Florida Agricultural and Mechanical University

Professional Education Unit Tallahassee, Florida 32307

COURSE SYLLABUS Course Number: RED 3333 Prerequisite(s):

Course Title: Reading in the Content Area

Course Credit: 3 Course Hours: 3

College: College of Education Department: Elementary Education

Required Text(s): Vacca & Vacca: “Content Area Reading – Literacy and Learning Across the Curriculum.” 9th Ed. Students are required to bring textbook, syllabus, writing utensils and note pads to each class or penalties will be deducted from score. Supplemental readings will come from the various journals in the field of education (Reading Teacher, Reading Research Quarterly, Journal of Adolescent and Adult Literature, Journal of Language Arts, Florida Reading Quarterly, Reading Improvement, Journal of Reading and Writing, etc. Also required: Essentials of English Grammar by L. Sue Baugh Supplies:

Faculty Name: Term and Year: Place and Time:

Office Location: Telephone: e-mail:

Office Hours Monday Tuesday Wednesday Thursday Friday Saturday

COURSE DESCRIPTION Place of reading in the middle and high school. Trends and practice in reading instruction, the prevention of reading difficulties, and integration of reading strategies in the content areas. This course is designed to acquaint pre-service teachers with the fundamental concepts and knowledge for teaching in the content areas. The concepts in this course will develop awareness, understanding and appreciation of literacy practices that foster reading across the curriculum. The pre-service teacher will grain knowledge of the teaching of reading by reading by integrating curriculum across all school subject areas are including social studies, science, and math. This course is designed to address the Florida A & M University Conceptual Framework.

COURSE PURPOSE Our goal is to produce the “Teacher as Exemplary professionals” who are: Professionally Astute, Academically astute, Confident Analytical/Reflective, Proactive, and Ethical. The theme, “Teachers of Exemplary Professionals” is operational zed through the “Integrated Model” that also addresses the following State, Nationalized, and Learned Societies’ standards for producing quality reading professionals: Florida Accomplished Practice (FAP), International Reading Association (IRA), Association of Childhood Education International (ACEI), English as a second Language (ESOL), and the Florida Subject Area Competencies (FSAC).

CONCEPTUAL FRAMEWORK The Conceptual Framework in the Professional Education Unit (PEU) at Florida A&M University is an integrated approach to providing educational experiences that result in exemplary professional educators. The Framework is comprised of six themes with the mission of developing high quality classroom teachers, administrators and support personnel. The term “exemplary” refers to the kind of graduates the PEU strives to produce. The figure below provides a diagram of the Exemplary Professional Conceptual Framework:

DIVERSITY

• CF 1 • Through this focal area, the FAMU professional education candidate will:

CF: 1.1 (K)

Understand diverse backgrounds of individuals.

F: 5,6,7

I: 3

CF: 1.2 (S,D)

Acquire the skills & dispositions to understand & support diverse student learning.

F: 5,7

I: 3,8

CF: 1.3 (S,D)

Accept and foster diversity.

F: 5,6

I: 3,8

CF: 1.4 (S)

Practice strategies such as: acceptance, tolerance, mediation & resolution. F: 5,6

I: 3

CF: 1.5 (K, S)

Establish a comfortable environment in which all students can learn.

F: 5, 7, 9, 10

I: 5

2

3

TECHNOLOGY •C •Through this focal area, the FAMU professional education candidate will:

CF: 2.1 (S)

Use of available technology and software to support student learning.

F: 4,12

I: 6

CF: 2.2 (S)

Use technology to manage, evaluate and improve instruction.

F: 1,4,10 12

I: 6,7

CF: 2.3 (K)

Know fundamental concepts in technology.

F: 12

I: 1,6

CF: 2.4 (K)

Understand fundamental concepts in technology.

F: 2,12

I: 6

CF: 2.5 (S) Use fundamental concepts in technology. F: 12 I: 6

CF: 2.6 (S,D)

Facilitate access to technology for students.

F: 12

I: 6

CF: 2.7 (S)

Facilitate the use of technology by students.

F: 4,12

I: 6

VALUES

•CF3 •Through this focal area, the FAMU professional education candidate will:

CF: 3.1 (S)

Work with colleagues in a professional manner.

F: 6

I: 2,5

CF: 3.2 (S)

Interact with students, families and other stakeholders in a manner that reflects ethical and moral standards.

F:11,6

I: 9,10

CF: 3.3 (S,D)

Show respect for varied (groups) talents and perspectives.

F: 5,6

I: 3

CF: 3.4(D) Be committed to individual excellence. F: 3,9 I: 5,9

CF: 3.5(D)

Recognize the importance of peer Relationships in establishing a climate for learning.

F: 7,2

I: 5,10

CRITICAL THINKING

•CF4 •Through this focal area, the FAMU professional education candidate will:

CF: 4.1 (K)

Understand a variety of instructional/professional strategies to encourage student development of critical thinking and performance.

F:4,7

I: 4

CF: 4.2 (S)

Use a variety of instructional/professional strategies to encourage students’ development of critical thinking and performance.

F:2,7

I: 4

CF: 4.3 (D)

Value critical thinking and self-directed learning as habits of mind. F: 4

I: 1,4

CF: 4.4 (K)

Acquire performance assessment techniques and strategies that measure higher order thinking skills of student.

F:1,4

I: 1,8

CF: 4.5 (S)

Demonstrate the use of higher order thinking skills.

F: 8

I: 4

4

PROFESSIONALISM • CF 5 • Through this focal area, the FAMU professional education candidate will:

CF: 5.1 (K) Know the content F: 8 I: 1

CF: 5.2 (S)

Use the appropriate pedagogy to provide all students with the opportunity to learn.

F: 7, 9

I: 7

CF: 5.3 (D)

Demonstrate commitment to professional growth & development. F: 3, 7

I: 9

CF: 5.4 (K,S)

Use major concepts, principles, theories & research related to the development of children and adults.

F: 7

I: 2

CF: 5.5 (S)

Construct learning opportunities that support student development & acquisition of knowledge & motivation.

F: 7

I: 5

CF: 5.6 (S)

Display effective verbal & non-verbal communication techniques to foster valuable interaction in the classroom.

F: 2

I: 6

CF: 5.7 (S,D)

Display appropriate code of conduct including dress, language, and respective behavior.

F: 9

I:5, 9

C.F: 5.8 (K,S)

Know and use student personnel services

F: 5, 10, 12 I: 2, 10

URBAN/RURAL EDUCATION •CF6 •Through this focal area, the FAMU professional education candidate will:

CF: 6.1 (S)

Be able to work in school settings with varied levels of human and material resources.

F: 9, 10, 11 I: 10

CF: 6.2 (S,D)

Be able to work in school settings that focus on rural/urban context with opportunities and challenges that these environments provide.

F: 11

I: 3

CF: 6.3 (K)

Understand the conditions of both rural and urban students and families.

F: 5, 11

I: 2,3

CF: 6.4 (S)

Communicate effectively with students’ parents and the community. F: 5, 11

I: 6

ACADEMIC LEARNING COMPACT Subject Matter - Graduates will have a basic understanding of the subjects they teach and how a subject is linked to other disciplines and content can be applied to real world integrated settings. Communication – Graduates will acquire and use effective communication techniques with students and all other stakeholders. Critical Thinking – Graduates will acquire and use appropriate techniques and strategies, which promote and enhance critical, creative, and evaluative thinking capabilities of students.

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Diversity - Graduates will use teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background. Role of the Teacher – Graduates will work with various education professionals, parents, and other stakeholders in the continuous improvement of the educational experiences of students. Technology – Graduates will use effective technological techniques to access electronic resources and support student learning and instructional management. Learning Environments (Urban/Rural) Graduates will use techniques and strategies to set up effective learning environments to meet the needs of all students and work in challenging settings with varied levels of resources. Ethics – Graduates will demonstrate the ability to work with colleagues in a professional manner, show respect for students, families and other stakeholders in an ethical and moral fashion.

Assignment

Behavioral Objectives

INTASC Standards

Professional Organization

FEAPS

ESOL

FTCE SAE

PEU Conceptual Framework

State and understand the rationale for reading in the content areas.

1

4

IRA-5, 5.1, 5.2, 5.4, 5.6

7, 7.b,7.c,

CF- 4.1

Complete and act upon self-assessment instruments (oral and written given in the classroom through simulations and role play that include interaction with culturally and linguistically diverse parents and students…

2

3, 8

1.a 5.e, 5.f, 7,7.b,7.c

11

2, 3, 6

1.2, 1.4

Demonstrate oral, written and grammar skills through presentations, classroom activities and participation, interacting with peers and through simulations and role play that includes interaction with culturally and linguistically diverse parents and students… SSS: Communication

3

3, 8

4.i,5.e, 5.f

5

1.2, 1.4

Learn strategies for coping with diverse cultures and environments in the workplace and social settings. (Identify the role of the teacher in the teaching and learning process.) (Enhance student’s feelings of dignity and the self-worth of other people, including those from other ethnic, cultural, linguistic and economic groups.

4

3, 8

5.e, 5.f 7.b 9.d., 9.e

5

1.2, 1.4

Research grade level textbooks and materials for unit lessons plans that include strategies for addressing the needs of ESOL. (Select, adapt, and develop instructional materials for given set instructional objectives and to meet student learner needs.)

5

5

2.c, 8.a, 8.b, 8.c, 8.d, 9.d,9.e, 10.2,10.b, 10.c, 10.f, 10.j, 10.m, 12

8, 9

1.5

Prepare several unit/lesson plans with the inclusion of strategies to address the needs of ESOL. (Discuss the advantages and disadvantages of the various ways children can be grouped for instruction.)

6

4, 5

1, 2, 4.a, 4.b, 4.c, 4.d,5.1,5.2, 5.e, 5.f, 7.b, 8, 9, 10.2, 12.e

1, 12

4.1, 4.2, 5.2, 5.4

Teach topics of a lesson in class within a specified time (simulation). SSS: 4. Informational Media Literary and Technology 6.Vocabulary Development 7.Reading Comprehension

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1, 2.c, 3.h,4.a, 4.b, 4.c, 4.d, 5.1,5.2, 6, 7.b, 8, 9, 10, 12.e

Demonstrate knowledge of the: “Professional Code of Ethics” for teachers, “Educators’ Accomplished Practices,” and “Competencies and Skills,” in activities and simulations.

8

5, 9

5, 6.1,6.2, 9

5.7

Demonstrate mastery of computer software

6

application and use of Standard English by preparing written and oral assignments and term project.

9 6 12.4 2.1, 12,12.e,12.k

2.4, 2.5, 2.6, 2.7

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FLORIDA READING MATRIX RED 3333

Reading Competency

Indicator Code

Specific Indicator

Description of Activity

Assessment Instrument

Competency 1: Foundations in Language & Cognition Has substantive knowledge of language structure and function and cognition for each of the five major components of the reading process.

1.A.1 1.A.2

Specific Indicator A: Phonemic Awareness Identify and apply basic concepts of

phonology as they relate to language development and reading performance (e.g., phonological process, inventory of phonemes, phonemic awareness skills, phonemic analysis)*

Distinguish both phonological and phonemic differences in language and their applications in written and oral discourse patterns (e.g., language & dialect differences)*

Read, discuss and demonstrate instructional practices and strategies in the classroom. (e.g., phonological process, inventory of phonemes, phonemic awareness skills, phonemic analysis) Discuss reading and language Experiences, Concepts and Words in the classroom Oral presentations in the classroom Using graphic organizers to make connections among key concepts Constructing and using a graphic organizer to show relationships among key concept words and text.

Quiz

Professor judgment and informal assessment

1.B.1 1.B.2

Specific Indicator B: Phonics Identify structural patterns of words

as they relate to reading development and reading performance (e.g., inventory of orthographic representations, syllable conventions; spellings of prefixes, root words, affixes)

Apply structural analysis to words (e.g., orthographic analysis, spelling morphologies, advance phonics skills

Activating what students know about words using structural patterns of words Defining words in the context of their use

Professor judgment and informal assessment Quiz

1.C.1 1.C.2

Specific Indicator C: Fluency Identify the principles of reading

fluency as they relate to reading development

Understands the role of reading fluency in development of the reading process

Discuss the Research study by Theodore Clymer on the Utility of Phonic Generalizations normally taught in school and give specific attention to his findings on fluency. Also Review each finding in detail, and provide examples and non-examples for each generalization. Each student will demonstrate at least one generalization being covered in this lesson.

Informal assessment

1.D.1 1.D.2

Specific Indicator D: Vocabulary Identify and apply principles of

English morphology as they relate to language acquisition (e.g., identify meanings of morphemes, inflectional and derivational morphemes, morphemic analysis)

Identify principles of semantics as they relate to vocabulary development (e.g., antonyms,

Developing Vocabulary and concepts Demonstrate techniques for reinforcing and extending Vocabulary Knowledge and concepts. Use vocabulary building strategies in developing a lesson plan Read, critique and present your journal article on teaching vocabulary, and

Quiz Rubric

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Reading Competency

Indicator Code

Specific Indicator

Description of Activity

Assessment Instrument

synonyms, figurative language, etc.)

demonstrate sample activities to teach vocabulary development. (Vacca, Vacca) Develop a lesson plan and implement strategies, such as the vocabulary self- connection strategy and word maps, which encourage students to define words in context of their use.

1. E. 1 1. E. 2 1. E. 3 1. E. 4

Specific Indicator E: Comprehension Identify principles of syntactic

function as they relate to language acquisition and reading development (e.g., phrase structure, types of sentences, sentence manipulations)*

Understands the impact of variations in written language of different text structures on the construction of meaning

  Identify cognitive task levels and

the role of cognitive development in the construction of meaning of a variety of texts (e.g., knowledge, comprehension, application, analysis, synthesis, evaluation)

Understands the trans active nature

of the reading process in constructing meaning from a wide variety of texts and for a variety of purposes (e.g., text connections: within texts, across texts, from text to self, from text to world)

Develop a lesson plan that will require students to demonstrate an understanding of Activating Prior Knowledge and Interest in which Arousing Curiosity, Making Predictions, and Question Generation is discussed and demonstrated. Prepare and Develop a research study based on research-based comprehension strategies. Present finding at the COE Poster Session Read about text comprehension by going to Web Destinations on the Companion Website.

Quiz Study Guide Rubric Quiz

1.F.1 1.F.2 1.F.3 1.F.4

Specific Indicator F: Integration of the major reading components Identify language characteristics

related to informal language and cognitive academic language.*

Identify phonemic, semantic, and syntactic variability between English and other languages.*

Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of meaning)

Understands the interdependence between each of the major reading components and their effect upon fluency in the reading process (e.g., reading rate: phonological processing and construction of

Chapter discussions lead by the professor in the classroom: -Read and discuss Bringing students and text together and teaching and learning beyond the textbook -Engaging Students in Reading, and Working Smart: Study Strategies and Guides. Attention will be paid to: lesson and unit plans, that will include structural analysis, morphemic analysis, reciprocal teaching, scaffolding, content area vocabulary development, and writing to learn. Read and discuss in the classroom chapter four, Developing Fluent Decoders and Spellers, of “Classrooms that Work”, by Cunningham and Allington

Quiz Quiz Unit/Lesson Plan Rubric

9

Reading Competency

Indicator Code

Specific Indicator

Description of Activity

Assessment Instrument

1.F.5

meaning) Understands the interdependence between each of the major reading components and their affect upon comprehension (e.g., construction of meaning: vocabulary, fluency)

Understands the impact of dialogue, writing to learn, and print environment upon reading development

Quiz

Competency 2 Understands the principles of scientifically based reading research as the foundation of comprehensive instruction that synchronizes and scaffolds each of the major components of the reading process toward student mastery.

2.A

Specific Indicator A: Phonemic Awareness Identify explicit, systematic

instructional plans for scaffolding development of phonemic analysis of the sounds of words (e.g., phonemic blending, segmentation, etc.)

Read and discuss: From Struggling Readers to Striving Readers. Answer the questions from the study guide, compare responses with your team members and participate in the whole group discussion led by your professor. (Vacca, Vacca) Tis activity deals with Phonemic Awareness

Chapter Test

2.B

Specific Indicator B: Phonics Identify explicit, systematic

instructional plans for scaffolding development from emergent through advanced phonics with words from both informal and academic language (e.g., orthographic skills, phonetic and structural analysis: rules, patterns, and generalizations)

Read and discuss: From Struggling Readers to Striving Readers. Answer the questions from the study guide, compare responses with your team members and participate in the whole group discussion led by your professor. (Vacca, Vacca)

Chapter Test

2.C

Specific Indicator C: Fluency Identify explicit, systematic

instructional plans for scaffolding fluency development and reading endurance (e.g., rereading, self-timing, independent reading material, reader’s theater, etc.)

Read and discuss From Struggling Readers to Striving Readers. Answer the questions from the study guide, compare responses with your team members and participate in the whole group discussion led by your professor. (Vacca, Vacca)

Chapter Test

2.D

Specific Indicator D: Vocabulary Identify explicit, systematic

instructional plans for scaffolding vocabulary and concept development (e.g., common morphological roots, morphemic analysis, system of word relationships, semantic mapping, semantic analysis, analogies, etc.)

These activity will be covered in the classroom: -Read and discuss: Developing Vocabulary and concepts, and answer questions on study guide, and demonstrate the use of study strategies and guides. -Read, critique and present your journal article on teaching vocabulary, and demonstrate sample activities to teach vocabulary development. (Vacca, Vacca)

Chapter Test Rubric

2.E

Specific Indicator E: Comprehension Identify explicit, systematic

instructional plans for scaffolding development comprehension skills

Read and discuss: Activating Prior Knowledge and Interest in which Arousing Curiosity, Making Predictions, and Question Generation is discussed and

Quiz

10

Reading Competency

Indicator Code

Specific Indicator

Description of Activity

Assessment Instrument

and cognition (e.g., key questioning strategies such as reciprocal teaching, analysis of relevance of details, prediction, “think-aloud” strategies, sentence manipulation, paraphrasing, etc.)

demonstrated. Special attention will be given to developing the three level guides for the various content areas, structured overviews, advanced organizers, anticipation guides, previews, graphic organizers, etc.

Rubric

2.F.1

2.F.2

2.F.3 2.F.4

Specific Indicator F: Integration of the major reading components Identify comprehensive

instructional plans that synchronize the major reading components (e.g., a lesson plan: structural analysis, morphemic analysis, reciprocal teaching, rereading, etc.)

Identify explicit, systematic instructional plan for scaffolding content area vocabulary development and reading skills (e.g., morphemic analysis, semantic analysis, reciprocal teaching, writing to learn, etc.)

Identify resources and research-based practices that create both language-rich and print-rich environments (e.g., large and diverse classroom libraries; questioning the author; interactive response to authentic reading and writing tasks, etc.)

Identify research-based guidelines and selection tools for choosing literature and expository text appropriate to students’ interests and independent reading proficiency R

Read and discuss Cunningham and Allington’s text: Classrooms that Work, in which “What we know about classrooms that work,” and How to create your own classroom that Works.” Read and discuss from Content Area Reading by Vacca and Vacca, on Engaging Students in Reading, and Working Smart: Study Strategies and Guides. Attention will be paid to: developing instructional lesson plans that will be taught in the classroom In these plans student will address structural analysis, morphemic analysis, reciprocal teaching, scaffolding, content area vocabulary development, and reading skills.

Quiz Quiz/Informal Assessment Rubric

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FLORIDA EDUCATORS ACCOMPLISHED PRACTICES (FEAPs) Use of the term “teaching competencies” may present certain complication in as much as competencies are identified in several places in state statutes and State Board Rules. The following information has been created by the Florida Education Standards Commission as a synthesis of information to assist educators and future educators in understanding the correlation of teaching principles, competencies and the key indicators of behavior of each principle.

The Educator Accomplished Practices for the 21st Century are twelve teaching principles with key indicators of behavior for each identified principle.

These behaviors require a high level of performance and provide a model of continuous improvement for educators beginning with the pre-professional level, the professional level and continuing to the accomplished level.

The twelve accomplished practices were based on the essential teaching competencies that relate to teaching knowledge and teaching practices that are expected by state standards.

TWELVE EDUCATOR ACCOMPLISHED PRACTICES

Uses assessment strategies (traditional and alternate) to assist the continuous development of the learner.

1 Assessment

Preprofessional: The preprofessional teacher collects and uses data gathered from a variety of sources. These sources will include both traditional and alternate assessment strategies. Furthermore1 the teacher can identify and match the student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.

Uses effective communication techniques with students and all other stakeholders. 2 Communication Preprofessional: The preprofessional teacher recognizes the need for effective communication in

the classroom and is the process of acquiring techniques, which she/he will use in the classroom.

Engages in continuous professional quality improvement for self and school. 3 Continuous

Improvement Preprofessional: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

Uses appropriate techniques and strategies that promote and enhance critical, creative, and evaluative thinking capabilities of students.

4 Critical Thinking

Preprofessional: The preprofessional teacher realizes that she/he is in the initial stages of a life-long learning process and that self reflection is one of the key components of that process. While her/his concentration is, of necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and teammates, and meeting the goals of a personal professional development plan.

Uses teaching and learning strategies that reflect each student’s culture, learning styles, special needs, and socio-economic background.

5 Diversity

Preprofessional: The preprofessional teacher establishes a comfortable environment which accepts and fosters diversity. The teacher must demonstrate knowledge and awareness of varied cultures ~ linguistic backgrounds. The teacher creates a climate of openness, inquiry, and support by practicing strategies as acceptance, tolerance, resolution, and mediation.

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Adheres to the Code of Ethics and Principles of Professional Conduct of the Education Profession in Florida.

6 Ethics

Preprofessional:

Uses an understanding of learning and human development to provide a positive learning environment, which supports the intellectual, personal, and social development of all students.

7 Human Development and Learning Preprofessional: Drawing upon well established human development/learning theories and

concepts and variety of information about students, the preprofessional teacher plans instructional activities.

Demonstrates knowledge and understanding of the subject matter. 8 Knowledge Subject

Matter Preprofessional: The preprofessional teacher has a basic understanding of the subject field and is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The teacher’s repertoire of teaching skills includes a variety of means to assist student acquisition of new knowledge and skills using that knowledge.

Creates and maintains positive learning environment in which students are actively engaged in learning, social interaction Cooperative learning.

9 Learning Environment

Preprofessional: The preprofessional teacher understands the importance of setting up effective learning environments and has techniques and strategies to use to do so including some that provides opportunities for student input into the processes. The teacher understands that she/he will need a variety of techniques and are working to increase their knowledge and skills.

Plans, implements, and evaluates effective instruction in a variety of learning environments. 10 Planning Preprofessional: Recognizes the importance of setting high expectations for all students, the

preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon reflection, the teacher continuously refines outcome assessment and learning experiences.

Works with various education professionals and other stakeholders in the continuous improvement of the education experiences of the students.

11 Role of the Teacher

Preprofessional: The preprofessional teacher communicates and works cooperatively with families and colleagues to improve the educational experiences at the school.

Uses appropriate technology in teaching and learning processes. 12 Technology Preprofessional: The preprofessional teacher uses technology as available at the school site and as

appropriate to the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic resources. The teacher also uses technology to manage, evaluate, and improve instruction.

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FLORIDA TEACHER STANDARDS FOR ESOL ENDORSEMENT

DOMAIN

STANDARD PERFORMANCE INDICATORS

DOMAIN 1: CULTURE (Cross-Cultural Communications)

Standard 1: Culture as a factor in ELLs’ Learning Teacher will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.

1.1.c. Use a range of resources in learning about the cultural competence, particularly knowledge about how cultural identities affect learning and academic progress for students from diverse backgrounds and at varying English proficiency levels.

Standard 1: Language as a System Teachers will demonstrate understanding of language as a system, including phonology, morphology, syntax, semantics and pragmatics; support ELLs’ acquisition of English in order to learn and to read, write, and communicate orally in English.

2.1.b. Demonstrate proficiency in English and model for ELLs the use of appropriate forms of English for different purposes.

DOMAIN 2: LANGUAGE AND LITERACY (Applied Linguistics)

Standard 3: Second Language Literacy Development Teachers will demonstrate an understanding of the components of literacy, and will understand and apply theories of second language literacy development to support ELLs’ learning.

2.3.e. Understand and apply knowledge of how principles of phonology, morphology, syntax, semantics, and discourse affect L2 reading and writing development.

Standard 1: Planning for Standards-Based Instruction of ELLs Teachers will know, understand, and apply concepts, research, best practices, and evidence-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.

4.1.a. Plan for integrated standards-based ESOL and language sensitive content instruction.

DOMAIN 4: ESOL CURRICULUM AND MATERIALS DEVELOPMENT

Standard 2: Instructional Resources and Technology Teachers will know, select, and adapt a wide range of standards-based materials, resources, and technologies

4.2.c. Select technological resources (e.g., Web, software, computers, and related media) to enhance instruction for ELLs of diverse backgrounds and at varying English proficiency levels.

DOMAIN 5: ASSESSMENT (ESOL Testing and Evaluation)

Standard 1: Assessment Issues for ELLs Teachers will understand and apply knowledge of assessment issues as they affect the learning of ELLs from diverse backgrounds and at varying English proficiency levels. Examples include cultural and linguistic bias; testing in two languages; sociopolitical and psychological factors; special education testing and assessing giftedness; the importance of standards; the difference between formative and summative assessment (e.g., standardized achievement tests). Teachers will also understand issues around accountability. This includes the implications of standardized assessment as opposed to performance-based assessments, and issues of accommodations in formal testing situations.

5.1.a. Demonstrate an understanding of the purposes of assessment as they relate to ELLs of diverse backgrounds and at varying English proficiency levels.

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INTERNATIONAL READING ASSOCIATION (IRA) STANDARDS

IRA.5 Creating a Literate Environment

IRA.5.1 …create a literate environment that fosters interest and growth in all aspects of literacy

IRA.5.2 …use texts an trade books to stimulate interest, promote reading growth, foster appreciation for the written word,

and increase the motivation of learners to read widely and independently for information, pleasure, and personal growth.

IRA.5.4 …provide opportunities for learners to select from a variety of written materials, to read extended texts, and to read for many authentic purposes.

IRA.5.6 …promote the integration of language arts in all content areas.

IRA.12 Curriculum Development

IRA.12.4 …select and evaluate instructional materials for literacy, including those that are technology-based

INTERSTATE NEW TEACHER ASSESSMENT AND SUPPORT CONSORTIUM (INTASC) STANDARDS

INTASC.3 STANDARD: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

INTASC.4 STANDARD: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

INTASC.5 STANDARD: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

INTASC.6 STANDARD: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

INTASC.8 STANDARD: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.

INTASC.9 STANDARD: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

NEW GENERATION SUNSHINE STATE STANDARDS FOR LESSON PLANS

STANDARD 6: Vocabulary Development. The student uses multiple strategies to develop grade appropriate vocabulary.

Strand: Reading Process

STANDARD 7: Reading Comprehension. The student uses a variety of strategies to comprehend grade level text.

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Strand: Information and Media Literacy

STANDARD 4: Technology. The student develops the essential technology skills for using and understanding conventional and current tools, materials and processes.

OVERALL GOALS OF THE COURSE Our goal is to produce the “Teacher as Exemplary professionals” who are: professionally astute, academically astute, confident analytical/reflective, proactive, and ethical. The theme, “Teachers of Exemplary Professionals” is operationalized through the “Integrated Model” that also addresses the following State, Nationalized, and Learned Societies’ standards for producing quality reading professionals: Florida Accomplished Practice (FAP), International Reading Association (IRA), Association of Childhood Education International (ACEI), English as a Second Language (ESOL), and the Florida Subject Area Competencies (FSAC).

SPECIFIC BEHAVIORAL OBJECTIVES At the conclusion of this course, the pre-service teacher will have:

1. Defined content area literacy and explained what it means to think with text. 2. Given an example of how each of the following comprehension strategies could be implemented in a content area classroom:

QAR, DR-TA, QtA, Think-Alouds, and Reciprocal Teaching. 3. Given examples of how explicit strategy instruction can be used to support culturally and linquistically diverse students in

understanding content area material. 4. Described how portfolio assessments can be implemented in a content area classroom. 5. Explained why before-reading strategies that activate prior knowledge and raise interest in a subject area are useful o readers. 6. Identified the different types of trade books that can be used to teach content area material.

EXPECTED BEHAVIOR

Each student is expected to behave in a professional and respectable manner at all times. No talking while another has been permitted to do so: NO HATS/CAPS, ABSOLUTELY NO CURSING; and NO CHEWING GUM. Always respect the opinion of another even if you do not agree. During class activities, when you are asked to give feedback or to critique another classmate, always start with a positive statement. Students with disruptive behaviors will be asked to leave and/or dropped from the class. When arriving to class late, do not walk in front of the presenter while he/she is speaking. Wait before you take a seat. Do not leave the room while a presenter or faculty is speaking. Beepers and cell-phones must be turned off during class.

PARTICIPATION Class participation usually enhances learning for all, especially for those who participate. In order to participate in class discussions, you must complete assigned readings and activities. Students must bring textbook to every-class, otherwise, points will be deducted each time from the participation grade: (2.5 points a day. Positive contributions to class discussion are expected for every class period. Consistency in bringing textbook/materials to class, good behavior and attendance are considered in determining final grade.

ATTENDANCE/ABSENCES/TARDINESS Regular attendance for the full class period is imperative to pass this course. Students must arrive at each class on time. Students arriving late and leaving early are considered disruptive and will result in negative consequences. For classes meeting more than once a week, 10 points are deducted for each absence. Two (2) absences are excused before points are deducted. Five points will be deducted for each tardy or leaving early up to ten minutes. Those who arrive after 10 minutes or leave before 10 minutes of each class will be noted as absent.

INCOMPLETE GRADES (“I”) An “I” grade cannot be assigned in lieu of earning grades of “D” and “F.” Missing exams (including the final) does not justify an “I” grade. An “I” may be assigned for a student who, due to unusual circumstances, fails to complete the course requirements, AND who has otherwise earned a grade of at least “C.”

EXAMINATIONS If exams are given: there will be no-make-ups under any circumstances; absolute zero tolerance for late take-home exams; and NO Exams will be accepted after time of due date. No Excuses. You may turn in your exams before the due date.

CHEATING/PLAGIARIZING Students who cheat on exams and/or plagiarize/copy on assignments and/or term projects will receive an “F” grade.

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ACADEMIC HONOR POLICY

The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct—Regulation 2.012 section, beginning on page 55.

NATIONAL AND STATE STANDARDS ADDRESSED IN THE COURSE

o Interstate New Teacher Assessment and Support Consortium (INTASC) Standards o Professional Organization/Learned Society Standards o Florida Educator Accomplished Practices (FEAPs) o Florida Teacher Certification Examination (FTCE) Subject Area Examination (SAE) Competencies and Skills

TOPICAL OUTLINE/COURSE CALENDAR First Day of Class:

Introduction WEEK 1: Lecture: Reading Matters Presentations/Exercises (ESOL #1, 7) Content Knowledge and Teacher Quality Content Literacy and Learning Text Comprehension in Content Areas The Literacy Coach’s Role and Responsibilities

From Struggling Readers to Striving Readers (ESOL #7, 8, 16, 17) WEEK 2: English Learners The Consequences of Struggling with Texts Scaffolding Instruction Fifteen Elements of Effective Adolescent Literacy Programs Explicit Instruction in the Use of Strategies QAR Awareness in a High School English Class Steps in a QtA Lesson

Culturally and Linguistically Diverse Learners (ESOL #7, 8, 16, 17, 19, 24) WEEK 3: Culturally Responsive Instruction in Today’s Schools ABC’s of Cultural Understanding and Communication Drawing on Students’ Funds of Knowledge in Science and Mathematics Drawing on Students’ Funds of Knowledge in the Arts Linguistic Differences in Today’s Schools Sheltered Instruction for English Learners

Assessing Students and Texts (ESOL #8, 23) WEEK 4: High-Stakes Testing and Authentic Approaches to Assessment Portfolio Assessment Implementation of Portfolios Assessing Text Difficulty

Developing Vocabulary Concepts WEEK 5: Experiences, Concepts, and Words Using Graphic Organizers to Make Connections among Key Concepts Constructing and Using a Graphic Organizer to Show Relationships among Key Concept Words in Text Activating What Students Know about Words Defining Words in the Context of Their Use Two Examples of Knowledge Ratings

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Reinforcing and Extending Vocabulary Knowledge and Concepts Vocabulary-Building Strategies

Activating Prior Knowledge and Interest (ESOL #24) WEEK 6: Self-Efficacy and Motivation Arousing Curiosity Story Impressions Making Predictions Question Generation ReQuest Procedure

Engaging Students in Reading WEEK 7: Instructional Strategies for Reading Engagement Discussion-Based Learning

Writing to Learn WEEK 8: Integrating Reading and Writing Exploring Writing Journal Writing Essay Writing Guiding the Writing Process How Clustering Works

Working Smart: Study Strategies and Guides WEEK 9: Searching for and Using Text Structure Graphic Organizers Writing Summaries Making Notes, Taking Notes Study Guides Study Guides Based on Text Patterns

Bringing Students and Texts Together (ESOL #19, 23) WEEK 10: Sociocultural Context for Literacy and Learning Designing and Planning Text-Centered Lessons Designing and Planning Units of Study Inquiry/Research Projects Designing and Planning Collaborative Interactions

Learning with Trade Books WEEK 11: Textbook Use in Today’s Classrooms Rationale for Using Trade Books Learning through Literature Appreciating Art and Artists through the Use of Trade Books Exploring Different Points of View toward Historical Events Using Trade Books in the Classroom Linking Physical Education with Literacy Learning Promoting Response to Literature

Learning with Electronic Texts (ESOL #1, 22) WEEK 12: Lecture: Educators Accomplished Practices and Teaching Competencies (ESOL # 1, 17, 24) New Literacies in Today’s Changing Classrooms Learning with the Internet Strategies for Online Learning Lecture: Code of Ethics and Professional Conduct

Last Day of Class: Final Exam

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TEACHING METHODS Situations and events will be identified in the student’s current life as well as the world of education. The focus is to place the student in real-work situations in decision-making. Experiences to be provided in this course include reading assignments from additional textbooks, related reading from journals, handouts and lectures; term project and examinations; role play and group discussions; metaphors and mnemonic devices; oral presentation by class members; guest speakers; computer based tutorial and action research. Each student is encouraged to read appropriate documents (e.g., textbooks, handouts, related readings) in advance.

COURSE Students will be evaluated by the following course requirements:

Maximum Points

Due Dates

1) Participation/Attendance 50 See Policies 2) Written/Grammar Assessments 50 3) Reflection/Revision Summary 50 4) Assignments (Chs: 2, 4, 5, 6, 7-9) 50 5) Quizzes/Tests 25 6) Journal Article/Critique 50 7) Textbook Selection for Lesson Plans 50 8) ESOL Related Assignments 100 9) Lesson Plan/Presentation 50 10) Use of Technology 25 11) Final Exam 100 Total Maximum Points 600

NOTE: Students need at least 70% to pass the course

Students must keep record of own scores!

GRADING

90% = A

80% = B

GRADING:

70% = C

ASSESSMENTS / ASSIGNMENTS

1. Participation/Attendance

2. Written/Grammar Assessments: Autobiographical Sketch—How I Learned to Read. The assessments will be completed in class under time restraints. The responses will be evaluated and graded (based on proper English Standards—grammar/sentence structure, etc.). Students who fail the exam will be required to attend ten hours of writing lab to improve writing and grammar skills.

3. Reflection/Revision Summary. Once the student has received the results of the Peer Evaluations, within one week, the student must submit a typed statement of their reflections of the lesson plan/presentation. (e.g., what you liked and did not like about your presentation—what would you change—why—etc.) (FEAPS 1, 5, 6, 7)

4. Assignments for Chapters 2, 4, 5, 6, 7-9

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 5. Quizzes/Tests

 6. Journal Article: Vocabulary

 7. Textbook Selection for Lesson Plans

The Term Project will involve preparing a daily lesson plan. Meanwhile certain documentation and information (textbook and/or materials) must be selected. Please follow the instructions below and return assignment by the due date.

Instructions: 1. Visit a bookstore, K-12 grade school, library or school district to select a textbook for your Lesson Plan. (Once you

select the text, you cannot change.) It cannot be dated more than five (5) years.

2. Identify a course to teach within your major (Math, Music, English, Science…).

3. Identify the unit, topics, and grade level for your lesson plans.

4. Report and submit typed information by due date as illustrated below:  

a. Evaluate the units/topics, levels for appropriateness to meet the needs of the English language learner using the checklist given to you in class. Your Name: Jane Doe Your Major: Chemistry Course Name: Physical Science Unit: What’s the Matter Topic: Density of Solids Grade Level: 8th Grade Selected Textbook/Materials: Title, Author(s), Year and Publishers Note: Additional topics may be added during writing of term project. Remember this textbook/materials will be used for your Term project. The textbook cannot be dated more than five (5) years.

(FEAPS 5, 7, 9)

8. ESOL Related Assignments

NOTE: Due dates and other logistics regarding each assignment will be given by the instructional leader.

a. Assignment 1 (10 Points) – Read and relate the Florida Consent Decree to the duties and responsibilities of the teacher to LEP students. Submit a written summary of your reading. (Course Objective 6)

b. Assignment 2 (10 Points) – Florida Department of Education, Assessment of Limited English Proficient Students. State Board of Education Administrative Rules 6A-1.09432, Florida Department of Education (2002); State Board of Education Administrative Rules (6A-6/09091). Submit a typed critique of each State Board Rule. (Course Objective 6)

c. Assignment 3 (10 Points) – Develop a resource book of instructional aids highlighting those that are ESOL related. Conduct a web quest search for ESOL related materials and resources. Submit a list of the instructional aids researched that are ESOL related. (Course Objective 7)

d. Assignment 4 (10 Points) – Identify activities from a menu of multiple intelligences that are appropriate for the various levels of the LEP child’s development. (Course Objective 7)

e. Assignment 5 (10 Points) – Read and critique the following article: Christison, M. (99/00). Teaching and Learning Language Through Multiple Intelligences. Annual Edition. 103-307. (Course Objective 7)

f. Assignment 6 (10 Points) – Read and critique the following article: Houston, H. (1999). 75 ESL Teaching Ideas. The Internet TSL Journal, Vol. V. No. 11. (Course Objectives 7, 8, 9)

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g. Assignment 7 (10 Points) – Read and critique the following articles: 1. Fueyo, V. (99/00). Below the Tip of the Iceberg: Teaching Language Minority Student. Annual Edition. 94-98. 2. Guzman, J. “Strange as it may seem, new evidence show it’s better to know two language but be taught math in

English.” (Course Objective 7)

h. Assignment 8 (10 Points) – Develop a classroom management plan including modifications for ESOL students. Write a

letter to the parents explaining the different actions that are culturally sensitive. (Course Objective 7)

i. Assignment 9 (10 Points) – Read and critique the following article: Villareal, A. (99/00). Parents as First Teachers: Creating an Enriched Home Learning Environment. Annual Edition. 148-152 (Course Objectives 3, 6)

j. Assignment 10 (10 Points) – Utilize COE lesson plan format to develop a lesson plan to ensure that multicultural/ESOL components (strategies) are included. Tie-in prior knowledge, classroom arrangement to facilitate ESOL development and use of strategies.

(FEAPS 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12)

9. Lesson Plan/Presentation. Professional or business attire required during entire presentation. Refer to Business Attire

Guidelines. Students will divided into nine (9) teams. Each student is responsible for a lesson plan for topics in assigned module. Instructions:

a. Lesson Plan: To complete your plan and use the lesson plan model shows in your textbook. A lesson plan must be prepared (typed, spelled and grammar checked, and 1” margins),t hat describe your teaching methodology and procedures, inclusive of students that are physically, mentally, economically, socially, culturally and linguistically different (ESOL). Attach a copy of handouts used and other documentation supporting the activities. Copies should be distributed to all students. See lesson plan sample on next page.

b. Methodologies and Philosophies: The presenter/s will take on the role of the teacher during the period allowed for the module presentation. Presenter may employ his/her choice of methodologies and philosophies. Various methodologies may include: lectures, class assignments, examinations; role-play and games; class discussions; metaphors and mnemonic devices; instructional aids; handouts; and other reference material that are inclusive of working with English language learners.

 c. Presentation aids: Presenter may employ any instructional aids needed for the presentation (e.g., transparencies,

projector, copies of handouts, video, guest speaker, etc.). Presenter must plan ahead to reserve equipment from the media center. Rental forms are required and must be approved by the professor.

 d. Exams/Quizzes: Presenter may administer exams and quizzes, but they will be rated as a part of student

participation.

e. Evaluations: Students will evaluate the presenters based on a PEER EVALUATION FORM. The form will have a rating scale ranging from 1 to 5 (1 is poor and 5 is excellent). The students will respond to questions related to the performances of the presenter in the areas including lesson plan preparation, delivery, classroom management, verbal skills and image. Total average will determine the final points for the presentation. Each presenter may receive a maximum of 100 points for his/her lesson plan presentation. Any student who does not participate in a presentation will receive no-credit.

  (FEAPS 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 12)

10. Use of Technology

a. Students must also enroll in the college’s Task Stream program to input all fields required for portfolio artifacts. The

portfolio must be completed before admitted to student internship. Details will be explained during the mandatory orientation. You must submit your entire Task Stream portfolio to the professor. If the portfolio is not received prior to submission final grades, you will receive an automatic “F” for your Task Stream.

b. Students are required to use computers and appropriate software (i.e., word-processing, spreadsheet, internet, graphics, etc.) as needed for all required assignments.

(FEAPS 2, 12)

11. Final Exam

PEER EVALUATION TO EVALUATORS: Your comments as well as ratings are useful to the teacher. Use the back side of this page for additional comments. Please place a number between 5 and 1 in the rating box below. Far left (5) is the highest rating; far right (1) is the lowest. Please do not leave any blanks.

TO TEACHERS: Please distribute copies of your lesson plan to all peers before starting your presentation. Teacher _____________________________________________ Date __________________ Topic _______________________________________________ Module No.______________ Concept(s) ____________________________________________________________________

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I. ORGANIZATION OF LESSON

RATING 5 4 3 2 1

1. Lesson preparation evident yes somewhat no 2. Lesson beginning effective yes somewhat poor 3. Subject-matter knowledge apparent

yes somewhat no

4. Strategies selection effective yes somewhat poor 5. Closure effective yes somewhat poor II. LESSON IMPLEMENTATION

6. Eye contact excellent yes somewhat no 7. Enthusiasm evident yes somewhat poor 8. Speech delivery articulate minor problems no

9. Voice inflection; cueing effective minor problems poor 10. Vocabulary use well chosen minor problems poor 11. Aids, props, & materials effective okay none 12. Use of examples and analogies effective needs improvement none 13. Student involvement effective okay none 14. Use of overlapping skills good okay poor 15. Nonverbal communication effective a bit confusing distracting 16. Use of active listening effective okay poor 17. Responses to students personal & accepting passive or indifferent impersonal &

antagonistic 18. Use of questions effective okay poor 19. Use of student names effective okay no 20. Use of humor effective okay poor 21. Directions and refocusing succinct a bit vague confusing 22. Teacher mobility effective okay none 23. Use of transitions smooth a bit rough unclear 24. Presentation motivating very somewhat not at all 25. Momentum (pacing) of lesson smooth & brisk okay Too slow / fast

Total Constructive Comments: TOTAL POINTS = (All Evaluations) MAXI MUM POINTS = 125 x ____ (No. of Evaluations) A. B. III. FINAL SCORE (A/Bx100)=

 

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COURSE POLICIES Dispositions As a component of student assessment, the College of Education has instituted a system for monitoring the professional dispositions: Professionalism, Effective Communication, Respectful Behavior, Ethical Behavior, and Reflective Behavior. At the end of each semester each instructor will fill out an assessment instrument for each student which will be turned in to the department chair and kept in the student’s file. If a problem arises during the semester, a disposition feedback form may be completed by an instructor or school personnel and turned in to the student’s department chair. The severity of the behavioral deficiency will influence the chairperson’s handling of the situation. (See Assessment Instrument for Dispositions and Disposition Feedback Form for more detailed information. This policy includes provisions for professional dress, attendance, punctuality, use of cell phones, etc.). Policy Statement on Non-Discrimination It is the policy of Florida Agricultural and Mechanical University to assure that each member of the University community be permitted to work or attend classes in an environment free from any form of discrimination including race, religion, color, age, disability, sex, marital status, national origin, veteran status and sexual harassment as prohibited by state and federal statutes. This shall include applicants for admission to the University and employment. Academic Honor Policy The University’s Academic Honor Policy is located in the FANG Student Handbook, under the Student Code of Conduct- Regulation 2.012 section, beginning on page 55-56. ADA Compliance To comply with the provisions of the Americans with Disabilities Act (ADA), please advise instructor of accommodations required to insure participation in this course. Documentation of disability is required and should be submitted to the Learning Development and Evaluation Center (LDEC). For additional information please contact the LDEC at (850) 599-3180.

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PORTFOLIO RUBRIC RED 3333

Points

The student provided the document reviewed by the professor 10 1. Autobiographical Sketch The student provided less than two examples of class notes 2 The student provided two examples of class notes 4 The student provided three examples of class notes 6 The student provided four examples of class notes 8

2. Class Notes

The student provided five examples of class notes 10

The student provided less than two examples of chapter notes 2 The student provided five examples of chapter notes 4

3. Chapter Notes (all 12 chapters)

The student provided seven examples of chapter notes 6 4. Video Notes The student provided less than two examples of video notes 2 The student provided two examples of video notes 4 The student provided three examples of video notes 6 The student provided four examples of video notes 8 The student provided five examples of video notes 10 5. E-resources (all 12 chapters)

The student provided less than two examples of e-resources 2

The student provided five examples of e-resources 4 The student provided seven examples of e-resources 6 The student provided nine examples of e-resources 8 The student provided twelve examples of e-resources 10 6. Response Journal (25 responses)

The student provided less than five responses 2

The student provided ten responses 4 The student provided fifteen responses 6 The student provided twenty responses 8 The student provided twenty-five responses 10 7. ESOL Related Assignment The student provided less than two assignments 2 The student provided four assignments 4 The student provided six assignments 6 The student provided eight assignments 8 The student provided ten assignments 10 8. Lesson Plans All lesson plans submitted 10 9. Key Terms (all 12 chapters)

The student provided less than two chapters 2

The student provided five chapters 4 The student provided seven chapters 6 The student provided nine chapters 8 The student provided twelve chapters 10 10. Handouts from Professor The student provided copies of all handouts (if any) 10 Total number of possible points 100

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REFERENCES & SUPPLEMENTAL MATERIALS Abram, S. (2000). Using journals with reluctant writers: Building portfolios for middle and high school students. Thousand Oaks,

CA: Corwin. Allington, R. L., & Strange, M. (1980). Learning through reading in the content areas. Lexington, MA: Heath. Alvermann, D. E., Swafford, J., & Montero, K. M. (2004). Content area literacy instruction for the elementary grades. Boston: Allyn

& Bacon. Anders, P. L. (2002). Secondary Reading Programs: A Story of What Was. In D. L. Schallert, C. M. Fairbanks, J. Worthy, B. Maloch,

& J. V. Hoffman (Eds.), 51st Yearbook of the National Reading Conference (pp. 82-93). Oak Creed, WI: National Reading Conference.

Anderson, R. C., & Freebody, P. (1981). Vocabulary knowledge. In J. T. Guthrie (Ed.), Comprehension and teaching: Research

perspectives (pp. 71-117). Newark, DE: International Reading Association. Banks, J. A. (2001). Cultural diversity and education: Foundations, curriculum, and teaching (4th ed.). Boston: Allyn & Bacon. Campione, J. Learning, academic achievement, and instruction. (1981). Paper delivered at the Second Annual Conference on

Reading Research of the Study of Reading, New Orleans. Echevarria, J., & Graves, A. (2003). Sheltered content instruction: Teaching English-language learners with diverse abilities (2nd ed.)

Boston: Allyn & Bacon. Education Commission of the States (ECS). (2004). ECS report to the nation: State implementation of the No Child Left Behind Act,

executive summary. Retrieved May 16, 2006, from www.esc.org. Florida Department of Education. (2002). Educator Accomplished Practices: Pre-professional Competencies for Teachers of the

Twenty-First Century. Florida Education Standards Commission, Tallahassee, FL. Florida Department of Education. (2002). The Code of Ethics and Principles of Professional Conduct of Education Profession in

Florida. Florida Education Standards Commission, Tallahassee, FL. Gallagher, M., & Pearson, P. D. (1982). The role of reading in content area instruction. Paper presented at the National Reading

Conference, Clearwater, FL. Gallagher, M., & Pearson, P. D. Classroom observation and teacher interviews - 4th and 5th grade social studies instruction.

University of Illinois. Center for the Study of Reading, manuscript in preparation. Moss, B. (2003). Exploring the literature of fact: Children’s nonfiction trade books in the elementary classroom. New York: Guilford

Press. Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher, 59(4), 302-312. Paris, S. G., Lipson, M. Y., Cross, D. R., Jacobs, J. E., DeBrito, A. M., & Oka, E. R. (1982). Metacognition and reading

comprehension. Research colloquium presented at the annual meeting of the International Reading Association, Chicago. Reinking, D. (2003). Multimedia and engaged reading in a digital world. In L. Verhoeven & C. Snow (Eds.), Creating a world of

engaged readers. Mahwah, NJ: Erlbaum. Wood, K. D. (2001). Literacy strategies across the subject areas: Process-oriented blackline masters for the K-12 classroom. Boston:

Allyn & Bacon.