COURSE DESCRIPTION an Inquiry Curriculum(2.10/16.1) 6. Students will engage in reflective practice as they implement inquiry teaching. (2.9/16.2) 7. Students will understand and be

NOTE: This is a living document and subject to revision.

COURSE: RLL 7300: Literacy Across the Curriculum

TERM/YEAR: Winter 2014

SECTION: 001

COURSE CREDITS: 3

DAY/TIME: Wednesday 5:00-7:45

LOCATION: 253 Education Building

INSTRUCTOR: Dr. Poonam Arya

Office #: 279 Education

Office Phone: (313) 577-1643

e-mail: [email protected]

OFFICE HOURS: Call for appointment (313) 577-0902

3:30-4:30 pm Wednesday

2:00-4:00 pm Thursday

Other times arranged with instructor

COURSE DESCRIPTION

Using an Inquiry Curriculum as the theoretical bases for teaching literacy across the

curriculum, strategies for organization and instruction will be explored. Action research, in

terms of an intensive, systematic inquiry, will be utilized.

PREREQUISITES

RLL 7100, RLL 7200

COURSE OBJECTIVES (Michigan Dept. of Ed. Standards for Reading Specialist/International

Reading Association Standards):

1. Students will understand the philosophical bases for teaching literacy across the curriculum.

(3.1.1.1, 3.1.1.3, 3.1.2.7/1.5, 3.1, 5.5)

2. Students will know a variety of strategies and be able to select from among them to develop

students’ critical thinking skills. (2.4/2.2)

3. Students will understand and be able to select from various instructional approaches those

most appropriate for particular instructional situations, a wide variety of media, and for

diverse learners from a variety of cultures. 3.1.2.4, 3.1.2.5, 3.4.1.3, 4.1.1.5, 4.1.1.6,

4.1.1.7/2.9, 2.6, 2.13, 5.4, 3.2)

4. Students will be able to develop a plan for incorporating literacy instruction across all areas

of the curriculum using a variety of communicative forms. (3.1.1.2, 3.3.1, 3.4.3, 3.4.6,

3.4.7, 4.2.1.9/2.5, 7.6, 9.3, 6.6, 7.1, 7.2, 7.3, 7.5, 9.1, 9.2, 16.2)

5. Students will read professional journals and other professional publications and summarize

research on topics of interest in the area of literacy instruction across the curriculum.

(2.10/16.1)

6. Students will engage in reflective practice as they implement inquiry teaching. (2.9/16.2)

7. Students will understand and be able to implement inquiry learning that incorporates all

areas of the curriculum. (3.4.1.3, 3.4.1.5, 3.4.1.6, 4.1.1.1, 4.1.1.2, 4.1.1.3, 4.1.1.8, 4.1.1.9,

4.1.3.1, 4.1.3.4, 4.1.3.5, 4.1.3.6, 4.1.3.7, 4.1.3.10/5.4, 5.6, 5.7, 7.5, 7.4)

8. Students will apply research and design techniques by completing an action research project

mailto:[email protected]


including designing the project, carrying out the research, collecting and analyzing data,

writing a report, and sharing their results with others. (2.8, 2.12, 2.14, 3.3.1, 3.5.5, 5.7.1,

5.7.2/16.6, 9.3, 7.6, 14.1, 14.2, 14.3, 12.5)

REQUIRED TEXTS

You are required to have consistent access to the following two texts:

Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2013). Content area reading and

literacy: Succeeding in today's diverse classrooms (7th ed.). Boston: Pearson.

(Note that you will need the seventh edition, as previous editions do not contain the same

content.)

Frank, C. B., Grossi, J. M., & Stanfield, D. J. (2006). Applications of reading strategies

within the classroom: Explanations, models, and teacher templates for content areas in

grades 3–12.Boston: Allyn and Bacon.

Both books are available online and have been ordered through the University bookstore system.

SUPPLEMENTAL TEXTS FOR SPECIFIC CONTENT AREA DISCIPLINES

English

Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent

readers. Portland, ME: Stenhouse. ISBN 1-57110-089-X

Mathematics

Barton, M.L. & Heidema, C. (2002). Teaching reading in mathematics: A supplement to

teaching reading in the content areas. Aurora, CO: Mid-continent Research for

Education and Learning.

Whitin, D. & Whitin, P. (2004). New Visions for Linking Literature and Mathematics.

National Council of Teachers of Mathematics.

Science

Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Open

University Press. ISBN 0-33520-598-4

Social Studies

Irvin, J. L., Lunstrum, J. P., Lynch-Brown, C., & Shepard, M. F. (1995). Enhancing

social studies through literacy strategies. Washington, DC: National Council for the

Social Studies. ISBN 0-87986-067-7

ASSIGNMENTS

1. Talking Points for Assigned Reading

Everyone will read the assigned text. Classroom discussions are much more productive

when everyone comes prepared to discuss the readings. In order to facilitate this process,


based on your critical readings of the assigned texts, you will be expected to come to

class with a list of at least two things that you can contribute to the conversation that

explicitly link to the ideas presented in the reading. For example, you might pose a

question and then give your answer to it, you might note a part that seems confusing and

give your best guess at an interpretation, or you might connect something particular in the

readings to something in your own experience. Each bulleted point should be about a

paragraph in length and should include not only what you think, but why. Alternatively,

you may choose to use a double entry journal, in which you create a two column table. In

the left-hand column, you will quote two separate excerpts from the text for the week.

In the right-hand column, you will include your reaction/connection to the excerpt:

Your responses will be graded on the depth of thinking evident in the entries. Responses

should be typed, printed and brought to class each week. Late posts will not be accepted

as the intention of this assignment is to be prepared for in-class discussion.

2. Children’s Book Share

For this assignment you are to select a children’s social studies/science book. Read this

book and share highlights of it with the class. Below are some questions for you to

address as you share your book. You do not have to address all the questions but focus on

one or two that pertain most to your particular book. You need to mark specific places in

your book with post-it notes so you can share portions easily. You might want to share an

illustration or a particular passage that helps you in answering some of these questions.

Limit your sharing time to no more than 10 minutes (including questions and comments).

What voices does your book highlight that have been marginalized or silenced in

the past?

In what ways does your book show history as a movement involving many

different people (as opposed to history as a story of a few select individuals)?

In what ways does the author use primary source documents?

In what ways does your book portray the nature of history or science, e.g.

interpretive, controversial, incomplete?

In what ways does your book examine an issue using different perspectives, e.g.

how different people viewed an event or problem from varying points of view?

Does the book encourage an inquiry stance?

Write a 1 page handout to distribute to your classmates that gives appropriate

bibliographic information and summarizes the key points in your oral presentation.

3. Cross-curricular unit

This project can be done in groups of three to four students, and I highly recommend

doing so as it tends to make the planning and reflection both richer and easier, as well as

mimicking the team planning that takes place in many schools.

o In preparation for the inquiry unit, you will create a cross-curricular, age-

appropriate “text” set related to your topic of interest. The text set should include


no fewer than 25 resources for students to use (with or without your facilitation)

and should include a variety of media, including, but not limited to, books of

various genres, magazine articles, websites, audio files, images, video files,

computer programs, pamphlets, and etcetera. (10 points)

o You will outline an inquiry unit matrix using the provided template which will

include key information for at least 5 cross-curricular lessons, integrating literacy

and at least one other subject area. The matrix will include the following

information for each of the lessons: title, objective(s), literacy standards, content-

area standards, “text” set resources, strategy to be used, and a synopsis of the

lesson. (10 points)

o Each group member must either teach one lesson, co-teach one lesson with a

group member, or be present to observe one lesson being taught. For the lesson,

you will transcribe 8-10 minutes of student talk, and write a 2 page paper

analyzing both their talk and the lesson as a whole. The transcription and

reflection pieces must be done individually, with each group member selecting

different parts of the discussion to transcribe and reflect on. (10 points)

o The group will turn in one outline of the inquiry unit and one annotated

resource/text set.

4. Professional Inquiry

You will choose an area of inquiry related to cross-curricular literacy and inquiry. With a

group, you will then research your topic by identifying specific questions to explore. For

instance, the broad topic of Literacy across Social Studies might include the following

questions: How might I use primary source documents to cultivate an inquiry stance in my

classroom? How might I foster exploratory conversations in my classroom? How might I

use the sketch-to-stretch strategy to encourage different interpretations of events? How

might I use pieces of children’s literature to support children to explore issues from different

points of view? Thus, each person needs to develop his/her own research question

under their group’s larger topic.

o Each member of the group is responsible for locating, reading and discussing at least

three journal articles or book/book chapters for their research question. (10 points)

o As a group you will consolidate the resources on your topic by creating a website/

wiki/webquest and present to class your group’s main findings from readings. Your

presentation should last about 40 minutes. (20 points)

o Develop a handout for the rest of the class that includes a list of the readings you did

as a group, as well as any additional resources or websites that you found valuable.

Also list the key ideas that you gained from your readings and discussions. (5 points)

o Submit to me a list of group members and what contributions each person made to

facilitate the work of the group.

CLASS POLICIES

You are expected to attend all classes and are responsible for material covered in all

classes. During class you will be engaged in a variety of activities that require you to

learn in a collaborative manner; therefore, your participation and preparedness are


necessary. Any absences must be discussed with the instructor in advance, and

attendance will affect your grade. Portions of classes missed will be recorded and will

contribute to total absences. Each student is allowed one absence should unavoidable

circumstances arise. For each subsequent absence, your final grade will be lowered (two

percentage points for the second absence, four for the third, and so on). Because much of

the learning in this class will be social in nature, three or more absences (which would

constitute 20% of total class time) may result in failing the course.

Cell phones and beepers are to be turned off during class.

EVALUATION AND GRADING

College of Education Grading Policy

“The College of Education faculty members strive to implement assessment measures

that reflect a variety of strategies in order to evaluate a student’s performance in a

course. For undergraduates and post-degree students, C grades will be awarded for

satisfactory work that satisfies all course requirements; B grades will be awarded for

very good work, and A grades will be reserved for outstanding performance. For

graduate students, B grades will be awarded for satisfactory work, and A grades will be

awarded for outstanding performance. Please note that there will be a distribution of

grades from A-E within the College of Education.”

Please note that completion of work makes one eligible for a grade. It is the quality of the

work that determines what that grade is. Completed work of very poor quality will result

in a failing grade. Satisfactory completion will result in a grade of B. Grades of B+ and

A- are reserved for work that goes beyond “acceptable” or “satisfactory” with A grades

reserved for outstanding work.

Form/format is evaluated for all assignments. F/F is not assigned a rubric grade but is

applied to the final rubric average for an assignment. If F/F is unsatisfactory the final

average for the assignment will be lowered based on the extent to which F/F is

unsatisfactory.

Responses to Reading (Talking Points) 20% (4 points x 4 + 4)

Children’s Book Share 10%

Cross-Curricular Inquiry Unit 30% (10+10+10)

Professional Inquiry 35% (10+20+5)

Attendance/Participation 5%

Total 100%


FINAL GRADES

A=94-100 B+=88-89 C+=78-79

A-=90-93 B=84-87 C=74-77

B-=80-83

RELIGIOUS HOLIDAYS

Because of the extraordinary variety of religious affiliations of the University student

body and staff, the Academic Calendar makes no provisions for religious holidays.

However, it is University policy to respect the faith and religious obligations of the

individual. Students with classes or examinations that conflict with their religious

observances are expected to notify their instructors well in advance so that mutually

agreeable alternatives may be worked out.

STUDENT DISABILITIES SERVICES

If you have a documented disability that requires accommodations, you will need to

register with Student Disability Services for coordination of your academic

accommodations. The Student Disability Services (SDS) office is located in the Adamany

Undergraduate Library. The SDS telephone number is 313-577-1851 or 313-202-4216

(Videophone use only). Once your accommodation is in place, someone can meet with

you privately to discuss your special needs. Student Disability Services' mission is to

assist the university in creating an accessible community where students with disabilities

have an equal opportunity to fully participate in their educational experience at Wayne

State University.

Students who are registered with Student Disability Services and who are eligible for

alternate testing accommodations such as extended test time and/or a distraction-reduced

environment should present the required test permit to the professor at least one week in

advance of the exam. Federal law requires that a student registered with SDS is entitled to

the reasonable accommodations specified in the student’s accommodation letter, which

might include allowing the student to take the final exam on a day different than the rest

of the class.

ACADEMIC DISHONESTY -- PLAGIARISM AND CHEATING

Academic misbehavior means any activity that tends to compromise the academic

integrity of the institution or subvert the education process. All forms of academic

misbehavior are prohibited at Wayne State University, as outlined in the Student Code of

Conduct (http://www.doso.wayne.edu/student-conduct-services.html).

Students who commit or assist in committing dishonest acts are subject to downgrading

(to a failing grade for the test, paper, or other course-related activity in question, or for

the entire course) and/or additional sanctions as described in the Student Code of

Conduct.


Cheating: Intentionally using or attempting to use, or intentionally providing or

attempting to provide, unauthorized materials, information or assistance in any

academic exercise. Examples include: (a) copying from another student’s test

paper; b) allowing another student to copy from a test paper; (c) using

unauthorized material such as a "cheat sheet" during an exam.

Fabrication: Intentional and unauthorized falsification of any information or

citation. Examples include: (a) citation of information not taken from the source

indicated; (b) listing sources in a bibliography not used in a research paper.

Plagiarism: To take and use another’s words or ideas as one’s own. Examples

include: (a) failure to use appropriate referencing when using the words or ideas

of other persons; (b) altering the language, paraphrasing, omitting, rearranging, or

forming new combinations of words in an attempt to make the thoughts of another

appear as your own.

Other forms of academic misbehavior include, but are not limited to: (a) unauthorized use

of resources, or any attempt to limit another student’s access to educational resources, or

any attempt to alter equipment so as to lead to an incorrect answer for subsequent users;

(b) enlisting the assistance of a substitutio0n the taking of examinations; (c) violating

course rules as defined in the course syllabus or other written information provided to the

student; (d) selling, buying or stealing all or part of an un-administered test or answers to

the test; (e) changing or altering a grade on a test or other academic grade records.

COURSE DROPS AND WITHDRAWALS

In the first two weeks of the (full) term, students can drop this class and receive 100%

tuition and course fee cancellation. After the end of the second week there is no tuition or

fee cancellation. Students who wish to withdraw from the class can initiate a withdrawal

request on Pipeline. You will receive a transcript notation of WP (passing), WF (failing),

or WN (no graded work) at the time of withdrawal. No withdrawals can be initiated after

the end of the tenth week. Students enrolled in the 10th week and beyond will receive a

grade. Because withdrawing from courses may have negative academic and financial

consequences, students considering course withdrawal should make sure they fully

understand all the consequences before taking this step. More information on this can be

found at: http://reg.wayne.edu/pdf-policies/students.pdf

STUDENT SERVICES

The Academic Success Center (1600 Undergraduate Library) assists students with

content in select courses and in strengthening study skills. Visit www.success.wayne.edu

for schedules and information on study skills workshops, tutoring and supplemental

instruction (primarily in 1000 and 2000 level courses).

The Writing Center is located on the 2nd floor of the Undergraduate Library and provides

individual tutoring consultations free of charge. Visit

http://clasweb.clas.wayne.edu/writing to obtain information on tutors, appointments, and

the type of help they can provide.



Date Topic Readings Assignments

1/8 Course Introduction and an

Introduction to Inquiry

- Generate broad inquiry

topics

Review the three

websites listed

below

1/15 Content Area Literacy

- Meet with inquiry

groups and discuss

prior knowledge,

possible sub-questions,

possible sources

Ch. 1

Finalize Inquiry Topic

Talking Points #1 due

1/22 Why Cross-Curricular

Literacy?

- Cross Curricular Unit

Ch. 12

Frank et al. Ch. 1

Finalize CCU topic

Inquiry Sub-Questions

due

1/29 Language and Diversity Ch. 2 Talking Points #2 due

Bring Resource #1 for

Inquiry *

2/5 Creating the Environment &

Planning

Ch. 3 & 4 (Jigsaw) Text Set for CCU due


Inquiry *

2/12 Assessment of Students and

Texts

Ch. 5 Children’s Book Share

2/19 Pre-reading Strategies Ch. 6 Children’s Book Share

2/26 Comprehension and Text

Structure

Ch. 7 Talking Points #3 due

CCU Unit Matrix daft

for peer feedback

3/5 Vocabulary Ch. 8 CCU Unit Matrix due


Inquiry *

3/12 SPRING BREAK—NO

CLASS


3/19

Reflection and Critical

Reading

Ch. 9 CCU Lesson

Transcription and

Reflection

3/26 Writing Ch. 10 Talking Points #4 due

4/2 AERA Conference

Work on

website/wiki

Add additional

resources to the

Resource Organizer

and to your group

inquiry website

4/9 Media and Visual Literacy TBD

Work on

website/wiki

4/16 Inquiry Projects Groups 1, 2, & 3

Presentations

Group Contribution

Log

4/23 Inquiry Projects Groups 4, 5, & 6

Presentations

Group Contribution

Log

* After class, add a link to document/resource and upload the required information for the

reading number indicated to your Resource Organizer on your group inquiry website.


ARTICLES and LINKS

First Class

Bruce, C. (n. d.). Inquiry-based curriculum. Retrieved March 21, 2012, 2012, from

http://chipbruce.wordpress.com/resources/inquiry-based-learning/curriculum/

Bruce, C. (n. d.). The inquiry cycle Retrieved March 21, 2012, 2012, from

http://chipbruce.wordpress.com/resources/inquiry-based-learning/the-inquiry-cycle/

Bruce, C. (n. d.). What is inquiry-based learning? Retrieved March 21, 2012, 2012, from

http://chipbruce.wordpress.com/resources/inquiry-based-learning/defining-inquiry-based-

learning/

http://chipbruce.wordpress.com/resources/inquiry-based-learning/curriculum/

http://chipbruce.wordpress.com/resources/inquiry-based-learning/the-inquiry-cycle/

http://chipbruce.wordpress.com/resources/inquiry-based-learning/defining-inquiry-based-learning/

http://chipbruce.wordpress.com/resources/inquiry-based-learning/defining-inquiry-based-learning/


References

(These are suggestions you might use in your professional inquiry project)

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Integrating reading and science education: On developing and evaluating WEE science.

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Atwell, N. (1987). In the middle: Writing, reading and learning with adolescents, Portsmouth, NH:

Boynton/Cook.

Atwell, N. (1990). Coming to Know, Portsmouth, NH: Heinemann.

Atwell, N. (1998). In the middle (second edition). Portsmouth, NH: Heinemann.

Beane, J. (2005). A reason to teach: Creating classrooms of dignity and hope. Portsmouth, NH:

Heinemann.

Bigelow, B. et al. (1994). Rethinking our classrooms: Teaching for equity and justice.

Milwaukee: Rethinking Schools.

Bird, L. (1989) Becoming a whole language school: The Fair Oaks story, NY: Richard C. Owen.

Blecher, S. & Jaffee, K. (1998). Weaving in the arts. Portsmouth, NH: Heinemann.

Bomer, R. & Bomer, K (2001). For a better world. Portsmouth, NH: Heinemann.

Bourne, B. (1999). Taking inquiry outdoors. Portland, ME: Stenhouse.

Busching, B. & Slesinger, B. (2002). It’s our world too! Socially responsive learners in middle

school language arts. Urbana, IL: NCTE.

Caswell, L. J., & Duke, N. K. (1998). Non-narrative as a catalyst for literacy development.

Language Arts, 75, 108-117.

Cervetti, G. N., Pearson, P. D., Barber, J., Hiebert, E. H., & Bravo, M. (2007). Integrating

literacy and science: The research we have, the research we need. In M. Pressley, A. K.

Billman, K. Perry, K. Reffitt & J. Reynolds (Eds.), Shaping literacy achievement. New

York: Guilford.

Chittenden, L. (1982). What if all the whales are gone before we become friends? In What's going

on? Language/learning episodes in British and American Classrooms, Grades 4-13, Barr,

M. D'Arcy,P.& Healy,M.K.(eds.), Portsmouth, NH: Boynton/Cook.

Christenson, L. (2000). Reading, writing and rising up. Milwaukee: Rethinking Schools.

Christenson, L. (2009). Teaching for joy and justice. Milwaukee: Rethinking Schools.

Council of Chief State School Officers and the National Governors Association. (2010).

Common core state standards for English language arts & literacy in history/social

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Countryman, J. (1992). Writing to learn mathematics: Strategies that work. Portsmouth, NH:

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Dewey, J. (1938). Experience and education. New York: Macmillan.

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Donovan, M.S. & Bransford, J.D. (Eds) (2004). How students learn: History in the classroom.

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Documents

COURSE DESCRIPTION an Inquiry Curriculum(2.10/16.1) 6. Students will engage in reflective practice as they implement inquiry teaching. (2.9/16.2) 7. Students will understand and be