Content Area Reading K-12

Online - no travel to campus required
3 semester hours graduate credit
Next sessions:
RDGED 702 June 16 - August 22, 2008
RDGED 702 September 22 - December 12, 2008

Description: Research-based teaching methods, comprehension strategies, and technology focusing on increasing student ability to use language processes (reading, writing, speaking, listening) to learn subject matter across the curriculum.

* Field testing strategies with students will be required.

Conducted completely online with no face-to-face sessions, this class allows any time, any place learning. You may participate with your home or work computer 24 hours a day, 7 days a week.

Learning Outcomes
Participants who complete the online course will be able to:

1. Analyze current literacy and aliteracy culture trends affecting all readers in K-12 content classrooms.
2. Analyze the school and community cultures affecting content readers' reading behaviors
3. Informally assess the reading ability of students and the content difficulty load of texts.
4. Apply a multi level reading comprehension model for use in developing content reading strategies.
5. Apply strategies that increase content reader ability to respond from literal through complex levels of understanding
6. Recognize the 3 basic types of vocabulary learners and demonstrate ways to teach new vocabulary effectively
7. Demonstrate strategies that teach students eight patterns of non fiction found in most content text material.
8. Utilize high utility study guides to increase content comprehension.
9. Distinguish between and apply strategies for teaching learning skills (attitudes, goal setting, monitoring) and study strategies (note taking, organizing, test taking)
10. Blend the science of content reading (strategies, guides, and resources) with the art of effective teaching (motivation, personal literacy, and classroom management)

Modules

1. Defining reading in the content area: student and teacher challenges in an aliteracy culture
2. Content text comprehension: factors that affect understanding
3. Coaching content Readers: “On deck circle” strategies Before students begin to read
4. Vocabulary development: Vocabulary strategies for advanced, language impoverished and disabled readers
5. Strategies for building literal or “plain sense” understanding of text
6. Reading between the lines strategies for teaching content inference ability.
7. Summarizing strategies for use After reading
   Combining literal understanding with inferential thinking
8. Student developed questioning strategies
9. Abstracting and extrapolating ideas from text: strategies that teach readers how to create “home run” comprehension products
10. Patterns of non-fiction: Recognizing and replicating nonfiction patterns to increase text understanding
11. Guiding students through complex text content: 4 high utility study guides
12. Non fiction trade books in the content classroom
    Research Topic Reports

Course objectives are aligned with the Content Guidelines for Reading Teachers State of Wisconsin, the International Reading Association's Standards for Reading Professionals (2003), National Educational Technology Standards for Teachers (I, II, V, VI) and aligned with the Wisconsin Teaching Standards (3,4,7).

Evaluation
Each student's participation and performance in class will be evaluated on the basis of rubrics created for the activities described below. The percentages which follow each activity represent the weight used in determining the final grade.

Online Discussion - 33%
Dialogue among class members is critical as we will practice one of the most important points in reading comprehension; readers always “construct their own comprehension.” Writing and talking are the tools of construction. Posting to the discussion board at least three times per module will be expected.

Module Learning Activities - 33%
Each module requires an application activity.

Final Project - 34%

Required Textbooks:

Readings will be assigned from two textbooks:

1. Vol. 2: Strategies to Engage the Mind of the Learner, 2nd edition by Rachel Billmeyer
   
   
2. Vol. 1: Strategic Reading in the Content Area, 2004 by Rachel Billmeyer
   Very useful sections written by a variety of content classroom teachers

The books can be ordered from:
Printco Graphics
Troy Redding
402-593-1080
FAX 402-593-1077
Toll Free 888-593-1080
14112 Industrial Road
Omaha, NE 68144
email: printco@printcographics.com

Additional readings and lectures will be available online within the text of each module.

Instructor
Dr. Ken Cutts
Ken's background information

Prerequisite
Hardware and Software Requirements

Complete the system checkup on this website, https://uwstout.courses.wisconsin.edu/
by clicking on the link that says: Check your system.

Review the list of compatible/recommended browsers and software programs for Learn@UWStout at the Online Help Desk.

If you have any questions about these preferences, please call one of the numbers listed below and indicate that you are a UW-Stout student needing help with Learn@UW-Stout . Help is available 7 days a week.

• 1-888-435-7589 select option 3
, or
• 1-608-264-4357 select option 3

All projects will be exchanged by posting to online storage or the course DropBox, and your peers and instructor will provide suggestions and comments by posting to the discussion board.

Take a few minutes to review the Frequently Asked Questions, (FAQs).

Additional classes are listed in the online catalog.

Registration
Enrollment is limited to twenty participants; register online .

Tuition is payable by university billing, MasterCard, or Visa.
Participants who select payment plan option must complete the payment plan agreement form. Refund policy

For additional information, e-mail your comments or questions to:

Contact: Joan M. Vandervelde
Online Professional Development Coordinator
School of Education
University of Wisconsin - Stout
Menomonie, WI 54751
phone: (715) 642-0209
fax: (715) 232-3385

Orientation Activities
After you are enrolled, review the orientation activities, Student Expectations and Responsibilities and Academic Expectations and Dishonesty Policy.