the book for student reading.

4. Become an authority on a current, popular writer for teens. Read three books by the

author and give a short oral report to the class.

5. Review a book for teenaged boys/girls on growing up male/female. Write a brief analysis of the text in which you criticize the accuracy of the portrayal and the quality of the literature.

6. Examine several issues of at least three different periodicals usually found in junior high, middle school, or senior high school libraries. Identify several recurring issues/topics. Critique the quality with which the topics were handled.

7. Develop a set of graphic organizers which illustrate topic(s) within your content area. Create each graphic on a separate page so that you could actually create a transparency from your copy.

8. Attend professional development training at one of the local schools. (Most schools will have these days on their schedule)

9. Attend the Indiana Teachers of Writing Conference in October 12 at I.U.B.

10. Attend any conferences/meetings pertaining to school-to-work.

11. Attend staff development in reading or writing or participate in a school’s reading/writing initiative.

 

I (your name) __________________________________________________________

agree to the (grade desired) ____________________ contract. I realize that after the

second class meeting I cannot change my contract agreement. If I should not uphold

my contract agreement as described in the course syllabus, I will receive an

unsatisfactory grade for this course.