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O'Byrne Response to Comprehensive Exam Syllabus Task

O'Byrne Response to Comprehensive Exam Syllabus Task

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Published by Ian O'Byrne
My response to the syllabus task on the comprehensive exams.
My response to the syllabus task on the comprehensive exams.

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Categories:Types, School Work
Published by: Ian O'Byrne on Mar 13, 2013
Copyright:Attribution Non-commercial


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Syllabus Response-
W. I. O’Byrne
Running head: Syllabus ResponseComprehensive Exam: Syllabus Response
W. Ian O’Byrne
 University of Connecticut
Syllabus Response-
W. I. O’Byrne
Syllabus ResponseLiteracy Across the Curriculum: Reading and Writing in The Content AreasYou are an assistant professor at the University of MichMaineCal. Your dean has assigned youthe task of designing a new 3-credit course on reading and writing in the content areas for subjectarea teachers in the middle and high school. You are expected to provide students with research- based preparation experiences in how to support literacy development in content area learning, aswell as the new literacies you believe are required to effectively read, write, and communicatewith Internet technologies. Your syllabus should meet the Category II standards (The ClassroomTeacher) as these appear in
Standards for Reading Professionals
(International ReadingAssociation, 2004 --Available at:http://www.reading.org/downloads/resources/545standards2003/index.htmlYou can assume thatthese students are either juniors or seniors and have had course work in assessment andindividual differences in learning, as well as regular field experiences in the schools. They are
talented students with GPA’s above 3.0 (the minimum level for acceptance into the Secondary
Education program). Your students will be in classrooms beginning with the fourth week of classes, for one day each week. You are also expected to run at least a portion of your courseonline, in a WebCT or similar environment. You will, however, meet for three hours once aweek, for 14 weeks.Your assignment:Present your Dean with the following:· A syllabus for a 3 credit, 14 week course.· The textbook selected and a rationale for this choice (or a packet of readings thatreplaces the textbook)· Selected readings beyond the textbook, if you choose to use one.· Assignments and a brief description of weekly, in class activities.· Assessment procedures for assigning student grades.· A schedule.
Syllabus Response-
W. I. O’Byrne
Literacy Across the Curriculum: Reading and Writing in The Content Areas
University of MichMaineCal
Instructor: W. Ian O’Byrne
Course Description
This course is designed to provide education majors at the secondary school level with thetheories and pedagogies necessary to effectively teach reading and writing to adolescents incontent area classrooms. The goal of this course is to provide educators with the instructionalstrategies needed to promote reading and writing across the curriculum, along with guidance inmaking these strategies happen in real world situations. The
Standards for Reading Professionals
 (International Reading Association, 2004) and the
 Position Statement on New Literacies and 21st Century Technologies (International Reading Association, in press)
helped frame the content andskills presented in this course. Content for the course will include a wide variety of materials thatwill provide educators with a working knowledge of the psychological and sociological forcesthat affect adolescent readers and writers. Experiences in this class will range from online/offlinediscussion, in-school fieldwork, to planning for classroom lessons. Educators will leave this classwith the theories and instructional methods needed to start teaching and promoting reading andwriting across the secondary school curriculum.
Course Objectives
Students successfully completing this course will be able to:
Demonstrate knowledge of effective online and offline reading processes, strategies andtheir use in the content area classroom.
Demonstrate knowledge of effective writing and content creation strategies used byadolescents and possibilities for instruction in the content area classroom.
Demonstrate knowledge of lesson planning and appropriate instructional methods to
support adolescents’ reading and writing skills across all content areas.
Demonstrate knowledge of the varied needs of ALL readers and writers in the contentarea classroom, including but not limited to special needs students, English languagelearners, and struggling readers.
Use a variety of curricular materials in the planning and implementation of instructional practices, including online and offline sources, to support ALL learners.
Use instructional grouping options, including individual, small group, and whole class in providing instruction to ALL students.

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