Reading in the Content Areas K-12 (RDGED 702) - 3 credits
|Instructor:||Dr. Mary Beth Crum|
Research-based teaching methods, study strategies, and technology focusing on the abilities to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum.
This course addresses key issues and challenges concerning the teaching of language and content to learners from culturally and linguistically diverse backgrounds. The activities include implementation and evaluation of reading interventions for struggling readers. You will learn how to enhance the overall level of reading achievement through building vocabulary, literal understanding, inferential reading, and creative content application to increase comprehension and retention.
The Common Core's vision of disciplinary literacy includes literary nonfiction, as well as historical documents, scientific journals and technical manuals, biographies and autobiographies, essays, speeches, and information displayed in charts, graphs, or maps, digitally or in print. Helping students tackle complex examples of such genres across the disciplines — from English to engineering — bolsters their reading skills for work and higher education by building foundational knowledge, vocabulary, and literacy strategies.
- Billmeyer, Rachel. (2006) Vol. 2: Strategies to Engage the Mind of the Learner, 2nd edition ISBN: 978-0-9711292-5-2
- Billmeyer, Rachel. (2010) Vol. 1: Strategic Reading in the Content Area: Practical Application for Creating a Thinking Environment, 2nd edition ISBN:978-0-9711292-6-9
Microsoft Word files are required if you are sharing attached documents on the Discussion Board and when submitting assignments in the course Dropbox for assessment.
If the file is created using Google Docs or Apple .pages, convert the file to a Word document (.doc or .docx) before uploading to the Discussion Board or course Dropbox. If you are sharing attached documents during peer collaboration projects, please convert all files to Word so that everyone has access to viewing a universally compatible format.
For more information, refer to Free Open Source Word Software and Tutorials. You may find it helpful to bookmark these resources for future reference.
Participants who complete the online course will be able to:
- Analyze current literacy culture trends affecting all readers in K-12 content classrooms.
- Analyze the school and community cultures affecting content readers' reading behaviors
- Informally assess the reading ability of students and the content difficulty load of texts.
- Apply a multi level reading comprehension model for use in developing content reading strategies.
- Apply strategies that increase content reader ability to respond from literal through complex levels of understanding
- Recognize the 3 basic types of vocabulary learners and demonstrate ways to teach new vocabulary effectively
- Demonstrate strategies that teach students eight patterns of non fiction found in most content text material.
- Utilize high utility study guides to increase content comprehension.
- Distinguish between and apply strategies for teaching learning skills (attitudes, goal setting, monitoring) and study strategies (note taking, organizing, test taking)
- Blend the science of content reading (strategies, guides, and resources) with the art of effective teaching (motivation, personal literacy, and classroom management)
- Develop a Professional Learning Community by sharing a content reading literacy best practice with colleagues.
Course objectives are aligned with the Content Guidelines for Reading Teachers State of Wisconsin, the International Reading Association's Standards for Reading Professionals (2010), National Educational Technology Standards for Teachers (1, 2, 5) and aligned with the Wisconsin Teaching Standards (3,4,7).
- Defining reading in the content area: student and teacher challenges
- Content text comprehension: factors that affect understanding
- Coaching content Readers: "On deck circle" strategies Before students begin to read
- Vocabulary development: Vocabulary strategies for advanced, language impoverished and disabled readers
- Strategies for building literal or "plain sense" understanding of text
- Reading between the lines strategies for teaching content inference ability.
- Summarizing strategies for use After reading
Combining literal understanding with inferential thinking
- Student developed questioning strategies
- Abstracting and extrapolating ideas from text: strategies that teach readers how to create "home run" comprehension products
- Recognizing patterns of narrative text and using nonfiction trade books
- Guiding students through complex text content: four high utility study guides
- Identify challenges for English Language Learners (ELLs) in content area and classroom reading.
Assignment Due Dates
Review the Course Calendar. A link is available on each course content page.
The primary methods for communicating with students with be via...
- Course News
Updates, instructions, advice and tips will be posted in the Course News. Remember to check it each time you login to your course. Please log in at least four times a week
Check the Discussion Board posts and responses regularly and remember that your level of Discussion Board participation and your discussion summary will be factored into your grade.
- Your UW-Stout Email account
Check the university email at least every other day. Daily is better. No course communication will be sent to your home/work personal email accounts.
Instructor's Online Schedule
I will always check the "Questions for Dr. Crum" forum on the Discussion Board first when logging into the course. I will log into the course early each morning and again in the evening. Monday-Friday, and will not login on Saturdays. I will login on Sunday evenings. My goal is to be as responsive and helpful as possible.
Q & A Forum on the Discussion Board
Think of this as the instructor's online office.
A Q&A discussion forum at the top of the Discussion Board is designed for posting your questions about course content or assignment directions. The Q&A discussion forum is the place to ask a question which pertains to all participants in the course.
If you have a question it is likely others do as well, and everyone will see the answer as soon as you do when we use the public Q&A forum. Even better, your colleagues may have the answer for you! If someone knows the answer to a question before the instructor logsin, jump in and help each other.
Please post all questions to the course Q&A before emailing the instructor unless it regards a private matter or grades.
Private Email Communication with the Instructor
When emailing the instructor privately, include the course name and section number, your full name, and a complete explanation. This information allows me to give you the best possible answer as quickly as possible since multiple sections of courses are taught each term.
Instructor Email Response Timeline
You can expect an answer to all emails within 24 hours, Monday-Friday and on Sunday. Please wait at least 24 hours before emailing the same question again. If you get no response to an email or a Q&A posting within 3 days then assume the instructor missed seeing the email/posting. Send or post it again, please! Sometimes emails go into some kind of "cyber black hole" and are never received.
This is not a self-paced course, and you will be required to work together as a group within the discussions and certain group/partner activities. Therefore, the Dropbox and Discussion Boards are date-restricted to open as appropriate for the assignments. Please let your instructor know if you should have access to something but it hasn't opened yet.
Checking your university email daily is recommended.
Mobile Phone Access to Your Email
You may configure your mobile device to receive your university e-mail automatically. Directions are provided at: http://helpdesk.uwstout.edu/kb/resolution.asp?q_id=262
Click on the appropriate link for directions that match your device.
If you need assistance, please call: 715-232-5000.
Each student's participation and performance in class will be evaluated on the basis of rubrics created for the activities described below. The percentages which follow each activity represent the weight used in determining the final grade.
Dialogue among class members is critical as we will practice one of the most important points in reading comprehension; readers always "construct their own comprehension." Writing and talking are the tools of construction.
Class Discussion — 35%
Module Learning Activities and Field Experiences — 50%
and Professional Development Plan — 15%
- Discussion Rubric
- Vocabulary Lesson Rubric
- Field Experience Rubric
- Disciplinary Literacy — Annotated list of Nonfiction Books and Websites Rubric
- Professional Development Experience Rubric
- Level One Literacy Coaching Summary Professional Development Plan Rubric
F 73 or below
To maintain Full Academic Standing, a cumulative GPA of 3.0 is required for graduate students.
Only courses in which a student earns a grade of C or better may be included for certification. If a student in the reading teacher certification program receives lower than a C in a required reading course, the course must be repeated. The grade earned when taking the course the first time will continue to be counted in the calculation of the GPA.
Online Attendance and Late Policy
In an online course, you are not required to attend at a particular location or time of day.
This course is designed as an interactive course in which you contribute and respond to the discussion postings of other students. Plan to log in and participate in the course discussion at least two times each week. Your instructor has access to a dashboard login summary displaying the date of each entry you make to the Discussion Board or Dropbox—this includes a response to an assignment, a posting on the threaded discussion, submission of an assignment, or participation in group work.
Prompt submission of assignments for assessment allows the instructor to provide guidance and timely feedback. Due dates for each module are published on the course calendar at the start of the class. Work turned in by midnight on the due date will be considered on time and will receive full credit.
Excused Makeup Work - If a late submission has been requested and approved in advance of the due date, there will be no deduction of points from the assignment grade. Send an e-mail to the instructor requesting an extension and to discuss an alternate due date.
Unexcused Makeup Work - If a request for an extension has not been submitted prior to the assignment due date, the late assignment will be considered unexcused. Discussions and postings not submitted on time will result in a 10% deduction per day. Assignments or postings not completed within a week will result in no credit with a score of zero entered as the assignment or discussion grade.
Emergencies arise, and the late policy can be waived at the instructor's discretion in case of an emergency. Emergencies are defined as events which are serious and unexpected. Emergencies cannot be written on the calendar in advance. Examples of emergencies are: heart attacks, car accidents, serious health crises of the student or someone in the student's immediate family. Examples of non-emergencies include family weddings, vacations, conferences, or any other event which is known in advance. Students are encouraged to work ahead when necessary if there are planned family events or travel. Students should contact the instructor to make arrangements to work ahead or to request a waiver of the course late policy.
Participation and Collaboration
While online education is highly flexible and designed to meet your schedule, you will need to set and meet deadlines as part of your weekly assignments and collaborative work. Your instructor will provide a week-by-week calendar describing field experience and discussion posting due dates.
Additionally, your peer learners will depend on timely feedback as you interact via the Discussion Board and work together on small group tasks.
This course work involves field testing strategies with students, reporting results, and one concise reflection paper. There are no quizzes. It will be important to get started immediately doing the readings and the activities if there is a field testing assignment scheduled for that module.
What if you are not teaching and do not have access to students for field testing? Sources for "students" for field testing may include:
- A family member
- Neighborhood students
- Willing adults (many of the strategies work with all ages)
- Religious youth groups
- Girls Scouts
- Park district and library groups
- Students you are tutoring
- Any group, of any age that assembled to study or learn something will work just fine.
Course Discussion Board
This course is designed as an interactive course in which you contribute and respond to the discussion postings of other students. Your instructor has access to a Dashboard login summary including the date timestamp of each entry on the Discussion Board or Dropbox; this includes a response to an assignment, a posting on the threaded discussion, or submission of an assignment.
Many of the course activities will occur in the Discussion Board, so it is important that you check it regularly each week. You will also share all assignments to the Discussion Board.
Perhaps its most vital use, however, is the exchange of ideas that can occur among class participants. You will be able to communicate with everyone in the class through your postings to the Discussion Board. Communicate with each other frequently and freely.
Please review these pages:
If your professional/personal obligations or illness require you to be absent for more than three days, please contact the instructor.
Please do not "drop out" for a period of time and then expect to "drop back in" without losing points. This makes it difficult for your colleagues to complete their response assignments.
Social Media Course Activities
During the class we will use public social media tools, such as Google Docs and Wikispaces to share information.
These tools are outside of the university's Learn@UWStout learning management system, and your postings may be viewed by individuals who are not class participants. We encourage your participation in these activities and expect that you are respectful and professional in all social media interactions with peers and faculty.
Options will be offered to use an alternate profile if you prefer not to use your name. You will not be required to release any personal information on a public site (i.e., email address, mailing address, cell phone number, birth date, or photo).
Safe practices to protect your privacy and suggested security settings will be discussed during the introduction to the first social media activity.
No instructor feedback will be posted on social media that might indicate your grade, course enrollment, and class schedule as per the Family Educational Rights and Privacy Act (FERPA).
Social media tools routinely collect, store, and share data about their users. These data are usually maintained in aggregate, but personalization techniques are used and bring exposure (in the forms of direct advertising, for example) to the user by third party sites or tools.
University IT Acceptable Use Policy — http://www.uwstout.edu/lit/upload/Info-Technology-Acceptable-Use-policy-09-66-2.pdf
No more that 10% of a discussion posting or paper may be directly quoted.
Tips for documenting direct quotations in a discussion posting or paper:http://owl.english.purdue.edu/owl/resource/560/02/
See: "short quotations" and "long quotations" and "summary or paraphrase."
Academic Honesty and Misconduct
From the university policy: "Students are responsible for the honest completion and representation of their work, for the appropriate citation of sources, and for respect of others' academic endeavors. Students who violate these standards must be confronted and must accept the consequences of their actions.
Definitions of academic dishonesty as provided by the National Association of Student Personnel Administrators include:
Cheating - The use or attempted use of unauthorized materials, information, or study aids in any academic exercise.
Plagiarism - The use of others' ideas and words without a clear acknowledgement of the source.
Fabrication - The intentional and unauthorized falsification or invention of any information or citation in any academic exercise.
Assisting - The facilitation or assistance in academic dishonesty.
UW-Stout also considers academic dishonesty to include forgery of academic documents, or intentionally impeding or damaging the academic work of others.
Academic misconduct in the University of Wisconsin System is defined by UWS Chapter 14. "
Student Academic Misconduct / Disciplinary Procedures - UWS Ch. 14
Minimum Technology Requirements
Complete the system checkup on this website,https://uwstout.courses.wisconsin.edu/ by clicking on the link that says: Check your system.
Madison Help Desk
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• 1-888-435-7589 select option 3
• 1-608-264-4357 select option 3
Problems with Email
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Take a few minutes to review the Frequently Asked Questions, (FAQs).
UW-Stout strives for an inclusive learning environment. If you anticipate or experience any barriers related to the format or requirements of this course please contact the instructor to discuss ways to ensure full access. If you determine that additional disability-related accommodations are necessary please contact the Disability Services office for assistance 715-232-2995 or contact the staff via email at this website:http://www.uwstout.edu/services/disability/contact.cfm
To access UW - Stout's Library Services visit http://www.uwstout.edu/lib/ In addition to traditional and online services, the library maintains many helpful videos on searching and use of the online research tools.
For students in the Wisconsin 316 Reading Teacher Certification Program
Foundations of Reading Test
Beginning January 31, 2014, the Foundations of Reading Test (FORT), a test of reading instruction knowledge and skills administered by the Evaluation Systems group of Pearson, is required for candidates applying for any elementary teacher licensure (grades K-5, EC, EC-MC, MC-EA), any special education teacher licensure, reading teacher licensure, and reading specialist licensure.
Test Information and Test Preparation Resources