Instructor: Nancy Coffman Van Home Phone: Office Phone: 972-289-5454 972-883-4408

Office Hours:


3:00 P.M.- 5:00 P.M.

Thursday 3:30 P.M.-6:00 P.M. Teacher Ed. Office Alternative appointment times available. Make an appointment in advance to insure a meeting or call for a phone conference. ABSTRACT of COURSE: This course is to make you aware of the various issues associated with the art of teaching other then content. You rarely hear a person’s a good teacher because he/she “knows” the subject matter. Many other adjectives are used to describe a good teacher. Virtually all lists of exemplary qualities include appropriate classroom management and instructional skills including reading in the content areas. We will examine these qualities and how the pre-service and new teacher can acquire them. REQUIRED TEXT: Richardson, Judy and Raymond Morgan. Reading to Learn in Content Areas, 5th ed. Belmont, CA: Thomson and Wadsworth, 2003. ATTENDANCE: You are required to be on time to each class. Two tardies (or leaving class early) are considered an unexcused absence. Homework due on a day you are absent is still due on that day. Otherwise, a 50 point deduction will be assessed. If you have extenuating circumstances, call as soon as possible.

PARTICIPATION: I want all students to participate. Personal experience concerning class management techniques, reading activities you observe, and your opinions add to classroom discussions. However, I will not allow one student or small groups of students to dominate class discussions. This is considered disrespectful to your peers and will not be tolerated.

HOMEWORK ASSIGNMENTS: Homework assignments are to be typed and professional in appearance.

Please use Courier New font, size 12.
All assignments have a window of time for turning them in so that procrastinators will not turn in work the final class period. Because I allow for re-writes and returning them to you in a timely manner in case you need to re-re-write, this policy will be enforced. I do not accept assignments the last class meeting. “Window Closes” means that is the final day that the assignment is accepted. It is to your advantage to turn in something and have an opportunity to redo an assignment; otherwise, you will receive a zero and have no opportunity to make up the assignment. You may re-do up to 3 assignments for a higher grade (full credit); however, if you opt to re-do one, you must turn in that amended assignment with the graded original one within 2 class meetings. If redo assignments are turned in 3 or more class periods from original due date, I will assess a 50 point deduction. GRADING SCALE: To receive credit for this course you must • • Attend class Pass mid-term and final exams with a score of 75 or better Complete all assignments 25% 25% 50% 89-87 B+ 86-84 B 83-80 B-

Attendance (absences and tardies) and Class Participation Reading Guides and In Class Activities Mid-term Exam and Final Exam 97-100 96-94 93-90 ADA STATEMENT: A+ A A-

The University of Texas at Dallas, Office of Teacher Education, does not discriminate on the basis of disability in the recruitment and admission of students, the recruitment and employment faculty and staff, and the operation of any of its programs and activities, as specified by federal laws and regulations. The student has the responsibility of informing the course instructor of any disabling condition, which will require modification to avoid discrimination

CLASS 1--• Introduction • Activities Get Acquainted Activity Primer for Reading Exercise Fry Readability Formula and Graph (p.107) SMOG Formula pp. 457-58 Evaluation of Evidence “Poison Spreads” Turn in at end of class

***Window closes Class 2*** • HW: “Murder at St. Mary’s Hospital” Handout Read Ch. 1 pp. 19-29, Chapter 2, and pp. 180-187 For Classes 3-6: Please bring either a secondary textbook in your content area or an article you could actually use. CLASS 2— • Teaching 3 Levels of Comprehension • Activities • Levels Guide: Handouts “Aesop’s Fable” Read and complete in class. This is guided practice and in not handed in for a grade. Use it for a model for next assignment. In triads construct a levels guide for “The Case of the Missing Ancestor.” The guide must have directions (use handout I gave you), 5 statements per level with one of the statements a distracter. In top right corner of notebook paper, group members must sign their names. On the first and second blue lines of the guide, please write the title of the article and the kind of guide you group is writing. Thank you. ***Window closes Class 3*** HW: Read Ch. 8 pp. 225-228 and Chapter 11 CLASS 3--• Continue with Levels Guide • Introduction of Vocabulary Guides In Triads: ü Using “The Case of the Missing Ancestor”, develop 2 vocabulary guides (1 literal and 1 interpretive) ü In triads, you will read another article and write a levels guide with clear directions for each level and vocabulary guides with clear directions for the same article The levels guide must have 3-5 statements with one of them a distracter. The vocabulary guides will include 5 words from the article. Use the same 5 words for the literal and interpretive vocabulary guides. Window closes Class 3 HW: Using a secondary textbook in your content area or an article in your subject area, develop a literal vocabulary guide and an interpretive one plus a levels guide (5 statements per level with 1 distracter included in the 5). ***Window closes Class 4*** HW for Class 4: Read pp. 174-179

CLASS 4, 5, 6— During class 4, you will share your content are guides with other classmates so you will need to make 3 extra copies including the text. During these classes, we will practice making structured overviews for various articles done in class. • More Strategies Organizing Idea, Concept, Structured Overview, Pattern Guide • Activities In triads, complete “Today’s Stone Age Elephant Hunters” Develop organizing idea, concept, structured overview, and vocabulary guides (1 literal/1 interpretive for “Today’s…”) In triads, develop pattern guides for two handouts I give you in class. Include organizing idea, concept, structured overview, vocabulary guides (1 Literal and 1 Inferential) and the pattern guide which will have the 3 levels of comprehension. You will finish the first one in Class 4 and turn in handwritten copy. During class 5 you will again work in triads and create another pattern guide for the second handout which will be due at end of class 5. HW: For Class 6 Develop a content area pattern guide (a different topic) including O.I., concept structured overview, vocabulary guides (literal and interpretive), and the three comprehension parts. In other words Part I is the Pattern, Part II the interpretive statements, and Part III the applied statements. ***Window closes Class 6*** CLASS 7• Anticipation/Reasoning Guides • Activities In triads, read and complete anticipation/reasoning guides. Turn in for a grade. Develop an anticipation and reasoning guide for the levels and pattern guides you created for your content area. ***Window closes today*** CLASS 8--• MID-TERM EXAM You will be given 4 reading selections from which you will choose one and develop O.I., concept, structured overview,anticipation/reasoning guide, levels or pattern guide, vocabulary guides (1 literal and 1 interpretive). Please bring notebook paper. HW: Read Chapter 12

CLASS 9--Visual Tools • English Language Learners (ELL) • Multiple meanings • Research Project for Class 10 PART I RESEARCH Find information on 10 reading strategies to use with ELL students in your content area and present your findings to the class. Google is a good source to use. Please document your sources and after your presentation turn in a written report (at least 2 typed pages, double spaced, 1” margins, size 12 courier or librarian font). PART II RESEARCH Create or “steal” 7 visual tools for your content area. in content area groups or individually. You may work




CLASS 11—Research Project Presentation I do expect professionalism on your part when you make your presentation Time Limit 5 minutes HW: Read Chapter 9.

CLASS 12--Summarization (on the final)-_handouts done in class Concept Development (Yes/No Chart)—(on the final) Writing Across the Curriculum Diagnostic Assessment Cut and Paste Study Skills: Develop a study skills packet (at least 10 strategies) for your content area to present to class. Again, you may “steal” ideas from reliable sources. Class evaluations HW: Read Chapter 10.

CLASS 13--Presentation of your study skills packet and Yes/No Chart for your content area Bring transparencies of your chart and study skills strategies. Or you may use power point. Time limit—5 minutes Class 14—Final exam

The instructor reserves the right to amend this syllabus during the semester.