Reading &
Writing in Content Area
Instructor
Name: Dr. Pamela Bernards
Phone: 509-891-7219
Office
Hours: 8
a.m. to 5 p.m. PST Monday - Friday
Email: pamela_bernards@virtualeduc.com
Address: Virtual
Education Software
16201
E Indiana Ave, Suite 1450
Spokane,
WA 99216
Technical
Support: support@virtualeduc.com
This
course offers instruction in teaching reading and writing in various subject
matter fields at the secondary level. The material stresses the skills of
vocabulary building, comprehension, and writing, as well as methods for
motivating adolescents to read and write.
This computer-based instruction course is
a self-supporting program that provides instruction, structured practice, and
evaluation all on your home or school computer.
Technical support information can be found, in the Help section of your
course.
Course
Materials (Online)
Title: Reading
& Writing in Content Area
Instructor: Dr. Pamela Bernards, Ed.D.
Publisher:
Virtual Education Software, inc. 2012,
Revised 2015, Revised 2018
Academic
Work
Academic work submitted by the individual
(such as papers, assignments, reports, tests) shall be the student’s own work
or appropriately attributed, in part or in whole, to its correct source.
Submission of commercially prepared (or group prepared) materials as if they
are one’s own work is unacceptable.
Aiding
Honesty in Others
The
individual will encourage honesty in others by refraining from providing
materials or information to another person with knowledge that these materials
or information will be used improperly.
Violations
of these academic standards will result in the assignment of a failing grade
and subsequent loss of credit for the course.
This course is designed
to be an informational course with application to work or work-related settings. The reading and writing strategies were designed
to be used in the context of teaching content such as mathematics, science,
physical education, and history.
As a result of this course, participants will
demonstrate their ability to:
1.
Identify various
reading skills.
2.
Identify and
discuss factors that contribute to reading failure.
3.
Describe and
implement approaches to improve comprehension skills.
4.
Identify methods
for vocabulary development.
5.
Develop
reasonable instructional goals for the content reader.
6.
Stress the
acquisition of reading and writing skills across the curriculum.
7.
Summarize
research for the teaching of reading and writing at the secondary level.
8.
Provide methods
for the teaching of skills using technology resources.
9.
Use specific
methods for dealing with reading and writing problems.
The course Reading & Writing in Content Area has been divided into four chapters.
This course will provide information on such issues as recognizing reading
difficulties, assessing textbooks, and the integration of reading strategies
within a content area. The strategies taught are aligned with the Praxis
Reading Across the Curriculum test guide and the Reading in the Content Area
national standards.
The first chapter is an overview of
theories of teaching adolescents and language acquisition. The second, third,
and fourth chapters discuss current theory regarding the teaching of reading,
including phonics, fluency, and motivation. In addition to the theory, these
chapters challenge the learner to use specific teaching reading strategies.
Strategies are given with step-by-step directions for a teacher to integrate
into curriculum the next day.
These four chapters should give you
an understanding of the various strategies with step-by-step teaching techniques
to successfully integrate reading into your daily content teaching.
After you have completed each
chapter of the course, an examination will be used to evaluate your knowledge
and ability to apply what you’ve learned.
Student Expectations
As
a student you will be expected to:
·
Complete all four
information sections showing a competent understanding of the material
presented in each section.
·
Complete all four section
examinations, showing a competent understanding of the material presented. You must obtain an overall score of 70% or higher, with no individual exam score below 50%, and successfully
complete ALL writing assignments to pass this course. *Please note: Minimum exam score requirements may vary by
college or university; therefore, you should refer to your course addendum to
determine what your minimum exam score requirements are.
·
Complete a review of any section on which your examination score was
below 50%.
·
Retake any examination, after completing an
information review, to increase that examination score to a minimum of 50%,
making sure to also be achieving an overall exam score of a minimum 70% (maximum
of three attempts). *Please note: Minimum exam score
requirements may vary by college or university; therefore, you should refer to
your course addendum to determine what your minimum exam score requirements
are.
·
Complete all course journal article and essay writing assignments with
the minimum word count shown for each writing assignment.
·
Complete a course evaluation form at the end of the course.
Chapter 1: Reading
& Writing as a Process
This chapter discusses theorists such as Piaget and
how their research is applicable to teaching adolescents. This chapter will
also provide an overview of language acquisition theories. The “big picture” of
integrating reading into content areas is the main focus.
Chapter 2: Reading/Writing
Environment, Materials, Instruction
This
chapter discusses motivational theory and techniques and connecting reading to
students’ lives. The main focus of this chapter is on strategies such as
Inquiry Questions, Questioning the Author, Editor Interview, and Socratic
Seminars.
Chapter 3: Reading/Writing
Comprehension
This chapter
discusses characteristics of good readers. The main focus of this chapter is on
strategies such as an Anticipation Guide, DRT, KWL, DIA, and SQ3R.
Chapter 4: Vocabulary & Assessment
This chapter
discusses the importance of teaching vocabulary within the context of a content
area. The main focus of this chapter is on Word Maps, Semantic Maps, Discussion
Webs, RAFT, Concept Maps and the Frayer Model.
This chapter also discusses informal assessment of readers and of
curriculum. Other areas of focus for this chapter include the use of Reading
Inventories, GRI, and Cloze.
At the
end of each course section, you will be expected to complete an examination
designed to assess your knowledge. You may take these exams a total of three
times. Your last score will save, not the highest score. After your third attempt, each examination will
lock and not allow further access. The
average from your exam scores will be printed on your certificate. However, this is not your final grade since
your required writing assignments have not been reviewed. Exceptionally written or poorly written
required writing assignments, or violation of the academic integrity policy in
the course syllabus, will affect your grade.
As this is a self-paced computerized instruction program, you may review
course information as often as necessary. You will not be able to exit any
examinations until you have answered all questions. If you try to exit the exam
before you complete all questions, your information will be lost. You are
expected to complete the entire exam in one sitting.
Writing
Assignments
All
assignments are reviewed and may impact your final grade. Exceptionally or
poorly written assignments, or violation of the Academic Integrity Policy (see
course syllabus for policy), will affect your grade. Fifty percent of your
grade is determined by your writing assignments, and your overall exam score
determines the other fifty percent. Refer
to the Essay Grading Guidelines which
were sent as an attachment with your original course link. You should also refer to the Course Syllabus
Addendum which was sent as an attachment with your original course link, to
determine if you have any writing assignments in addition to the Critical
Thinking Questions (CTQ) and Journal Article Summations (JAS). If you do, the Essay Grading Guidelines will also apply.
Your
writing assignments must meet the minimum word count and are not to include the
question or your final citations as part of your word count. In other words, the question and citations
are not to be used as a means to meet the minimum word count.
Critical Thinking
Questions
There are four CTQs that you are required to complete.
You will need to write a minimum of 500
words (maximum 1,000) per essay. You
should explain how the information that you gained from the course will
be applied and clearly convey a strong understanding of the course content as
it relates to each CTQ. To view the
questions, click on REQUIRED ESSAY and choose the CTQ that you are ready to
complete; this will bring up a screen where you may enter your essay. Prior to course submission, you may go back
at any point to edit your essay, but you must be certain to click SAVE once you
are done with your edits.
You must click
SAVE before you write another essay or move on to another part of the course.
Journal Article
Summations
You are required to write, in your own words, a
summary on a total of three peer-reviewed or scholarly journal articles (one
article per JAS), written by an author with a Ph.D., Ed.D. or similar, on the
topic outlined within each JAS section in the “Required Essays” portion of the
course (blogs, abstracts, news articles or similar are not acceptable).
Your article choice must relate specifically to the discussion topic listed in
each individual JAS. You will choose a total of three relevant articles
(one article per JAS) and write a thorough
summary of the information presented in each article (you must write a minimum
of 200 words with a 400 word maximum per
JAS). Be sure to provide the URL or the journal name, volume, date, and any
other critical information to allow the facilitator to access and review each
article.
To write your summary, click on REQUIRED ESSAYS and
choose the JAS that you would like to complete. A writing
program will automatically launch where you can write your summary. When you
are ready to stop, click SAVE. Prior to course submission you may go back at
any point to edit your summaries but you must be certain to click SAVE once you
are done with your edits. For more information on the features of this
assignment, please consult the HELP menu.
You
must click SAVE before you write another summary or move on to another part of
the course.
Pamela
Bernards has 37 years of combined experience in diverse PK-8, high school, and
higher education settings as a teacher and an administrator. In addition to
these responsibilities, she was the founding director of a K-8 after-school
care program and founder of a pre-school program for infants to 4-year-olds.
The schools she served as a principal and as a curriculum coordinator were
named U.S. Department of Education Blue Ribbon Schools of Excellence. Her areas
of interest include curriculum, research-based teaching practices, staff
development, assessment, data-driven instruction, and instructional
intervention (remediation and gifted/talented). She received a doctorate in
Leadership and Professional Practice from Trevecca Nazarene University. She
currently serves as the Director of Professional Development for the National
Catholic Educational Association.
You may contact
the instructor by emailing Pamela Bernards at pamela_bernards@virtualeduc.com
or calling her at (509) 891-7219 Monday through Friday, 8:00 a.m. - 5:00 p.m.
PST. Phone messages will be answered within 24 hours. Phone conferences will be limited to ten minutes per student, per
day, given that this is a self-paced instructional program. Please do not
contact the instructor about technical problems, course glitches, or other
issues that involve the operation of the course.
If you have questions or problems related
to the operation of this course, please try everything twice. If the problem
persists please check our support pages for FAQs and known issues at www.virtualeduc.com and also the Help
section of your course.
If you need personal assistance then email
support@virtualeduc.com
or call (509) 891-7219. When contacting
technical support, please know your course version number (it is located at the
bottom left side of the Welcome Screen) and your operating system, and be
seated in front of the computer at the time of your call.
Minimum Computer
Requirements
Please
refer to VESi’s website: www.virtualeduc.com
or contact VESi if you have further questions about the compatibility of your
operating system.
Refer to the addendum regarding Grading Criteria, Course Completion
Information, Items to be Submitted, and how to submit your completed
information. The addendum will also note any additional course assignments that
you may be required to complete that are not listed in this syllabus.
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