Teaching
Reading and Writing to ESOL/Bilingual Students
Part II:
Reading
& Writing Instruction Methodology for Pre K-University,
Adult,
& Special Purpose Students
Education 655
University of Maryland
Baltimore County
Office:
ACIV Room 417 Phone:
410-455-2485
Office
Hours: By appointment Fax: 410-455-3986
Required Text:
Maxwell,
R.J. (1996). Writing across the
curriculum in middle and high schools. Boston: Allyn & Bacon.
Vacca,
R.T. & Vacca, J.A. (1999). Content
area reading: Literacy and learning across the curriculum (6th ed.).
New York: Longman.
This course is the second
of a two-part series on theories, methods, and techniques for teaching reading
and writing to students with limited English proficiency, with a special
emphasis on content area reading and writing instruction. In this
course, MSDE Reading Standards from both the Elementary and Secondary levels
will be addressed. Students will demonstrate knowledge of content reading and writing instructional
strategies, assessments, vocabulary-building strategies, comprehension of
different text structures, selecting appropriate reading material and the use
of writing to foster reader response. (3 semester credits)
Assessment and Grading
Assessment will include participation in class discussions (25%); weekly assignments (45%); and a final exam (30%).
Attendance
Your contributions of
experiences and insights are valuable to this learning community. Therefore,
your presence is of utmost importance to your professor and classmates and your
attendance is expected. The following procedures are designed to underscore the
importance of your presence and to promote regular attendance:
l
Your grade may be
affected negatively by absences.
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Excessive
absences may result in a failing grade or an incomplete for the course.
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Tardy arrivals
will be noted. Recurrent tardy arrivals will negatively affect your grade.
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Except in case of
emergency, it is your responsibility to alert me at least one hour before class
by phone or via e-mail of any expected absences or tardy arrivals.
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If you miss a
class, you will be responsible for consulting with a classmate to discuss class
content, and to acquire handouts, notes, and assignments.
INTASC Core Standards
(Interstate New Teacher Assessment and Support
Consortium)
Principle #1: The teacher understands the central concepts, tools of inquiry, and
structures of the discipline(s) he or she teaches and can create learning
experiences that make these aspects of subject matter meaningful for students.
Principle #2: The teacher understands how children learn and develop, and can provide
learning opportunities that support their intellectual, social and personal
development.
Principle #3: The teacher understands how students differ in their approaches to
learning and creates instructional opportunities that are adapted to diverse
learners.
Principle #4: The teacher understands and uses a variety of instructional strategies to
encourage students’ development of critical thinking, problem solving, and
performance skills.
Principle #5: 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.
Principle #6: The teacher uses knowledge of effective verbal, nonverbal, and media
communication techniques to foster active inquiry, collaboration, and
supportive interaction in the classroom.
Principle #7: The teacher plans instruction based upon knowledge of subject matter,
students, the community, and curriculum goals.
Principle #8: The teacher understands and uses formal and informal assessment
strategies to evaluate and ensure the continuous intellectual, social, and
physical development of the learner.
Principle #9: 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.
Principle #10: The teacher fosters relationships with school colleagues, parents, and
agencies in the larger community to support students’ learning and well-being.
Unit I: Content Reading and Writing: Research and
Practice
The
students should be able to:
l
Define content literacy and understand what it means
to help students read longer, more complex texts.
l
Explain the role of the content teacher in teaching
reading and writing
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Explain how writing can be a learning tool (“write to
learn”)
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Describe how schema influences comprehension and
learning.
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Incorporate strategies that foster success in
functional tests (e.g. MSPAP).
Instruction of Reading: Balanced Literacy Program
Participants will
demonstrate knowledge of:
l
Providing instruction in reading and writing in the
content areas.
Reading in the Content Areas Part I: Foundations
Participants will
demonstrate knowledge of:
l
Reading as a process of comprehending, analyzing and
extending meaning from text.
l
Factors that affect reading performance, including at
least the following: the background of the reader, the kind of text, and the
content of the reading situation.
Reading in the Content Areas Part I: Affect
Participants will
demonstrate knowledge of:
l
The relationship of teachers’ attitudes and behavior
towards reading and the reading proficiency of students in the content area.
l
Developing classroom environments that foster and
support positive attitudes toward reading.
Reading in the Content Areas Part I: Strategies, Skills, and Instruction in Reading
Participants will demonstrate
knowledge of:
l
The relationship between content area learning
literacy (reading, writing, listening, and speaking).
l
Writing-to-learn strategies for teaching content area
reading.
l
Various modes of thought and expression, such as
drawing, writing, performing music, and multimedia technology to facilitate
reading and writing.
Reading/Study
Assignments
l
VV – Chapter 1:
Teaching and Learning with Texts
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Maxwell – Chapter
1: Writing Across the Curriculum
l
Read about the
MSPAP on the Internet: www.msde.state.md.us (MSDE Home
Page) and www.msp.msde.state.md.us (MD School Performance Report) and
be prepared to discuss contents of these websites.
Written Assignments/Performance
Assessments
l
Choose a content area reading and develop a
write-to-learn activity.
Unit
2: Instructional Strategies for Diverse Learners
The students should
be able to:
l
Describe and evaluate classroom adaptations required
for ESOL and special needs students in teaching reading and writing in the
content areas.
l
Scaffold instruction for students who struggle with
text including ESOL students and students with learning disability.
l
Shelter content area materials for ESOL and special
needs students.
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Describe, evaluate, and demonstrate “individual
differences” theories in teaching.
Related
MSDE Standards
Instruction of Reading: Establishing and Managing the Literacy
Program
Participants will
demonstrate knowledge of:
l
Strategies for fostering motivation and interests,
addressing learning styles and promoting fluency.
Reading in the Content Areas II: Foundations
Participants will
demonstrate knowledge of:
l
The experiential, cultural, and language influences on
literacy acquisition and performance.
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How these elements impact student learning.
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Ways to modify instruction to support content area
learning and literacy development for students with learning disabilities
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Intervention strategies to support content area
learning and literacy development.
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The characteristics of grade level, delayed and
advanced readers and the factors that influence those readers.
Reading in the Content Areas II: Purposes and Types of Text
Participants will
demonstrate knowledge of:
l
The nature and multiple causes of reading and writing
difficulties including reading problems associated with a limited language
proficiency.
l
How to use a multi-text approach when the
instructional reading achievement range of students in a class warrants it.
Reading in the Content Areas II: Strategies, Skills, and Instruction in Reading
Participants will
demonstrate knowledge of:
l
Interventions which assess and respond to the
strengths and needs of individual learners.
l
The four style learning style modalities and strategies
for identifying student preferences.
l
Designing instruction to accommodate learning styles.
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The characteristics of Gardner’s multiple
intelligences (interpersonal, visual/spatial, verbal/linguistic, naturalistic,
bodily/kinesthetic, logical/mathematical).
Reading in the Content Areas II: Assessment
Participants will
demonstrate knowledge of:
l
How to recognize various patterns of reading
difficulties.
Reading/Study
Assignments
l
VV – Chapter 2:
Strategy Instruction in Diverse Classrooms
Written Assignments/Performance
Assessments
l
Develop a learning activity that includes
differentiated instruction. Submit lesson, student work, and a reflection and
make a lesson presentation.
Unit
3: Selecting Reading Material
The students should
be able to:
l
Understand appropriate uses of technology, media,
primary sources, discipline-related magazines, trade books, etc. in the content
classroom for enrichment and motivation of students.
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Explain the relationship between student motivation
and reading proficiency.
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Explain the strategies for and theories behind
motivating students to become independent readers.
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Define “readability” and determine approximate reading
levels of materials by readability formulas.
Related
MSDE Standards
Participants will demonstrate knowledge of:
l
The use of authentic literature, chapter books,
novels, and other reading materials appropriate for advanced readers.
l
Strategies which motivate students to become
independent readers.
Materials for Teaching Reading: Purposes of Reading
Participants will
demonstrate knowledge of:
l
The three purposes of reading: reading to perform a
task, reading for literary experience and reading to be informed.
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Selecting, organizing and evaluating the appropriateness
of materials that support the three purposes of reading.
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Selecting teacher and classroom collections that
support the three purposes of reading and incorporate cross curricular
materials, a range of texts, use of a variety of technological and media
resources and a multicultural perspectives.
Materials for Teaching Reading: Developing Independent Readers
Participants will
demonstrate knowledge of:
l
The theoretical
principles of motivation that support independent reading.
l
Selecting, organizing
and evaluating the effectiveness of reading materials that address multiple
approaches and diverse perspectives, including at least the following: student
centered instruction, thematic units, project approach, checklist, rubrics,
other.
Materials for Teaching Reading: Selecting and Evaluating Materials
Participants will
demonstrate knowledge of:
l
A variety of
instructional materials and media to address students needs and interests:
multicultural, multiple intelligences, age-appropriateness, gender, range of
readability, cross-curricular, language diversity.
Reading in the Content Areas Part I: Foundations
Participants will
demonstrate knowledge of:
l
Strategies and materials appropriate for each of the
three purposes of reading -- for literacy experience, reading to perform a
task, reading to be informed.
Reading in the Content Areas Part I: Affect
Participants will demonstrate knowledge of:
l
The relationship of student motivation and reading
proficiency.
l
Strategies to involve parents in content literacy
instruction.
Reading in the Content Areas Part I: Purposes for Reading and Types of Text
Participants will demonstrate knowledge of:
l
Multiple resources, including print text and non-print
materials which could be used in the various content areas.
Reading in the Content Areas Part I: Strategies, Skills and Instruction in Reading
Participants will demonstrate knowledge of:
l
Learning experiences that present authentic tasks and
choices in reading.
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Incorporating primary and secondary sources in the content
areas.
Reading in the Content Areas Part II: Assessment
Participants will demonstrate knowledge of:
l
Using the results of a readability formula and
consideration of other aspects of readability to determine the appropriateness of
a content or selection for a specific group of students.
Reading in the Content Areas Part II: Affect
Participants will demonstrate knowledge of:
l
Techniques for identifying individual interests and
ways to link independent reading activities to those interests.
l
Classroom resources to enable students to select
materials for independent reading.
l
Classroom environments that support independent
reading.
Reading in the Content Areas Part II: Purposes and Types of Text
Participants will demonstrate knowledge of:
l
How to select a variety of reading materials at an
appropriate level of difficulty to use with a specified content area.
l
How to use a multi-text approach when the
instructional reading achievement range of students in a class warrants it.
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How to locate, judge the quality of, and incorporate
technology and multi-media into content area instruction to facilitate the
reading process.
Reading/Study
Assignments
l
VV – Chapter 3: Integrating Electronic Texts and Trade
Books into the Curriculum
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VV -- pp. 154-164
on Readability
Written
Assignments/Performance Assessments
Unit
4: Reading and Writing Different Text Structures
The students should
be able to:
l
Understand the effects of text structure on
comprehension and memory.
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Understand the differences between expository and
narrative texts.
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List and explain the three purposes of reading – to
inform, for literary experience, and to perform a task.
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Write questions for literal, higher-order thinking and
reading strategies.
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Explain the facilitative effect of graphic organizers
on comprehension and learning.
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Design graphic organizers to match the macrostructure
thinking skill of a reading.
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Explain before, during, and after metacognitive
strategies for strategic reading.
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Explain and model study techniques, which can be used
by students for independent reading.
Related
MSDE Standards
Processes and Acquisition: Foundations of Reading
Participants will
demonstrate knowledge of:
l
Instructional
design which connects purposes for reading to a variety of text formats.
l
Cognitive demands
of text across the curriculum.
l
Various text
formats which include electronic text, including at least the following:
narrative, forms, graphs, charts, maps, tables, poetry, drama, technical
reports.
Instruction of Reading: Comprehension
Participants will
demonstrate knowledge of:
l
The characteristics of text that affect comprehension.
l
Pre-reading strategies that can enhance comprehension,
including at least the following: purpose setting, previewing and predicting,
e.g. anticipation guide.
l
During reading strategies that can enhance
comprehension including at least the following: metacognition, reciprocal
teaching, InQuest, and cloze procedure.
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Post-reading strategies that can enhance comprehension
including at least the following: KWL, semantic webbing, story mapping,
creative dramatics, story grammar, and story frames.
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The use of thinking skills strategies as an aid to
comprehension.
Instruction of Reading: Balanced Literacy Program
Participants will demonstrate
knowledge of:
l
Strategies to
develop informational, narrative, expressive, persuasive, and practical
writing.
Materials for Teaching Reading: Developing Independent Readers
Participants will
demonstrate knowledge of:
l
Integrating the use of key words, chapter headings,
subheadings, maps, charts, study questions, footnotes, captions, illustrations,
glossaries, appendices, table of contents, indices, and bibliographies to aid
comprehension.
l
Using a variety of study skills that enable students
to use text and other media effectively.
Reading in the Content Areas Part I: Foundations
Participants will demonstrate knowledge of:
l
Key effective reading skills, behaviors, and
attitudes.
l
How cognitive research on metacognition, schema
theory, and scaffolding influence reading in the content areas.
Reading in the Content Areas Part I: Affect
Participants will demonstrate knowledge of:
l
The relationship of student motivation and reading
proficiency.
Reading in the Content Areas Part I: Purposes for Reading and Types of Text
Participants will demonstrate knowledge of:
l
The use of organizational and structural features of
text, including the following: arrangement by spatial order, classification,
and order of importance.
l
The structure of text reading selections, e.g.,
compare-contrast, cause-effect, and problem-solution.
l
Specific characteristics of informational and literary
texts.
Reading in the Content Areas Part I: Strategies, Skills, and Instruction in Reading
Participants will demonstrate knowledge of:
l
Strategies for developing concepts in content areas
including at least building on student’s background, demonstrations,
discussion, guided inquiry and semantic mapping.
l
Metacognition and metacognitive strategies that aid
students in the construction of meaning and ways that teachers provide
scaffolding to help students meet success with literacy tasks.
Reading in the Content Areas Part I: Assessment
Participants will demonstrate knowledge of:
l
The elements of text that determine complexity and
difficulty.
Reading in the Content Areas Part II: Affect
Participants will demonstrate knowledge of:
l
Incorporating time for independent reading as an
integral feature of content area instruction.
Reading in the Content Areas Part II: Text Based Concept
Participants will demonstrate knowledge of:
l
How to use the following strategies in reading in the
content area: before reading strategies such as KWL, text preview, posing
questions, purpose setting, discussion, and semantic mapping; during reading
strategies such as: think-alouds, ReQuest, identifying main ideas and
supporting details; after reading strategies such as QAR and summarizing and
paraphrasing.
Reading in the Content Areas Part II: Assessment
Participants will demonstrate knowledge of:
l
A variety of instructional and assessment choices that
enable students to use areas of strengths and to recognize areas of need in
order to improve literacy performance in the content area.
Reading/Study
Assignments
l
VV – Chapter 10:
Study Strategies
l
Maxwell – Chapter
3: Levels of Writing
Written
Assignments/Performance Assessments
·
Using either problem and solution, cause and effect,
or comparison and contrast, construct a graphic for a passage from an
informational text. Share your representation with members of your group, and
discuss how some topics seem more appropriate for one specific organizational
pattern.
·
Design a semantic map for a sheltered science lesson
on the characteristics of the planets. Create what you consider the most
effective design for that specific content.
Unit
5: Vocabulary Development
The students should
be able to:
l
Use graphic organizers to teach vocabulary.
l
Understand and utilize various techniques for developing
vocabulary before students read a text by activating what students know about
words.
l
Describe how some writing-to-learn activities such as
freewriting for word exploration can help develop vocabulary.
Related
MSDE Standards
Processes and Acquisition: Foundations of Reading
Participants will
demonstrate knowledge of:
l
Acquisition of
vocabulary and use of reading skills in context.
l
The use of
language rich instruction which develops vocabulary and cognitive concepts.
Instruction of Reading: Comprehension
Participants will
demonstrate knowledge of:
l
Strategies for developing and extending vocabulary.
Reading in the Content Areas Part I: Strategies, Skills, and Instruction in Reading
Participants will demonstrate knowledge of:
l
strategies for developing and assessing student
vocabulary knowledge.
l
Strategies for developing concepts in content areas,
including at least the following: building on student’s background,
demonstrations, discussion, guided inquiry, and semantic mapping.
l
Various methods for providing differentiated
vocabulary instruction to meet the needs of individual learners.
l
Lessons that provide adequate scaffolding for students
where needed.
l
Writing-to-learn strategies for teaching content area
reading.
Reading in the Content Areas Part II: Strategies, Skills, and Instruction in Reading
Participants will demonstrate knowledge of:
l
Informal response activities, both written and oral,
which focus on specific content area vocabulary instruction and concept development.
Reading/Study
Assignments
l
VV – Chapter 8:
Vocabulary and Concepts
Written
Assignments/Performance Assessments
l
Select a newspaper/magazine article and construct a
graphic organizer based on your purpose for reading question. Reflect on the effectiveness
of such technique.
l
Develop an Anticipation Guide for a reading, determine
the structure of the passage and a purpose-for-reading question, and complete
an appropriate graphic organizer.
Unit
6: Reader Response through Talking and Writing
The students should
be able to:
l
Explain the rationale for the Directed Reading
Activity (DRA), Directed Reading Thinking Activity (DRTA), KWL, Structured
Writing Process, and Guided Reading.
l
Compare and contrast the procedure and utilization of
the DRA and DRTA.
Related
MSDE Standards
Processes and Acquisition: Literacy Connections
Participants will
demonstrate knowledge of:
l
The interaction
of reading and writing to other language arts skills across the curriculum.
Instruction of Reading: Comprehension
Participants will
demonstrate knowledge of:
l
How to formulate questions designed to elicit a
variety of text related responses, including at least the following: literal,
interpretative, cortical and creative, Langer’s stances, and inquiry.
Instruction of Reading: Balanced Literacy Program
Participants will
demonstrate knowledge of:
l
Instructional strategies to extend and strengthen
students’ reading abilities including at least the following: Directed Reading
Activity, Directed Reading Thinking Activity, literature response groups.
Reading in the Content Areas Part I: Strategies, Skills, and Instruction in Reading
Participants will demonstrate knowledge of:
l
The relationship between content area learning
literacy (reading, writing, listening, and speaking).
l
Strategies for developing concepts in content areas,
including at least the following: building on students’ background,
demonstrations, discussion, guided inquiry, and semantic mapping.
l
How the concept that readers integrate new information
with what is known might positively or negatively influence learning in their
content.
l
Frameworks for planning instruction which prepares
students for the reading task, assist in monitoring while reading, and engage
them in appropriate follow-up activities, including at least the following:
Directed Reading Activity (DRA) and Directed Reading Thinking Activity (DRTA).
l
Writing-to-learn strategies for teaching content area
reading.
Reading in the Content Areas Part II: Strategies, Skills, and Instruction in Reading
Participants will demonstrate knowledge of:
l
A variety of oral and written students response
strategies that support reading in the content area, including at least the
following study guides, journals, and learning logs, guided reading procedures,
research papers, SQ3R and reciprocal teaching.
l
Appropriate uses for extended formal writing
activities to apply content knowledge meaningfully.
Reading in the Content Areas Part II: Text Based Concept
Participants will demonstrate knowledge of:
l
How to use the following strategies in reading in the
content area: before reading strategies such as KWL, text preview, posing
questions, purpose setting, discussion, and semantic mapping; during reading
strategies such as: think-alouds, ReQuest, identifying main ideas and
supporting details; after reading strategies such as QAR and summarizing and
paraphrasing.
l
The stages and characteristics of the writing process
and its relationship to content area reading.
Reading/Study
Assignments
l
VV – Chapter 6:
Talking to Learn
Written
Assignments/Performance Assessments
·
Select an informational article from a magazine or a
book and create the following instructional strategies: (1) KWL, (2) DR-TA, and
(3) a discussion web. Be prepared to share your strategies with your
classmates.
Unit
7: Assessing students’ Reading and Writing in Content Areas
The students should
be able to:
l
Assess reading achievement levels of students
l
Differentiate between norm-referenced/standardized and
criterion-referenced reading tests.
l
Explain the
construction/administration/scoring/interpretation of classroom reading tests.
l
Explain the portfolio use as a form of authentic
assessment in the content areas.
Reading in the Content Areas Part I: Affect
Participants will demonstrate knowledge of:
l
The relationship of teachers’ attitudes and behavior
towards reading and the reading proficiency of students in the content area.
l
Developing classroom environments that foster and
support positive attitudes toward reading.
Reading in the Content Areas Part I: Assessment
Participants will demonstrate knowledge of:
l
Strategies for assessing students’ ability to read
authentic content area texts.
Reading in the Content Areas Part II: Assessment
Participants will demonstrate knowledge of:
l
The nature and use of a portfolio approach to content
area literacy assessment.
l
The classroom procedures that incorporate student
self-appraisal of their reading and writing process.
Reading/Study
Assignments
l
VV – Chapter 4:
Making Authentic Assessments
l
Maxwell – Chapter
10: Evaluation of Writing
Written
Assignments/Performance Assessments
l
Select, administer, and justify an alternative
assessment that allows students to demonstrate mastery of content knowledge, skills,
or processes via reading and writing. Include the assessment and your
reflection on the results of the assessment.
l
Select any piece of your writing from this course.
Evaluate it as you would evaluate the writing of others. Then, in a few
paragraphs, relate that experience to your plans in evaluating student writing.
Discuss some of the factors which you would consider in evaluating a student’s
writing, what you will most value at various stages, how you will deal with
errors, and how you will encourage students to engage in self-evaluation.