ED4353-001

READING IN THE SECONDARY CONTENT

Spring 2006

Instructor Dr. Candice T. Chandler

Office Green-2.402
Office Hours Come to class early OR e-mail me to schedule an appointment
Office: (972) 883-4005/2730
FAX: (972) 883-4330
Contact Information
e-mail: candice.chandler@utdallas.edu
Mail: PO Box 830688, GR22, Richardson, 75083-0688

COURSE RATIONALE
This course explores the need for all teachers to share the responsibility for students’ reading
and writing ability through emphasizing literacy instruction in the subject/content areas. The
purpose of the course is to highlight methods for incorporating reading and writing across the
curriculum with a focus on content reading and writing, questioning and discussion,
vocabulary, study strategies and integrating literature across the curriculum. This course
applies to initial certification for secondary/all-level teaching fields.
UNIVERSITY AND TEACHER DEVELOPMENT CENTER POLICIES
Academic Integrity/Honesty Statement: This experience demands a high level of scholarly
behavior and academic honesty on the part of all students. Examples of academic dishonesty
include but are not limited to:
1. Turning in work as original that was used in whole or part for another course and/or
instructor without obtaining permission from this instructor in advance
2. Turning in another person’s work, in part or in whole, as your own
3. Copying from professional works without citing them
4. Any form of cheating on exams
Violations of academic integrity/honesty while carrying out academic assignments may, at the
discretion of the instructor, receive a zero on the particular work in question, receive an “F” in
course, or be brought before a higher level of governance for possible dismissal from the
university. Discipline may include suspension or expulsion from the University. This is a
matter of professional ethics for anyone involved in the field of education.
Americans With Disabilities Act: The University of Texas at Dallas Center for Professional
Teacher Education does not discriminate on the basis of disability in the recruitment and
admission of students, the recruitment and employment of faculty and staff, and the operation
of any of its programs and activities, as specified by federal laws and regulations. Copies of
this document may be obtained in the Office for Students with Disabilities for UTD.
Reading in Secondary Content Dr. Chandler

The student has the responsibility of informing the course instructor (at the beginning of the
course) of any disabling condition which will require modification to avoid discrimination. As a
faculty member, I am required by law to provide “reasonable accommodation” to students with
disabilities, so as not to discriminate on the basis of that disability.
Student responsibility primarily rests with informing faculty at the beginning of the semester
and in providing authorized documentation through designated administrative channels.
Grade Grievance: The normal channels are professor, first, then department chair or program
director, academic dean, and the Provost.

ED4353 & DR. CHANDLER’S COURSE POLICIES

Attendance Policy
Each student will be allowed one absence for a three-hour class period. A second absence of
any time period will result in the loss of one letter grade on the final grade. A third absence will
result in a final grade of F. Cell phones are to be turned off at all times. Arriving or leaving 10-
15 minutes late/early equals one absence. Arriving more than 20 minutes late, or leaving more
than 20 minutes before class ends equals one absence.

Late penalty
All assignments must be completed and turned in by the posted due date. A penalty of 25%
per weekday will be assessed any assignment that is late. Some assignments must be posted
on Blackboard, and they must also be handed in on the due date in hardcopy (paper) form.
Both the Blackboard posting due date and the hardcopy due date must be met. Only hardcopy
of work can be accepted on the hardcopy due date—no disks, CDs or flash drives.

Save all work

Keep copies of all the work you submit, and keep the graded copy once it is returned to you.
You will put your work into your Content Area Notebook, which receives a final grade.

Page length and style

One page should be approximately 300 words, minimum. This class follows APA style rules for
bibliographic citation, page format (margins, line space, page numbering, etc.) APA is the
American Psychological Association and you can find many resources for APA style rules on
the web and at the library. When in doubt, ask a librarian!

Syllabus changes
The instructor reserves the right to make changes in the syllabus as necessary. Students will
be notified of any and all changes to the syllabus.

Email
It is university policy that faculty can only reply to student email sent from their UTD email
(NetID) accounts.

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Reading in Secondary Content Dr. Chandler

REQUIRED TEXTS & INSTRUCTIONAL RESOURCES

You will need to purchase two textbooks. The Alvermann text is the one we will use in our
weekly reading assignments to learn how teachers teach literacy at the secondary level.
The “classroom textbook” is used in multiple ways to study the types of texts that the students
you will be teaching use in their classrooms.
The third instructional resource you will need for this course is a printout of the TEKS for the
subject (content area) and grade level you plan to teach. Each item is described in detail
below.

ED 4354 course text

Authors: Alvermann, D. E., & Phelps, S. F.
Title: Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms (4th ed.)
Publisher: Allyn & Bacon (2005)

Classroom textbook
Any textbook from a public school that is used to teach the subject and grade level you
plan to teach. You can get a used classroom textbook from Half-Price Books, eBAY,
Amazon.com, and sometimes from the ISDs in your area. You can also get one from your
local public library, or from a friend or family member who still has one from a previous
year. Please try to find one that was published within the last few years.

TEKS (Texas Essential Knowledge and Skills) for the content area and grade level you
plan to teach. This information is found on the Texas Educational Agency website,
http://www.tea.state.tx.us/teks/

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Reading in Secondary Content Dr. Chandler

COURSE REQUIREMENTS
The following tables list the assignments you will complete during this course. Each
assignment listed in the Assignments table is explained in detail on following the pages.
You can keep track of your points by filling in the Points Earned column on the Assignments
table as you complete each assignment. Keeping track of your points allows you to assess
yourself throughout the course. Your final grade will not be a surprise if you keep track of your
points. The Grading Rubric explains how points are factored to create a letter grade.
Each assignment has multiple aspects and requirements. These aspects and requirements are
explained on the following pages, and will be further explained in class. Please read the
assignment descriptions carefully, including examples and rubrics. Please ask questions in
class if you are unclear about what you are to do for any assignment.

Assignments

Points Points
Assignment Grading Rubric
Possible Earned
Online activities 40 Percentage of Total
Grade
Points Possible
Group Instructional Strategy 145
100 A+
Classroom Textbook Workshop 50 94 A
90 A-
OTE #1 (midterm) 100
88 B+
Content Area Notebook 550 84 B
80 B-
Booktalk 50 78 C+
Professionalism 50 74 C
70 C-
Final reflection 15 68 D+
64 D
OTE #2 (final) 100
60 D-
TOTAL 1100 <60 F

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 Reading in Secondary Content Dr. Chandler
COURSE ACTIVITIES & OBJECTIVES IN A SNAPSHOT

Learn how to teach Practice teaching Compile resources

reading &literacy at reading & literacy for teaching reading
the secondary level & literacy at the
secondary level

Read Alvermann
Create minilessons Compile lists of award
winning children’s books

Research learning
strategies

Find online resources for

lesson plans
Learn how to address
Teach minilessons
different learning styles

Learn how to evaluate

textbooks
Learn how to address special
needs & exceptionalities
Deliver booktalks

Learn about professional

associations &
publications that support
your profession

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Reading in Secondary Content Dr. Chandler
DESCRIPTION OF ASSIGNMENTS
Online Activities
Online activities have an online and a hardcopy requirement. You must do research on the
World Wide Web to locate resources for the items listed below. Once found, you must post
your findings on Blackboard in the appropriate area. You must also print pages from the web
sites to turn in for grading, and to put into your Content Area Notebook.
Book Lists
You must locate the websites that list the winners of various book awards. These
books are important for your future in the classroom. You will want to use them as
supplementary reading activities for your students. You will also choose one book
from these lists for your booktalk assignment.
w 2006 Awardees of Newbery Book Awards/ Coretta Scott King Book Awards
w Awardees for last 5 years of the Orbus Pictus Book Awards
w Tayshas Reading List from Texas Library Association
w (opt) International Reading Assoc. JAAL Young Adult Winners

Website and Journal Article Evaluations

You must locate websites for your own ongoing education as a teacher. You will
want to join certain professional associations and societies in order to stay abreast
of the most current research, techniques, and accomplishments in your teaching
field. You begin that part of your lifelong learning through this assignment to
evaluate professional organization websites and publications.
w JAAL/IRA Teachers Choices (One online and one traditional print journal)
w Other scholarly organizations (One online and one traditional print journal)
w Professional association website for your field of teaching
Your evaluations will include the following:
w Why this information is important to educators
w How this information relates to education and learning research
w How this information can be used to shape school programs/classroom practices
w What you will do with this information in your own professional setting

Reading Strategies
You must locate websites that provide lesson plans and instructional guidance
based on specific reading strategies. You will need to understand what the
strategies are before you will be able to determine the reading strategy that a lesson
plans employs. The reading strategies for which you must locate instructions for:
w Herber Three-Level guide
w QAR (Question-Answer Relationship)
w Bloom’s Taxonomy

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Reading in Secondary Content Dr. Chandler
GROUP INSTRUCTIONAL STRATEGY (GIS) “TEACH”
The GIS is your opportunity to teach a lesson on a specific literacy objective, skill, and sample
reading. You will work with a team of your classmates to develop and teach the lesson. The
lesson will be on a chapter from the Alvermann text. Your team will decide on a group
instructional strategy to create, develop, plan and teach a chapter to the rest of the class. You
must decide who will teach which parts of the chapter, and how you will integrate what each of
you teaches so that your lesson is cohesive and effective.
There are two main parts to the GIS: a presentation, and multiple artifacts.

Presentation of the GIS

Each member of the group must take an active role in presenting the lesson. Your presentation
should take no more than 50 minutes of class time. For example, if there are 5 members in
your group, each member would have ~10 minutes to present. Time yourselves as you
prepare, and bring a timing device to class to keep track as you teach. The teach must include
the following elements:
w A motivational or informative opening
w Critical attributes for the chapter, particularly as they relate to classroom assessment
and instruction
w Potential problems and possible solutions
w Explanation of chapter strategies and concepts
w Visual aids (poster, transparency, chalkboard, PowerPoint, etc.)
w Handout for your students (study guide and/or other activities)
w An activity that involves all students
w A closing activity

Artifacts of the GIS

1. A study guide. The study guide must be posted on Blackboard by the date due on
schedule. The study guide is for your “students” (classmates) to download, print out, and
use as they read the chapter you will be teaching. The format and content of your study
guide is up to you as a team. You will have to work together to decide how you will compile
a single study guide. Chapter 14 of the Alvermann text explains what a study guide is and
provides examples.
2. A minilesson. The minilesson is a written plan of what you will teach and how you will
teach it. You will have to work together to decide who will address which topics of the
chapter. Each team member must then write a minilesson for their topics. A sample
minilesson follows and shows what must be included. The minilesson plan must be handed
in before you do your teach.
3. Two graphic student organizers. Each team member must create two original organizers
that help students understand and retain the content of your lesson. You may be as
creative as you like in developing the organizers. You can hand them out as hardcopy,
display them on the board via an overhead transparency, or PowerPoint.

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4. A self-assessment of your GIS. This must be handed in on date of the class that follows
the date of your teach. Self-assessment is personal, confidential, and includes:
w Did you actively accept responsibility for planning the instructional strategy?
w Did you plan for participation of all group members and the class?
w Discuss your: professionalism, attitude, efforts, and level of participation
w Reflect on your work ethics
w Provide rationale for the grade you deserve individually, and as a group
w Discuss any other aspects of the GIS assignment that are important to you

Sample Minilesson
A minilesson includes the following elements:
w Introduces the topic
w Shares examples
w Provides information
w Practices the learning outcomes
w Reflects on the learning
An abbreviated sample minilesson is shown in the following boxed text:

CHAPTER 4

Mini-Lesson: Structured Frameworks & Unit Planning

Author: Jane Doe, ED 4653-501

Introduction
I will introduce the topic by asking the class what their favorite cookie is. Then I’ll ask them if they have
ever tried to bake that cookie...

Examples
An example of a recipe will be handed out, with key words missing, replaced by blanks. I’ll use an
overhead transparency (or PowerPoint) of the recipe to demonstrate filling in the blanks. Then I’ll ask the
students…

Information
I will explain that there are nine critical attributes of the second half of Chapter 4. I will show a
transparency that lists them, and handout a copy of that list. I will explain that the structured format I am
employing in this lesson is Heber’s Instructional Framework…

Practice
Referencing the planning web for Marcinkowsi & Kulbago’s “Earth Science Research Unit” on page 120,
I’ll ask students to add another slice to the outer circle that incorporates history. I’ll ask the students to
break into two groups and choose a writer and a…

Reflection
Calling students by name, I’ll ask them to name a framework, strategy, or…

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Reading in Secondary Content Dr. Chandler
Rubric—Group Instructional Strategy

Name: Date: Chapter:

Timing Start: End:

Study Guide posted on time? qYES qNO

Minilesson
Introduced topic qYES qNO
Shared appropriate examples qYES qNO
Information on critical attributes qYES qNO
Supervised practice qYES qNO
Reflected on the learning qYES qNO
Handout?

Graphic Organizers? q #1 q #2
Presentation:
Required elements?

Presentation:
Chapter content?

Presentation:
Strategies?

Presentation:
Group participation?

Self-Assessment handed in during next class? qYES qNO

Grading scale:
Above average= 46-50 Average=40-44 Below average<40

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Reading in Secondary Content Dr. Chandler

CLASSROOM TEXTBOOK WORKSHOP

Select a classroom textbook for you content area (the subject matter and grade level you plan
to teach). You will evaluate the textbook on its readability, understandability, usability, and
interestability. Please bring the classroom textbook to class. You will evaluate it using the
following criteria:

Fry Chart
Use the Fry chart (Alvermann p. 160) to evaluate the reading level of your classroom textbook.
Make photocopies of the 3 pages you used to do the Fry assessment, showing the paragraphs
and tick marks you used in counting words and syllables.

Textbook Evaluation Instrument

Use one of the three following evaluation instruments to assess your classroom textbook.
Include your rationale for using that evaluation instrument. Include Fry’s reading level
assessment in your written evaluation of the textbook.
1. The handout titled, Readability Checklist

2. The handout titled, Assessing the Text

3. The FIGURE 5.9 Framework for assessing texts in Alvermann on page 162

Your written textbook evaluation should look somewhat like that shown in the following boxed
sample titled,Textbook Assessment. Be sure to include the following criteria:
w Reading level
w Textbook citation in APA format
w Evaluation, including: Content, format, utility and style
w An evaluation summary
w Strengths and weaknesses
w Adaptations

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Reading in Secondary Content Dr. Chandler

Sample: Textbook Assessment

ED 4353 Jane Doe

Reading in Secondary Content Month 10, 2006

TEXTBOOK WORKSHOP

READING LEVEL

This textbook, Literature: Timeless Voices, Timeless Themes, weighs in on the Fry readability graph (data shown in following
table) …

Page No. 32 220 473 Average

Syllables 143 154 138 145
Sentences 6.8 7.1 5.2 6.37
Result: Directly in the middle of 8th grade reading level segment, inside the curve

TEXTBOOK
Prentice-Hall, Inc. (2001). Literature: Timeless Voices, Timeless Themes. (Copper ed.) New Jersey: Prentice Hall.

EVALUATION
I chose the Assessing the Text instrument (shown below) to evaluate this text because…

Content: This textbook has an enormous degree …

Format: The format is initially overwhelming because of …

Utility: The utility of this text is ...

Style: The style of the text is …

EVALUATION SUMMARY with rationale for each of the 3 strengths/3 weaknesses

Strengths: Frameworks for: reading and understanding …

Weaknesses: Reading level two grades above …

ADAPTING TEXT FOR STUDENTS

To use the text successfully in the …

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Reading in Secondary Content Dr. Chandler

Rubric—Textbook Workshop
Criteria Points Possible
Posted on time; turned in on time as hardcopy 25 % late penalty

Textbook evaluation organized as follows:

Reading Level Information 10

w Use Fry readability graph to determine reading level of textbook
w Cite whether you think this is a realistic level—eg. based on the language used in the text, will the
students have difficulty reading the text? Why or why not?

Textbook Information 5
w Choose a textbook that is:a recent (1995-present) adoption for grades 6-12 and related to your
teaching field
w Cite bibliographic information in APA format (author, year of publication, title, place of publication,
publisher)

Text Evaluation Instruments 10

w Examine the text evaluation instruments. What did you learn from each of these instruments?
How could this type of information be used to assess a text and to help readers with a textbook?
w Cite the specific text evaluation instrument you chose and tell why you chose that instrument
w Address each of the specific categories in the evaluation instrument (eg. vocabulary) with specific
comments.
Text Evaluation Summary Statement 15
List at least three strengths and three weaknesses of your textbook according to the evaluation
instrument. Provide a rationale for each strength and weakness.

Adapting the Text for Students 10

Describe at least 3 methods you will use to accommodate the weaknesses.

Student Input Optional

If you are currently teaching from this textbook, cite input from your students as to how they rate it

TOTAL 50

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Reading in Secondary Content Dr. Chandler

BEFORE, DURING, AND AFTER READING ACTIVITIES

This assignment allows you to practice working with reading strategies as they apply to the
different types of student organizers you can use in the classroom.

B
You will develop two activities that can be done BEFORE reading to address two of the critical
attributes you identified in your classroom textbook. These activities will be based on the
learning strategies that address activating prior knowledge, preparing students to read, etc.
that can be used before students begin a reading activity.

D
Next, you will develop two DURING activities that students can use to increase comprehension
and fluency as they read. These two activities will be based on two more of the critical
attributes from your classroom textbook. The activities should be based on the learning
strategies you have identified as being effective for use during reading.

A
Last, you will develop two AFTER activities that students can use after they finish reading to
improve retention, understanding, and interest. These two activities will be based on two more
of the critical attributes from your classroom textbook. The activities should be based on the
learning strategies you have identified as being effective for use as after-reading activities.

Post the Blank and Completed Organizers

When you create the activities, you must create one that is blank, and one that is completed
for each of the two activities. The blank one is what you would hand out to your students to
complete, and the completed one is what you hope your students will hand into you when they
finish the activities.

Find and Modify—Don’t Reinvent the Wheel!

The best and easiest way to complete this exercise is to find websites with lesson plans that
include student organizers and other activities. You can modify those organizers/activities to
suit the critical attributes of your textbook. You can create your B D A activities “from scratch”
but that is not building a library of resources for future use. Use the many websites identified in
the Alvermann text and your own research activities to find websites that have all the artifacts
you need to complete this assignment and reap the greatest benefit from it.

Print the Lesson Plan

In addition to the two activities for each stage of reading, you must include the website’s URL
and hardcopy of the teacher instructions on how to create a B, D, or A activity
Following are samples of two activities and the website from which they were inspired.

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Reading in Secondary Content Dr. Chandler

AFTER ACTIVITY #1: Box a word! (Blank)

You are to work with the person to your left to paint a picture of the following word, using other words as your paint. You
must define the word by explaining in your own way what it means. You must then describe the word in terms of its
linguistic, physical, emotional and other attributes. Lastly, “paint” the word by providing examples of it (synonyms,
homonyms) and non-examples (antonyms or logical opposites).

You must complete the discussion web diagram below with the names of events, types of music, and specific songs that
could be altered as follows:

Definition - be creative, Attributes – make it real,

personal, expressive! alive, clear!

ineffable

Examples – wacky as you Non-examples – again,

want, but strong! clear and strong!

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Reading in Secondary Content Dr. Chandler

AFTER ACTIVITY #1: Box a word! (Completed)

Definition - be creative, Attributes – make it real,

personal, expressive! alive, clear!

A word used to describe something so indescribable & -It’s an adjective or adverb, because it modifies a thing
unexplainable, but really exquisite & beautiful & (noun)
wonderful, that you can’t begin to put it into words. It’s a -It’s a “big” fancy word.
word that describes something that can’t be described in -Smart people with lots of education use ineffable.
words! -It describes things that had a
strong meaning for the
writer/speaker

ineffable

Examples – wacky as you Non-examples – again,

want, but strong! clear and strong!

Unbelievable Crappy
Incredible Lousy
Amazing Base
Wonderous Concrete
Fine Ugly
Sweet Stupid
True Boring
So real it’s unreal clueless

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Reading in Secondary Content Dr. Chandler

AFTER ACTIVITY #2: Map Meaning Through Words (Concept Definition Map
Expanded—Blank)
Working in groups of 4 (count off in 4’s to determine your group members) you must pick three words that express the most important
concepts, ideas, images, or information you have learned by studying the differences between descriptive and prescriptive language.
You may be as creative as you like, but you must pick only three words, and fill in the boxes below as indicated. You may pick a word,
start to fill in the boxes, and decide it doesn’t really capture what you are trying to express. Maybe it’s the right word, but the wrong
form… so change it to a verb, or a noun, or whatever it needs to be to make your expression vivid and meaningful.

Word #1:

Why you chose word #1:

Use this word in a sentence about language:

Use this word in a sentence about cuisine:

Use this word in a sentence about deep space exploration:

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Reading in Secondary Content Dr. Chandler

AFTER ACTIVITY #2: Map Meaning Through Words (Concept Definition Map Expanded—Completed)

Word #1: communication

Why you chose word #1:

We chose communication because that is the main idea we think all this lesson has been about. You hafta
choose the words that work best to communicate what it is you want people to know. It can be a proper,
formal prescriptive word, or a slangy descriptive word, but it has to communicate what you want it to in order
for it to be the right word.

Use this word in a sentence about language:

You won’t know if your communication was effective you can communicate effectively until you ask your
readers or listeners what they understand about what you just wrote or said to them.

Use this word in a sentence about cuisine:

The communication between the wine and his lips was a thing of beauty.

Use this word in a sentence about deep space exploration:

If there had been communication between the base station and the probe, several lives could have been saved.

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Reading in Secondary Content Dr. Chandler

B D A sample continued

This After activity was taken from a lesson titled “Music in

Words” from the following website:
http://www.nytimes.com/learning/teachers/lessons/20051014
friday_print.html
The full lesson plan from this website is attached as
hardcopy.

The students activities were modified to accommodate the

following two critical attributes:
(1) Reading/comprehension. The student comprehends
selections using a variety of strategies.
(2) Reading/vocabulary development. The student acquires an
extensive vocabulary through reading and systematic word
study.

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Reading in Secondary Content Dr. Chandler

CONTENT AREA NOTEBOOK

The content area notebook is the compilation of your efforts during this course, and an
excellent start on your professional portfolio. To compile and organize your content area
notebook, you will need:
w One 3-ring binder (a 1-2 inch spine will be adequate)
w Tabbed index dividers
Refer to the sample of a content area notebook that follows for a graphic representation of its
content and format.

TOC
The content area notebook must be neatly and clearly organized. There must be a table of
contents (TOC) with an appropriate degree of annotation/abstract information to make the
table the primary organizer and summary of the information and artifacts in the notebook.

Bibliography
There must be a complete and formal bibliography in APA style. Make your life and this
course easy by compiling your bibliography in an ongoing manner as you complete each
assignment. Do not leave the bibliography as a last step before handing in your notebook: you
will not have all the citations, nor will you have time to relocate them, let alone put them in APA
style and alphabetize them. BUILD YOUR BIBLIOGRAPHY AS YOU BUILD THE
NOTEBOOK.
BIG HELPFUL HINT: If you begin compiling your notebook with your
very first assignment, and continue to file all your assignments in the
binder as you complete them, your notebook will already be done
when it is due. Keep it neat, keep it professional, filing and organizing it
at the course progresses. This is a document will take to interviews for
teaching jobs—make it as professional and complete as you can.

Another big helpful hint: If you are unsure of how to make your content
area notebook as professional as it should be, meet with your
instructor to discuss it.

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Reading in Secondary Content Dr. Chandler

Reading in Secondary
Content

TEKS
Content Area
&
Notebook Critical Attributes
of
Classroom Textbook
John Doe Cross-referenced
May 2006
Minilessons

Journal Articles
&
Website
Evaluations

B D A
Activities Based
on
Classroom Textbook
Critical Attributes

Book Lists
&
Booktalks

Bibliography

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Reading in Secondary Content Dr. Chandler
Rubric—Content Area Notebook

Criteria Points Possible Points Earned

Content Area Notebook submitted on time (25% late penalty)
w Designed and organized notebook based on table of contents
w B.D.A activities include website citation and related critical attributes
w Organizational system (dividers) for locating pages and sections
w Dated each entry clearly at the top of the page for each notebook/printout pg.
w Used APA formatting procedures

Table of Contents with brief abstracts of each section’s content 60

Critical attributes of classroom textbook (10) 30

TEKS for grade level for content area (20)
Minilessons

ESL/ELL—lesson modified to accommodate ELLs for one attribute 50

Vocabulary—lesson for teaching vocabulary related to a critical attribute 50
Comprehension—modified for struggling readers, related to one comprehension critical 50
attribute
Journal and Website Evaluations (copy all articles + print 2-3pg of websites+
evaluations)
Journal article evaluation from a traditional journal that addresses your content area 20
JAAL article evaluation from the print edition of the journal 20
Journal article evaluation from an online reading journal related to your content area 20
Journal article evaluation from traditional journal for your content area 20
Website evaluation of JAAL 10
Website evaluation for a professional organization in your content area 10

B D A activities applied to your content area

Before activity for one critical attributes of your classroom textbook 30
Before activity for one critical attributes of your classroom textbook 30
During activity for one critical attributes of your classroom textbook 30
During activity for one critical attributes of your classroom textbook 30
After activity for one critical attributes of your classroom textbook 30
After activity for one critical attributes of your classroom textbook 30

Booklists/Awards 10

Bibliography of all websites and other resources used, in APA format 20

TOTAL 550

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Reading in Secondary Content Dr. Chandler

BOOKTALK
To demonstrate the importance of using supplemental resources in the classroom, you will
locate an example of a nonfiction trade book that could be used in your classroom. A trade
book is any book other than a textbook or reference text. The book you choose should be a
motivational read with many features (e.g., illustrations, interesting information, format, etc.) to
engage students. Avoid books with unrealistically high reading levels and content density. Do
not choose a book simply because you enjoyed it and assume that your students will as well.
Bring the book to class when you do your booktalk and provide your instructor with a written
annotated bibliography (APA citation), a short summary of the book content, 3-5 specific
classroom activities for this book. See Booktalk Rubric for more specific guidelines.

Sample Booktalk

ED 4353-501 Joe Doe

Month 5, 2006

BOOK TALK: NON-FICTION

Bibliography
Runyon, Brent (2004). The Burn Journals. New York: Alfred A. Knopf.

Summary
The Burn Journals tells a deeply personal story of a young man who is …

Justification
The story is compelling in its simple and straightforward language, but…

Classroom Activities
1. Various celebrities contact Brent during…
2. Brent received several get-well …
3. Choose several contemporary music pieces that would …
4. Pick one of Brent’s friends and …
5. Explain, in a five-paragraph essay…

ED 4353 Syllabus Spring 2006 Page 22 of 25

Reading in Secondary Content Dr. Chandler

Rubric—Booktalk

Criteria Points Possible Points Earned

Presentation and written summary on time/on assigned day (25 % late penalty)
5 minute booktalk meeting the following criteria:
Choose a young adult book which meets the following criteria: Credit /no credit
w Nonfiction trade book
w Recent publication (2000-present)
w Related to your subject area teaching field
w Suitable for 6-12 students
w Receive approval for your selected book

Presentation: 10
w Within appropriate time frame--5 minutes
w Includes demonstration of book, brief summary, activities to utilize the book in a
specific content area

Copies of Summary: 1-2 page summary, copies for all classmates 5

1-2 page summary with the following information:

Bibliography 5
w Bibliographic citation (APA format)

Synopsis & justification: 15

w Well-developed synopsis
w Justify why this book is applicable for your count and what students gain from
reading it

Application to the classroom 15

w Describe at least 3-5 specific classroom activities for the book in a specific
content area (NOTE: Supplemental reading is not a valid activity; be creative
and highlight specific activities that involve students in the book. Eg. students
construct a graph with information from the book, or collect points for/against an
issue discussed in the book and participate in a class debate.

If used in your classroom, present student responses. Optional

TOTAL 50

ED 4353 Syllabus Spring 2006 Page 23 of 25

Reading in Secondary Content Dr. Chandler

OPPORTUNITY TO EXCEL (OTE) #1 (MIDTERM EXAM)

The first OTE will assess your comprehension of the information in chapters 1 through 6,
videos, and guest speakers. The format will likely have 40-50 multiple choice questions, and 5-
10 short answer questions. Details about OTE #1 will be announced in class.

OPPORTUNITY TO EXCEL (OTE) #2 (FINAL EXAM)

The second OTE will assess your comprehension of the information in chapters 7 through 12,
videos, and guest speakers. The format will likely have 40-50 multiple choice questions, and 5-
10 short answer questions. Details about OTE #2 will be announced in class

ED 4353 Syllabus Spring 2006 Page 24 of 25

Reading in Secondary Content Dr. Chandler
TENTATIVE SCHEDULE—ASSIGNMENT DUE DATES
Date Topics Assignments
1/10 Introduction of Course w Student information sheet
Syllabus w http://netid.utdallas.edu for network id for UTD email
Blackboard w Access Blackboard Http://blackboard.utdallas.edu
w Sign on as if forgot password. They will email you instructions
w Post information about yourself for fellow class members(biopoem)
1/17 Content Literacy 1. Read chapters 1 & 2 in Alvermann
Minilessons 2. Sign up for Booktalk date
3. Introduce Group Instructional Strategies chapters and group members
1/24 ONLINE Class 1. Print out Newbery awardees for this year
Chapter 12 study guide 2. Coretta Scott King 2006 awardees (www.ncte.org)
Fry’s Readability chart 3. Print Orbus Pictus nonfiction award list for last 5 years
Classroom Textbooks 4. Print out Tayshas Reading List from www.txla.org/groups/yart/tayshas.
Trade books 5. POST Booktalk book choice on Blackboard
1/31 Students & Their Reading w Read chapter 3 & skim chapter 5
Attitudes & Interests w Bring classroom textbooks to class
w Identify 10 critical attributes of classroom textbook
w Post study guides for all chapters on Blackboard
2/7 Assessing students & Textbooks w Read chapters 4, 5; complete study guides
Grouping w booktalks
w Turn in 10 critical attributes of classroom textbook
2/14 Content Reading—The Text & w Read chapter 6,7; complete study guides
the Reader w Classroom Textbook Workshop hardcopy due
Reading to Learn w Bring classroom textbook to class to share with group
2/21 ONLINE class w POST Journal articles & professional website evaluations
Research day
2/28 OTE #1: Midterm Exam Alvermann chapters 1 through 7; Journal articles & professional website
evaluations hard copies due
3/7 Spring Break
3/14 ONLINE Class: w Read chapters 8 & 9;
Questioning & Discussion w Research Bloom’s Taxonomy, Herber 3-level guide, and QAR
Techniques w Print outs of instructions for creating Bloom, Herber, and QAR guides
Bloom’s Taxonomy w Research before, during, and after reading activities, print out teacher’s
Herber’s 3-Level Guides instructions of how to create each activity and samples
3/21 Increasing Vocabulary and w Read chapter 8,9; complete study guides
Conceptual Growth w ELL Minilesson due
Reflecting on Reading w 2 “Before” activities for two critical attributes from your classroom textbook
3/28 Writing Across the Curriculum w Chapters 10,11 complete study guides
Studying and Study Strategies w Vocabulary & Comprehension Minilessons due
Class Comprehension Activities
4/4 ONLINE Class w Research websites for During & After reading activities
w POST 2 “During” activities for two critical attributes of classroom textbook
w POST 2 “After” activities for two critical attributes of classroom textbook
4/11 Developing Lifetime Readers: w Booktalks
Literature Across the Curriculum
4/18 Review w Content Area Notebook due
Video
4/25 OTE #2 (Final exam) w CHAPTERS 7-12
w Personal assessment of professionalism & final reflection

ED 4353 Syllabus Spring 2006 Page 25 of 25