EDUC 835

GOVERNORS STATE UNIVERSITY

COLLEGE OF EDUCATION/DIVISION OF EDUCATION

COURSE SYLLABUS

COURSE TITLE:                 Integrating Language Arts Instruction Across the Curriculum

COURSE NUMBER:          EDUC 835

CREDIT HOURS:                3

INSTRUCTOR:                  Glenna L. Howell, Ph.D.

                                    g-howell@govst.edu       708-534-4371           G-320

TRIMESTER:                       Fall 2003

Catalogue Description

Examines the ways students can use writing as a tool for content area learning; reviews research findings underlying an integrated approach to learning; illustrates specific language-across-the-curriculum methods.

Required Texts

McLaughlin, M., & Vogt, M. E., (Eds.)  (2000).  Creativity and innovation in

content area teaching.  Norwood, MA:  Christopher-Gordon.

Beck, I. L., McKeown, M. G., & Kucan, K.  (2002).  Bringing words to life:  Robust

vocabulary instruction.  New York:  Guilford.

Objectives

Upon completion of this course, the student should be able to:

1.      Discuss recent, pertinent research about the role of the language arts in teaching and learning across the curriculum;

2.      Relate language arts teaching/learning strategies to school/district/state standards;

3.      Analyze content area topics for opportunities to integrate a range of language arts activities that will enhance learning in the content areas;

4.      Consider implementation of performance assessments utilizing expressive language arts techniques in the content areas;

5.      Develop lesson and unit plans in the content areas which bridge student diversity by implementing language arts strategies that allow each student to think and know about subject matter in a variety of ways.

Instructional Activities

Annotated Bibliography – Each student will submit an annotated bibliography of a minimum of 12 entries.  Each entry will include a brief summary and a critique which specifically addresses the quality and usefulness of the study as well as the relationship of the author’s (s’) ideas to those presented in the texts for this course and the other articles included in the student’s bibliography.  100 points

Learning Logs – Each student will submit a learning log for each of 10 chapters (selected by the student) of the McLaughlin and Vogt text.  The student will discuss one or two issues pertinent to the student in his/her role as a teacher.  These logs are not to be merely anecdotal; logs provide an opportunity for students to explain or to explore ideas presented in the text as they seem to be (or to have been) manifested in classroom experiences.  It is also acceptable to speculate about the results of implementation of techniques/methods presented in the text.  100 points

Presentation – Each student will present language arts ideas for implementation in the content areas based upon information provided in a specific chapter of the McLaughlin and Vogt text as well as from reviewing resources available in other professional literature and on the Internet.  The student will submit an outline of the presentation to the professor.  Handouts designed to be illustrative applications of techniques described in the targeted chapter are to be prepared for sharing with other students.  100 points

In-class Exercises – Each student will complete the assigned exercise in the Beck, McKeown, and Kucan text and come to class prepared to share his/her work with the rest of the class and the professor.  33 1/3 points x 3 = 100 points

Manuscript Requirements

All written assignments are to be typed or word processed in the manner prescribed by the APA Style Manual, 5^th edition:  1-inch margins; double-spaced; 12-point font.  Written assignments are to be free of errors in mechanics, grammar, and usage; assignments in which such errors prove numerous enough to be distracting will be returned for revision and/or will receive a final grade lowered one full letter grade (e.g., A- to B-).

Grading Scale

100 – 93%     =          A

  92 – 85%     =          B

  84 – 75%     =          C

  74 – 65%     =          D

Below 65%     =          F

READING AND ASSIGNMENT SCHEDULE

September 8             Introductions and Orientation

September 15           Beck, McKeown, and Kucan (hereafter BM&K), Chapter 1:

                              Rationale for Robust Vocabulary Instruction”

                              BM&K, Chapter 2:  “Choosing Words to Teach”

                              BM&K, Chapter 3:  “Introducing Vocabulary”

 In-class Exercise (“You Try It”) Due

* * * * *

September 22           BM&K, Chapter 4:  “Developing Vocabulary in the Earliest Grades”

                              BM&K, Chapter 5:  “Developing Vocabulary in the Later Grades”

                              In-class Exercise (“You Try It”) Due

September 29           BM&K, Chapter 6:  “Making the Most of Natural Contexts”

                              BM&K, Chapter 7:  “Enriching the Verbal Environment”

                              In-class Exercise (“You Try It”) Due

* * * * *

October 6               McLaughlin and Vogt (hereafter M&V), Chapter 1:  “Beginning the Conversation”

M&V, Chapter 2:  “Taking the Mystery Out of Content Area Literacy”

October 13              M&V, Chapter 16:  “Content Learning for Students Needing Modifications:  An Issue of Access”

                             Learning Log Due

* * * * *

October 20              M&V, Chapter 3:  “Inquiry:  The Key to Critical and Creative Thinking in the Content Areas”

M&V,Chapter 4:  “Making It Visual:  A Picture Is Worth a Thousand Words”

Learning Log(s) Due

                             Presentations Due

October 27               Annotated Bibliography Work Session

* * * * *

November 3             M&V, Chapter 5:  “Active Learning:  Dramatic Play in the Content Areas”;

M&V, Chapter 6:  “Music in the Content Areas”

 Learning Log(s) Due

                              Presentations Due

November 10           M&V, Chapter 7:  “Read-Alouds in the Content Areas:  Resources to Promote Critical and Creative Thinking”

M&V, Chapter 8:  “Poetry:  A Creative Resource for Teaching and Learning in the Content Areas”

                             Learning Log(s) Due

 Presentations Due

* * * *

November 17            M&V, Chapter 9:  “Celebrating Mathematics:  Innovative, Student-Centered Approaches for Teaching and Learning”

M&V, Chapter 10:  “Developing New Literacies:  Using the Internet in Content Area Instruction”

Learning Log(s) Due

                             Presentations Due

November 24            M&V, Chapter 11:  “Student-Directed Written Inquiry:  Transferring Ownership to Students”

M&V, Chapter 12:  “Creating Lifelong Learners:  Strategies for Success”

Learning Log(s) Due

                             Presentations Due

* * * * *

December 1             M&V, Chapter 13:  “Middle School Students Learning to Research:  An Inquiry-Based Approach”

M&V, Chapter 14:  “Dancing as Fast as We Can:  Developing Literacy, Content, and Curriculum”

Learning Log(s) Due

                             Presentations Due

Annotated Bibliography Due