Syllabus Response- W. I.

O’Byrne 1

Running head: Syllabus Response

Comprehensive Exam: Syllabus Response

W. Ian O’Byrne

University of Connecticut
 Syllabus Response- W. I. O’Byrne 2

Syllabus Response

Literacy Across the Curriculum: Reading and Writing in The Content Areas

You are an assistant professor at the University of MichMaineCal. Your dean has assigned you
the task of designing a new 3-credit course on reading and writing in the content areas for subject
area 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, as
well as the new literacies you believe are required to effectively read, write, and communicate
with Internet technologies. Your syllabus should meet the Category II standards (The Classroom
Teacher) as these appear in Standards for Reading Professionals (International Reading
Association, 2004 --Available at:
http://www.reading.org/downloads/resources/545standards2003/index.html You can assume that
these students are either juniors or seniors and have had course work in assessment and
individual 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 course
online, in a WebCT or similar environment. You will, however, meet for three hours once a
week, 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 that
replaces 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 3

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 the skills
and instructional methods necessary to effectively teach reading and writing to adolescents in
content area classrooms. The goal of this course is to provide educators with the instructional
strategies needed to promote reading and writing across the curriculum, along with guidance in
making 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 and
skills presented in this course. Content for the course will include a wide variety of materials that
will provide educators with a working knowledge of the psychological and sociological forces
that affect adolescent readers and writers. Experiences in this class will range from online/offline
discussion, in-school fieldwork, to planning for classroom lessons. Educators will leave this class
with the skills, tools and materials needed to start teaching and promoting reading and writing
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 and
their use in the content area classroom.

• Demonstrate knowledge of effective writing and content creation strategies used by

adolescents 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 content
area classroom, including but not limited to special needs students, English language
learners, 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.
 Syllabus Response- W. I. O’Byrne 4

• Demonstrate knowledge of assessment strategies, both formal and informal, and use the
results to affect student achievement and engagement of ALL learners.

• Demonstrate knowledge of scaffolding strategies and their use in the promoting reading
and writing strategies by ALL learners.

• Demonstrate knowledge of new literacies strategies and other instructional methods in

bringing technology use into the content area classroom.

• Demonstrate an ability to communicate professionally with all members of the school and
local community in regard to student achievement and instructional practice.

• Demonstrate an understanding of the use of journals, professional development

opportunities, and membership in content area organizations to further professional
growth.

Resources for the Course

Required Texts
Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2009). Content reading and literacy:
Succeeding in today’s diverse classrooms (6th edition). Boston: Allyn & Bacon.

Rationale: Selected because the text provides in-depth examples of literacy methods and
strategies for content area teachers to employ with all learners. The authors address the
literacy needs diverse students and English language learners, all while maintaining a
research-based approach. The text also provides instructional models for use in
integrating New Literacies and 21st Century Literacies work into subject area curricula.
Finally, a companion website (MyEducationLab) provides educators with case studies,
study plans and other interactive materials to assist in using the text.

Leu, D. J., Leu, D. D., & Coiro, J. (2004). Teaching with the Internet: New literacies for new
times (4th ed.). Norwood, MA: Christopher-Gordon.

Rationale: Selected because it provides a new literacies perspective within which to integrate
Internet and communication technologies into content area literacy instruction. The text
provides modeled strategies for building new literacies skills, along with reading and
writing skills across the content area classrooms. Websites are provided as resources to
assist educators in embedding these skills in their lessons.

Required Supplemental Readings

Alvermann, D. (2008). A Hybrid Approach to Content Area Literacy. New Literacies: A
Professional Development Wiki for Educators. Developed under the aegis of the
Improving Teacher Quality Project (ITQP), a federally funded partnership between
Montclair State University and East Orange School District, New Jersey.
 Syllabus Response- W. I. O’Byrne 5

Available from:
http://www.newlits.org/index.php?title=A_Hybrid_Approach_to_Content_Area_Literacy

Biancarosa, G., & Snow, C. (2004). Reading next: A vision for action and research in middle
and high school literacy—A report to Carnegie Corporation of New York (2nd ed.).
Washington, DC: Alliance for Excellent Education.

Beach, R., & O'Brien, D. (2005). Playing texts against each other in the multimodal English
classroom. English in Education, 39(2), 44-59.

Black, R. W. (2007). Digital Design: English Language Learners and Reader Reviews in Online
Fiction. In M. Knobel and C. Lankshear (Eds), A New Literacies Sampler. New York:
Peter Lang. Available: http://www.soe.jcu.edu.au/sampler

Brozo, W., Shiel, G. & Topping, K. (2007). Engagement in reading: Lessons learned from three
PISA countries. Journal of Adolescent & Adult Literacy, 51(4), 304-312.

Castek, J., Zawilinski, L., O’Byrne, W. I., McVerry, J. G., & Leu, D. J. (in press). The New
Literacies of Online Reading Comprehension: New opportunities and challenges for
students with learning difficulties. In C. Wyatt-Smith & Elkins (Eds). Multiple
perspectives on difficulties in learning literacy and numeracy.

Chandler-Olcott, K., & Mahar, D. (2003). “Tech-savviness” meets multiliteracies: Exploring

adolescent girls’ technology-mediated literacy practices. Reading Research Quarterly,
38, 356–85.

Faux, F. (2005). Multimodality: how students with special educational needs create multimedia
stories. Education, Communication & Information, 5(2), 167-181.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of
adolescents in middle and high schools—A report to Carnegie Corporation of New York.
Washington, DC: Alliance for Excellent Education.

Guthrie, J. T., and Davis, M. H. (2003). Motivating Struggling Readers in Middle School
Through an Engagement Model of Classroom Practice. Reading and Writing
Quarterly,19, 59–85.

Hagood, M. (2008). Popular culture, identities, and new literacies research. In J. Coiro, M.
Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research on new literacies.
Mahwah, NJ: Erlbaum.

Heller, R. & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core
of middle and high school improvement. Washington, DC: Alliance for Excellent
Education.Meltzer, J., Smith, N.C., & Clark, H. (2002). Adolescent literacy resources:
Linking research and practice. Providence, RI: LAB.
 Syllabus Response- W. I. O’Byrne 6

Hinchman, K.A., Alvermann, D.E., Boyd, F.B., Brozo, W.G., & Vacca, R.T. (2004). Supporting
older students’ in- and out-of-school literacies. Journal of Adolescent & Adult Literacy,
47, 304–310.

Jewitt, C., Kress, G., Ogborn, J., & Tsatsarelis, C. (2001). Exploring learning through visual,
actional and linguistic communication: the multimodal environment of a science
classroom. Educational Review, 53(1), 5-18.
Karchmer, R. (2001). The journey ahead: Thirteen teachers report how the Internet influences
literacy and literacy instruction in their K–12 classrooms. Reading Research Quarterly,
36, 4, 442-466.

Kamil, M. (2003). Adolescents and literacy: Reading for the 21st century. Washington, DC:
Alliance for Excellent Education.

Kuiper, E., & Volman, M. (2008). The web as a source of information for students in K–12
education. In J. Coiro, M. Knobel, C. Lankshear, & D. Leu (Eds.), Handbook of research
on new literacies. Mahwah, NJ: Erlbaum.

Leu, D.J., Jr., Kinzer, C.K., Coiro, J., Cammack, D. (2004). Toward a theory of new literacies
emerging from the Internet and other information and communication technologies.
[Article reprinted from R.B. Ruddell & N. Unrau (Eds.), Theoretical Models and
Processes of Reading, Fifth Edition (1568-1611). International Reading Association:
Newark, DE.] [Online Serial]. Available:
http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/leu

Leu, D. J., Jr., Zawilinski, L., Castek, J., Banjerjee, M., Housand, et al. (2007). What is new
about the new literacies of online reading comprehension. In A. Berger, L. Rush, & J.
Eakle (Eds.) Secondary school reading and writing: What research reveals for classroom
practices. Chicago, IL: NCTLE/NCRLL.

Luke, A. (2000). Critical literacy in Australia: A matter of context and standpoint. Journal of
Adolescent and Adult Literacy, 43(5): 448-461.

Merchant, G. (2007). Writing the future in the digital age. Literacy, 41(3), 118-128.
Merchant, G. (2008). Digital writing in the early years. In J. Coiro, M. Knobel, C. Lankshear, &
D. Leu (Eds.), Handbook of research on new literacies. Mahwah, NJ: Erlbaum.
Moje, E. B., McIntosh-Ciechanowski, K., Kramer, K., Ellis, L., Carrillo, R., & Collazo,
T. (2004). Working toward third space in content area literacy: An examination of
everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–71.

O’Brien, D. (2001, June). “At-risk” adolescents: Redefining competence through the

multiliteracies of intermediality, visual arts, and representation. Reading Online, 4(11).
Available:
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http://www.readingonline.org/newliteracies/lit_index.asp?HREF=/newliteracies/obrien/in
dex.html

O’Byrne, W. I. (2008) The audience is watching: Effectively using video in your classroom and
in online spaces. Sigtel Bulletin [Online serial]. Retrieved March 5, 2009, from
http://www.iste.org/Content/NavigationMenu/Membership/SIGs/SIGTel_Telelearning_/S
IGTelBulletin/Archive/20082009/The_Audience_Is_Watching.htm.

Phelps, S. (2005). Ten years of research on adolescent literacy, 1994-2004: A review.

Naperville, IL: Learning Point Associates.

Short, D.J., & Fitzsimmons, S. (2007). Double the work: Challenges and solutions to acquiring
language and academic literacy for adolescent English language learners—A report to
Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.

Snow, C.E., & Biancarosa, G. (2003). Adolescent literacy and the achievement gap: What do we
know and where do we go from here? New York: Carnegie Corporation of New York.

Sturtevant, E.G. (2007). The literacy coach: A key to improving teaching and learning in
secondary schools. Washington, DC: Alliance for Excellent Education.

Torgesen, J.K., Houston, D.D., Rissman, L.M. Decker, S.M., Roberts, G., Vaughn, S., Wexler,
J., Francis, D.J., Rivera, M.O., Lesaux, N. (2007). Academic literacy instruction for
adolescents: A guidance document from the Center on Instruction. Portsmouth, NH:
RMC Research Corporation, Center on Instruction.

Zawilinski, L. (2009). HOT Blogging: A framework for blogging to promote higher order
thinking. The Reading Teacher, 62(8), 650–661.
Rationale: Each of these supplemental readings is intended to support and extend classroom
discussion of topics beyond what the text provides. The readings also represent literature and
research from journals that teachers will need as they continue their professional career. All
supplemental readings will be available through WebCT.

Supplemental Readings
Batalova, J., Fix, M., & Murray, J. (2007). Measures of change: The demography and literacy of
adolescent English learners—A report to Carnegie Corporation of New York.
Washington, DC: Migration Policy Institute.

Karchmer, R.A., Mallette, M.H., Kara-Soteriou, J., Leu, D.J., Jr. (Eds.). (2005). Innovative
approaches to literacy education: Using the Internet to support new literacies. Newark,
DE: International Reading Association.

Meltzer, J., Smith, N.C., & Clark, H. (2002). Adolescent literacy resources: Linking research
and practice. Providence, RI: LAB.
 Syllabus Response- W. I. O’Byrne 8

Internet Resources
Content Reading and Literacy, Companion Site
(http://wps.ablongman.com/ab_alvermann_content_5/55/14315/3664858.cw/index.html)

MyEducationLab interactive website (www.myeducationlab.com)

ReadWriteThink (www.readwritethink.org)

Teaching With the Internet, Companion Site (www.sp.uconn.edu/~djleu/fourth.html)

WebCT online classroom (wolverinebearsquaredCT.michmainecal.edu)

Rationale: The companion websites for both of the texts provide links to online sites, videos, and
case studies that will be used to extended learning of the subjects. ReadWriteThink will be
included to provide a model of online environments in which educators can share lesson and
strategies. WebCT is the virtual classroom where we will conduct all online discussions and turn
in assignments.

Assignments & Grading

Your grade is based on the following:

1. Attendance & in-class discussion [15%]
2. Online discussions [15%]
3. Article discussion leader [20%]
4. Instructional method review [20%]
5. Educator case study [30%]

All rubrics for class will be constructed and revised by all members of the class. At the beginning
of the semester I will begin a Google Doc with the rubrics for each of the assignments, and what
I believe is a fair assessment of the work being done. All members of the class will have two
weeks to edit and revise the rubrics to address any issues they have with the requirements.

All assignments are to be completed and uploaded to WebCT. At the completion of the semester,
all lesson plans created either by individual students or the class (along with all supporting
materials) will be available online for students to add to their collection of professional materials.
It is the hope of the instructor, that all of you will be able to take the lessons and modify them for
use in your own classroom.

1. Attendance and participation (15%)

Attendance is mandatory. Your presence and involvement in class discussions is one of the most
important pieces of this class. You need the time to time to converse with colleagues and discuss
the literature and materials presented in the course. Individual classroom discussion grades will
be graded on a rubric scale of three points. The rubric can be found on the Google Doc
containing the class rubrics.

2. Online discussions (15%)

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Throughout the course you will be expected to contribute in online discussions using WebCT,
along with the in-class discussions during our face-to-face meetings. Each week the discussions
will focus on a selected reading for the week, and will ask you to have read and now respond to
the selection. You will respond a minimum of one time before our weekly class meeting, and one
time after our class meeting. During class, we will save time to discuss face-to-face the selection
or discussions that have arisen from the literature. The online discussions will be led each week
by one of your peers. You are expected to involve yourself in the discussion. You may respond
as often as you like, but the minimum you may respond is once before, and once after class. The
rubric that will be used to assess your involvement in online discussions will be based on a three-
point scale. The rubric will assess whether or not you involve yourself in the discussion,
attention to the literature, and depth of the discussion. The rubric can be found on the Google
Doc containing the class rubrics.

3. Online discussion leader (20%)

Each week all members of the class will be expected to contribute to discussions in the virtual
classroom on WebCT. One week a semester, you will act as a Discussion Director (DD) for that
week’s literature. You will be required to have read the week’s literature and write two prompts
that address what you believe the pertinent issues of the literature are. You will post these
prompts to the online discussion board the day after our face-to-face class session. As individuals
read the literature, and respond to your prompts, it is your responsibility to lead a discussion of
what you believe to be the essential parts of that week’s readings. In the face-to-face class, you
will present a quick synopsis (5 minutes) of the week’s readings, and what points came up in the
discussion. In class, we will then have time to discuss how the literature affects the greater
elements of the course, and the effect on instruction. The rubric can be found on the Google Doc
containing the class rubrics.

4. Instructional method review (20%)

During the semester you will read and discuss various instructional methods that can be used to
build the reading and writing literacies of adolescents in content areas. For this review, you are to
select one of the methods or instructional strategies and compile all relevant literature on it. You
are to write a review of the method, and critique the overall effectiveness of the method or
strategy. You are to then write up a lesson plan, using the method or strategy in your content area
classroom. Models for the lesson plan will be distributed during class activities. The rubric that
will be used to assess the review of the method, and lesson plan will be available on the Google
Doc containing the class rubrics.

5. Educator case study (30%) [FIELD ASSIGNMENT]

During the semester you will be reading significant literature from the field, and discussing the
concepts online and face-to-face in class. Starting at Week Four of the class, all of you will be in
classrooms working with students. It is the expectation of the instructor that you all think about
the pertinent literature and concepts, and think about how it will affect your instructional routine.
For the final assignment of the class, you are to take one instructional strategy or model and
write up a comprehensive lesson plan using the method of your choice. You are to teach that
lesson at least once to a classroom. You will then write a response in which you capture the
planning, implementation and overall reaction of using that method. You are to discuss your
overall feelings and reactions to planning and delivering the instruction. You are also to focus on
 Syllabus Response- W. I. O’Byrne 10

one student in your class in a section of your paper. Discuss the overall strengths and weaknesses
of that student’s reading and writing ability. Share how your method was specifically targeted to
assisting that one student. The overall response and analysis paper will be a 1000 word
minimum. The rubric used to assess the lesson plan, supporting documents, and response paper
will be available on the Google Doc containing the class rubrics.

If for some reason you are unable to teach the lesson to a classroom, you must notify the
instructor and we will both discuss alternative assignments.

Week Topics/Assignments Readings

Intro: Syllabus, overview of course, description of assignments & Alvermann, Phelps &
Week One due dates. Sign up for Article Discussion Leaders. Gillis Ch. 1

Content WebCT: Log on to WebCT. In the appropiate section on the Leu, Leu & Coiro Ch. 1
Literacy discussion board within WebCT, introduce yourself. Share some
information about yourself, where you will be teaching, and a
New Literacy significant experience you have had with reading/writing. Finish
Theory for homework.

Think-Pair-Share: What is literacy? What is content area literacy?

Discussion: Discuss Content Literacy and the reading process.

Define New Literacies theory. Describe the five principles of
independent reading. Cognitive/Social Constructionist
Perspectives. Principles of effective literacy instruction.

Close: Questions/concerns about the class. Share examples of

response to the “What is Literacy” prompt.

WebCT: Read & respond to Leu, D.J., Jr., Kinzer, C.K., Coiro, J.,
Cammack, D. (2004). Instructor will lead this DD role.
Intro: What is literacy? What defines New Literacies? Alvermann, Phelps &
Week Two Gillis Ch. 2
Lecture: Reading Methods (Reciprocal Teaching, Internet
Content Reciprocal Teaching, Reading Apprenticeship, Strategic Leu, Leu & Coiro Ch. 2
Literacy & Instruction Method, Questioning the Author, etc.). Video case
Reading studies. Biancarosa, G., & Snow,
Methods C. (2004)
Large Group: Discuss Reading Next, and differentiating
New Literacy instruction for all learners.
Theory
Small groups: Discuss and report back on differences between
reading methods. What skills and strategies are similar? What
student skills or traits are focused on in each?

Close: Why is differentiation of instruction an important piece of

instructional planning and implementation?

WebCT: First DD posting. Read & respond to Heller, R. &

Greenleaf, C. (2007).
 Syllabus Response- W. I. O’Byrne 11

Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Three Gillis Ch. 3
Lecture: Learning cycle & planning literacy lessons; five
Reading principles of adaptive instruction; lesson planning. Leu, Leu & Coiro Ch. 3
attitudes &
interests Small group: List arguments for and against ability grouping.
Compare and contrast different forms of grouping for instruction
Instruction-al within each content area.
models
Large group: Instructional models using the Internet (Internet
workshop, Internet projects, Internet Inquiry). Detail examples of
effective use of these models, and desired student skills.

Close: Describe what the favorable learning environment will look

like in your classroom. What skills, strategies and behaviors will
you bring to your classroom in order to bring this goal to reality?

WebCT: Second DD posting. Read & respond to Leu, D. J., Jr.,

Zawilinski, L., Castek, J., Banjerjee, M., Housand, et al. (2007).

Assignment: Begin work on Instructional Method Review.

Intro: DD leads discussion about article and online discussion Alvermann, Phelps &
Week Four Gillis Ch. 4
Lecture: Factors to consider when planning for instruction. How
Lesson frameworks can be used to structure lesson plans. Use of internet Leu, Leu & Coiro Ch. 5
planning resources to aid in planning. &6
(English &
Social Large group: As a think-aloud, plan a lesson, attaching appropriate
Studies) frameworks as a group. Fill out lesson plan document and leave on
Google Docs for future reference.
Student &
textbook Small groups: Compile a list of the Internet resources for use
grouping planning instruction. Compile a reference list of appropriate
frameworks.

Close: Write a sample lesson plan using methods described in this

class. Include all pertinent frameworks in your lesson plan.

Reminder: Students should be entering the classrooms this week.

WebCT: Third DD posting. Read & respond to Jewitt, C., Kress,

G., Ogborn, J., & Tsatsarelis, C. (2001).
 Syllabus Response- W. I. O’Byrne 12

Small groups: Read & review lesson plans created by peers. Alvermann, Phelps &
Week Five Provide strengths and weaknesses of each lesson plan. Identify Gillis Ch. 5
what strategies & frameworks are addressed within the lesson
Lesson plan. Leu, Leu & Coiro Ch. 7
planning &8
(Math & Lecture: Define types of assessment, and explain purposes along
Science) with strengths and weaknesses. Describe formal and informal
assessments. Describe strategies for evaluating student work and
Assessment, assigning grades, including rubrics. Describe student portfolios
Rubrics and online digital portfolios. Video case studies.

Large groups: Create a set of criteria and a rubric to score the

lesson plans that have been created for class. Add this rubric to the
class rubrics that are stored on the Google Docs page.

Close: Students should use the lesson plan rubric to assess their
own lesson plan. To leave class they should write up the grade
they assigned themselves, along with some changes they plan to
make to their lesson plan as a result of evaluating their work.

WebCT: Fourth DD posting. Read & respond to Torgesen, J.K.,

Houston, D.D., Rissman, L.M. Decker, S.M., Roberts, G.,
Vaughn, S., Wexler, J., Francis, D.J., Rivera, M.O., Lesaux, N.
(2007).

Assignment: Bring in an example of a textbook that you will read

with your students this year.
Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Six Gillis Ch. 6 & 7
Lecture: Activating prior knowledge when reading. Research
Barriers to based procedures in activating, assessing and building prior Alvermann (2008)
learning knowledge. K-W-L charts. The text and the reader in content area
reading. Effective direct instruction techniques in reading
Questioning comprehension. Questioning and techniques.

Prior Small group: In groups, break down one of the textbooks brought
knowledge into class. Plan how you would introduce this text to the
and classroom, and methods you would use in providing access to the
comprehen- text for ALL readers. Each group will present their findings to the
sion whole group.

Large group: Using the ideas presented in Alvermann (2008), use

the five principles presented in the Hybrid Approach to Critical
Literacy to revise and modify one of the lesson plans created in
class. Post this revised plan to Google Docs.

Close: What other barriers or variables (that we have not covered)

do you see that affect the learning and literacy practices of
adolescents?

Reminder: Instructional Method Review due next week.

WebCT: Fifth DD posting. Read & respond to Phelps, S. (2005).

 Syllabus Response- W. I. O’Byrne 13

Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Seven Gillis Ch. 8 & 9
Lecture: How students learn vocabulary. Strategies for introducing
Reading to and teaching vocabulary. Developing student independence with
learn vocabulary (context clues, Internet resources, dictionaries,
struggling readers, English language learners). Reinforcing
Vocabulary vocabulary.
instruction
Large group: As a think-aloud, plan a lesson using different talk
Discussion techniques in the classroom (small-group discussion, peer-led
and types of literature circles). Include student reflection moments (reaction
talk in the guides, journals, discussion webs, blogs, podcasts)
content area
classroom Small groups: As a group, define critical literacy as it applies to
the various content areas. What steps can be taken in order to
teach critical awareness of texts? How can you incorporate critical
media literacy in the curriculum? Share strategies with the large
group.

Close: What are three websites that you have used, that you would
share with another teacher?

Assignment: Instructional Method Review should be completed

and uploaded to WebCT by the end of class.

WebCT: Sixth DD posting. Read & respond to Kamil, M. (2003).

Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Eight Gillis Ch. 10
Lecture: What content area teachers need to know about writing
Writing (writing process, social construction of writing, writing & ICTs). Graham, S., & Perin, D.
Writing activities (learning logs, journals, summaries, reviews, (2007)
guided writing). Writing and student inquiry. Eleven key elements
of effective adolescent writing instruction. Video case studies. Merchant, G. (2007)

Small groups: Develop instructional models, methods and rules for Zawilinski, L. (2009)
responding to student writing. Codes of conduct should be
developed for peer response sessions, teacher conferences, and
formal evaluations. Share these with the larger group.

Large group: As a think-aloud, create a lesson plan using ICTs and

the writing process in the content area classroom. Use any of the
writing methods involved so far. Use the HOT Blogging article as
a guide in creating this lesson.

Close: How is student inquiry related to writing?

WebCT: Write a sample lesson plan using methods described in

this class. Include all pertinent frameworks in your lesson plan.
 Syllabus Response- W. I. O’Byrne 14

Small groups: Read & review lesson plans created by peers. Leu, Leu & Coiro Ch. 9
Week Nine Provide strengths and weaknesses of each lesson plan. Identify
what strategies & frameworks are addressed within the lesson Castek, J., Zawilinski,
Special plan. L., O’Byrne, W. I.,
Needs & McVerry, J. G., & Leu,
Struggling Lecture: Modifications, scaffolding strategies and multiple D. J. (in press)
Readers instructional models to support variability in literacy levels.
Constructing rich, explicit knowledge goals. Use of real-world Guthrie, J. & Davis, M.
connections to literacy expectations. High-interest literature (2003)
available to students. Direct instruction of reading strategies.
Collaboration in literacy learning.

Individually: Review the two previous lesson plans written for this
class and assess the overall use of strategies that attend to the
needs of ALL learners.

Small groups: Share the two lesson plans created for this class and
the assessment of instructional methods aimed at assisting ALL
learners.

Close: What changes will you make in the previous two lesson
plans that you wrote, in order to scaffold ALL learners to
achievement?

WebCT: Seventh DD posting. Read & respond to O’Brien, D.

(2001, June).
Intro: DD leads discussion about article and online discussion. Leu, Leu & Coiro Ch.
Week Ten 10 & 11
Lecture: Strategies for scaffolding English language learners
English (integrate multiple discourse methods, focus on vocab Black, R. W. (2007)
Language development, build and activate background knowledge, teach
Learners & literacy through context and themes, effective use of technology, Short, D.J., &
Limited motivation). Definition of “academic literacy”. Fitzsimmons, S. (2007)
English
Proficient Large group: As a think-aloud, construct a lesson plan that Snow, C.E., &
students includes the use of ICT tools (IM, blog, email, Google Translator) Biancarosa, G. (2003)
to scaffold ALL learners.

Individually: Review the previous lesson plans that were

constructed and reviewed for this class. Assess and revise
according to instructional strategies covered in the last two
sessions.

Small groups: Share the revisions and edits made to the two lesson
plans. Share how specific populations of students were targeted
with the choice of instructional strategies.

Close: What are possible ways to positively affect, and negatively

affect student motivation as it applies to literacy?

WebCT: Eighth DD posting. Read & respond to Kuiper, E., &

Volman, M. (2008).
 Syllabus Response- W. I. O’Byrne 15

Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Eleven Gillis Ch. 11
Lecture: Motivation and student performance on assessments &
Learning & how they study. Information literacy, accessing information using Brozo, W., Shiel, G. &
contributing text, libraries & Internet tools. Integrate Preparing students for Topping, K. (2007)
to learning in objective & subjective assessments. Study guides.
the content
area Large group: As a think-aloud, construct a lesson plan for using
Internet resources for accessing prior knowledge on a topic with
students as an introduction to a unit of study.

Small groups: Construct a study guide for student use from a text
currently being used by students.

Close: Find three internet resources from the suggested links

proposed by the Alvermann, Phelps & Gillis text that you would
recommend to another teacher.

WebCT: Ninth DD posting. Read & respond to Beach, R., &

O'Brien, D. (2005).
Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Twelve Gillis Ch. 12
Lecture: Literature and the content area. Responding to literature.
Critical Instructional strategies to integrate literature into the content area Luke, A. (2000)
literacy & classroom. Resources to find literature relevant to the content area.
Literature in Literature to promote critical literacy and support diverse learners.
the content
area Small groups: Using Luke’s example of instructing critical
classroom literacy, develop a quick lesson on critical literacy of an element
of text of the group’s choosing. Each group will then present this
lesson to the whole group.

Close: In what ways is critical literacy important to your content

area? In what ways is it impractical?

WebCT: Tenth DD posting. Read & respond to Faux, F. (2005).

Intro: DD leads discussion about article and online discussion. Chandler-Olcott, K., &
Week Mahar, D. (2003).
Thirteen Small groups: Each group will take one of the readings for the
In-school & week. Develop a presentation for each of the pieces of literature Hagood, M. (2008)
out of school that highlights the theory, research and instructional strategies
literacies involved. Hinchman, K.A.,
Alvermann, D.E., Boyd,
Close: What changes could you make in your instructional routine F.B., Brozo, W.G., &
to address out of school literacies? Vacca, R.T. (2004)

Reminder: Educator Class Study due next week. All materials, Merchant, G. (2008)
plans and written pieces need to be uploaded to WebCT by the end
of the semester. For class next week, you will need to have a O’Byrne, W. I. (2008)
presentation prepared outlining the goals of your lesson, and
specific strategies used to assist ALL learners.

WebCT: Eleventh DD posting. Read & respond to Sturtevant,

E.G. (2007).
 Syllabus Response- W. I. O’Byrne 16

Intro: DD leads discussion about article and online discussion. Alvermann, Phelps &
Week Fourteen Gillis Ch. 13
Literacy Large group: All members of the class present the final project of
coaching, PD & their Educator Class Study. All materials & plans are to be shared,
lifelong along with significant edits or lessons learned through the process.
leadership The profile of the one student studied, and the results of strategies
and skills intended to scaffold that learner are to be shared.

Reminder: All materials, plans and written pieces of the Educator

Class Study need to be uploaded to WebCT by the end of the
semester. All lessons, plans, and materials will be burned on a disc
and distributed to all members of the class.

Close: What is literacy? What is content area literacy? What is

New Literacies theory?