ENGL 450 7-12 Teaching Reading in the Content Area


Instructor Information

Name: Dr. Nancy G. Moose  
Email: Nancy.Moose@dsu.edu  
Office location: 111 Beadle Hall  
Phone: 605 256-5269 (W) 256-3365 (H) 480-3633 (C)  

Course Information

Course title: 7 - 12 Teaching Reading in the Content Area  
Course number: ENGL 450  
Course discipline: English  
Course description: Introduction to the teaching of reading skills in all academic areas in secondary education. This course is required for South Dakota secondary teaching certification, and it cannot be counted toward an English major, minor, or specialization.  
Location: 227 Beadle Hall  
Meeting day(s): MWF  
Meeting time(s): 10-10:50  
Prerequisite(s): Admission to Teacher Education  
Additional Information
Competencies: ENGL 450 stresses the competencies needed by secondary teachers to help them teach their own students how to read and think more efficiently. The course will concentrate on the concepts and strategies in the text, though some time will be spent on the practical application of them. Students will teach actual reading assignments as they would teach in their own discipline.  
Experiences: The special value of this class is that the skills and knowledge you learn in this class can be used in your student teaching experience. Besides learning the basic concepts of teaching reading, you can pick up some very specific and practical strategies for your classroom teaching as both intern and as a practicing professional.


Course Objectives and Assessment Criteria

Course Goals

Students completing this course will: 1) Describe the process by which individuals acquire, understand, and use both oral and written communication · Assessment: Paper One; Essay Exam 2) Demonstrate the knowledge of the processes by which one learns to read and write, including vocabulary development, word recognition, interpretative comprehension, and applications in English a. by explaining and defining the principles of the reading process; b. by describing the inextricable role of reading in creating independent and creative thinkers; c. by describing and applying techniques for extending and reinforcing vocabulary. d. by describing assessment strategies of reading and learning. · Assessment: Paper One, Essay Exam 3) Describe approaches to assessment, interpretation, and diagnosis of students’ reading and listening abilities (decoding) · Assessment: Paper Four; Essay Exam 4) Develop the ability to apply teaching strategies to specific needs; a. by practicing reading strategies that will help them become independent readers themselves and, consequently, more apt to teach and model these strategies in their classrooms; b. by defining the reading process well enough to apply strategies at the pre-reading, during-reading, and post-reading stages; c. by describing the application of reading and discussion strategies; d. by describing teaching strategies and attitudes that exemplify the principles outlined in the course. · Assessment: Paper Four; Paper Five; Essay Exam 5) Clarify the role of teachers in the specific reading demands of their discipline. · Assessment: Paper Two, Paper Four; Essay Exam 6) Reflect on their own reading habits and attitudes and how they will influence their teaching styles. · Assessment: Paper One; Paper Six 7) Describe the interrelatedness of all four language aspects (speaking, listening, writing, and reading) in learning. · Assessment: Essay Exam 8) Define meta-cognitive processes and recognize the application to reading and thinking. · Assessment: Essay Exam 9) Describe the relationship of the teacher, text, and students in a classroom learning situation. · Assessment: Paper Five; Essay Exam 10) Describe a process for evaluating instruction. · Assessment: Paper Four; Paper Five; Essay Exam 11) Describe a simple process for improving reading rate. · Assessment: Essay Exam; 12) Describe and use processes for building background knowledge (Schema) · Assessment: Paper Five; Essay Exam 13) Define and exemplify the levels of comprehension · Assessment: Essay Exam   14) Recognize and use text organization as a meta-cognitive process. · Assessment:  In-Class Presentation; Essay Exam   15) Define and apply the principles of unifying high-level and low-level abstraction in reading and writing. · Assessment: Paper Four; Paper Five; Essay Exam   16) Describe and apply techniques of writing that enhance reading, i.e. thinking creatively. · Assessment: All papers; Essay Exams   17) Define and practice the requisites of good discussion in both small group and large group learning. · Assessment: Essay Exam; In-Class Presentation   18) Recognize and reflect on the diversity of learning styles and the special problems of coping with special needs of minority students. · Assessment: Essay Exam    


Writing Intensive Goal



Student Learning Outcomes: 

Students will refine their understanding and practice of reading and writing as integral parts of researching, learning, discussing, and presenting academic material. 


As a result of taking courses meeting this goal, students will:


1.    Read extensively and respond critically in written discourse, e.g. do significant outside reading with corresponding writing assignments;


·         Assessment Criteria:  Students will complete 11 essay exams.

2.    Use writing to learn course content by practicing writing as an integral, on-going part of the course and applying writing conventions of appropriate style manuals (MLA, APA, Chicago),

·         Assessment Criteria:  Students will complete six 3 to 5 page papers and one short paper.






ADA Accommodations


Additional information:

If you have a documented disability and/or anticipate needing accommodations (e.g., non-standard note taking, test modifications) in this course, please arrange to meet with the instructor. Also, please contact Dakota State University’s ADA coordinator, Keith Bundy in the Student Development Office located in the Trojan Center Underground or at 256-5121, as soon as possible. The DSU website containing additional information, along with the form to request accommodations is http://www.departments.dsu.edu/disability_services/.   You will need to provide documentation of your disability. The ADA coordinator must confirm the need for accommodations before officially authorizing them.


Participation and Attendance

Policy: Participation and attendance are required. It is especially important that students keep up with assigned work. Lack of participation in this class reflects badly on your decision to be an educator, and will also affect your grade.   Each absence will cause you to lose 20% of your participation grade.


Use of Tablets in the Classroom


The Tablet PC platform has been adopted across the DSU campus for all students and faculty, and tablet usage has been integrated into all DSU classes to enhance the learning environment. Tablet usage for course-related activities, note taking, and research is allowed and encouraged by DSU instructors.   However, inappropriate and distracting use will not be tolerated in the classroom. Instructors set policy for individual classes and are responsible for informing students of class-specific expectations relative to Tablet PC usage. Failure to follow the instructor’s guidelines will hinder academic performance and may lead to disciplinary actions. Continued abuse may lead to increased tablet restrictions for the entire class.   Because tablet technology is an integral part of this course, it is the student’s responsibility to ensure that his/her Tablet PC is operational prior to the beginning of each class period.




Content Reading and Literacy: Succeeding in Today's Diverse Classrooms, Donna E. Alvermann and Stephen F. Phelps, Allyn and Bacon, 5th Edition; 2007, ISBN: 0-205-48938-9

Prentice Hall Reference Guide, Muriel Harris, Prentice Hall; Custom 6th Edition for DSU; ISBN: 0-536-06188-2


Instructional Methodologies

Class: The major method of instruction will be class discussion and writing.


Reading: You will sometimes be part of small group discussion in preparation for large group discussion. Since discussion techniques are one way to improve reading, we shall try to practice what we preach. You shall be asked to write throughout the course.   The major impact of lecture in this course will be my attempt to prepare you for the actual reading. Since one of the major goals of all teaching is to make students independent, we shall again try to practice what we preach. I will also use lecture to clarify and amplify important ideas and concepts throughout the course. I hope, in that sense, to model the way I want you to teach. What we need to learn is that students need to be prepared to read; they must, in fact, learn to read by using tested principles in reading research.



Grading Scale: 90 - 100 = A; 80 -89 = B; 70 -79 = C; 60 - 69 = D; 0 -59 = F


Grading Percentages: The student’s grade will be determined in the following manner: Chapter essay exams                     35% Participation                     20% Miscellaneous quizzes and activities      10% Six papers     35% Total                    100%


Required Papers and Inventory





Write a three-page paper examining their attitudes toward reading in school and reflection on how they were taught. (PAPER ONE)   Write a three-page paper analyzing and evaluating two college teachers’ teaching practices in aiding students to process text. (PAPER TWO)   Locate resources on reading research in professional journals and write three analysis/reaction papers (one to two pages each), one of which may be used to lead a class discussion as part of a small group project. (PAPER THREE)   Interview two high school or middle school teachers about what they do to help students read text. Write a two to three page paper analyzing and evaluating the teacher's techniques and practices. (PAPER FOUR)   Observe 20 public school class hours in their discipline and write, in a three to five page paper, an analysis and evaluation (based on the information in our textbook) of the teacher’s use of reading/learning strategies and the students’ reaction to them. In addition, describe and evaluate the two reading lessons that you taught. (PAPER FIVE)   Write a three to five-page reflective essay in which they describe how their attitudes toward and understanding of reading have changed during the course (this includes outside readings). (PAPER SIX)   Take the Nelson/Denny Reading Test to understand the rationale and uses of a standardized reading test.


Paper Requirements

Format: Please format your papers and tests using one inch margins and double space all of your work. Use 12pt. Times New Roman font. Please use APA guidelines for citing your sources.


Course Outline

Tentative Schedule: Week                         Assignment Week 1 Introduction--Preview Chapter One Chapter One Week 2 Finish Chapter One; begin Chapter Two Paper One due Chapter Two Finish Chapter Two; begin Chapter Three Week 3 Chapter Three Finish Chapter Three Paper Two due Test over Chapters One, Two, and Three Week 4 Begin Chapter Four Chapter Four Finish Chapter Four; begin Chapter Five Week 5 Chapter Five Take Nelson-Denny Exam Finish Chapter Five; begin Chapter Six Week 6 Chapter Six Finish Chapter Six; Test over Chapters Four, Five and Six Week 7 Begin Chapter Seven Chapter Seven Finish Chapter Seven; begin Chapter Eight Week 8 Chapter Eight Paper Four due Finish Chapter Eight; begin Chapter Nine Week 9 Chapter Nine Finish Chapter Nine Test over Chapters Seven, Eight, and Nine Week10 Level III Observations Level III Observations Level III Observations Week 11 Level III Observations Level III Observations Level III Observations Week 12 Level III Observations Level III Observations Level III Observations Week 13 Begin Chapter Ten Chapter Ten Paper Five due Finish Chapter Ten; begin Chapter Eleven Week 14 Chapter Eleven Finish Chapter Eleven; begin Chapter Twelve Chapter Twelve; begin Chapter Thirteen Week 15 Chapter Thirteen Finish Chapter Thirteen Test over Chapters Ten, Eleven, Twelve, and Thirteen Week 15 Final Exam: 10:10-12:10 Paper Six due


Freedom in Learning

Statement: Students are responsible for learning the content of any course of study in which they are enrolled. Under Board of Regents and University policy, student academic performance shall be evaluated solely on an academic basis and students should be free to take reasoned exception to the data or views offered in any course of study. It has always been the policy of Dakota State University to allow students to appeal the decisions of faculty, administrative, and staff members and the decisions of institutional committees. Students who believe that an academic evaluation is unrelated to academic standards but is related instead to judgment of their personal opinion or conduct should contact the dean of the college which offers the class to initiate a review of the evaluation.


Academic Honesty

Statement: Just so that we have no misunderstandings about the consequences of cheating, I want you to know that I shall give a failing grade to anyone whom I catch cheating on tests. I will also give failing marks to anyone who hands in papers that are plagiarized, and the student's name will be forwarded to DSU's Academic Integrity Board. Again, since you are entering the field of education, your conduct in class is an important indicator of your future success in the field of teaching. Most students are honest and wouldn’t cheat. But there are always a few who try, for whatever reason, and I shall deal severely with them. DSU’s policy on academic integrity (DSU Policy 04-05-00)is available online at http://www.departments.dsu.edu/hr/newsite/policies/040500.htm


Last Updated: 8/29/13