Across The Curriculum
Across The Curriculum
Across The Curriculum
COURSE DESCRIPTION
Using an Inquiry Curriculum as the theoretical bases for teaching literacy across the
curriculum, strategies for organization and instruction will be explored. Action research, in
terms of an intensive, systematic inquiry, will be utilized.
PREREQUISITES
RLL 7100, RLL 7200
including designing the project, carrying out the research, collecting and analyzing data,
writing a report, and sharing their results with others. (2.8, 2.12, 2.14, 3.3.1, 3.5.5, 5.7.1,
5.7.2/16.6, 9.3, 7.6, 14.1, 14.2, 14.3, 12.5)
REQUIRED TEXTS
You are required to have consistent access to the following two texts:
Alvermann, D. E., Phelps, S. F., & Gillis, V. R. (2013). Content area reading and
literacy: Succeeding in today's diverse classrooms (7th ed.). Boston: Pearson.
(Note that you will need the seventh edition, as previous editions do not contain the same
content.)
Frank, C. B., Grossi, J. M., & Stanfield, D. J. (2006). Applications of reading strategies
within the classroom: Explanations, models, and teacher templates for content areas in
grades 3–12.Boston: Allyn and Bacon.
Both books are available online and have been ordered through the University bookstore system.
Mathematics
Barton, M.L. & Heidema, C. (2002). Teaching reading in mathematics: A supplement to
teaching reading in the content areas. Aurora, CO: Mid-continent Research for
Education and Learning.
Whitin, D. & Whitin, P. (2004). New Visions for Linking Literature and Mathematics.
National Council of Teachers of Mathematics.
Science
Wellington, J. & Osborne, J. (2001). Language and literacy in science education. Open
University Press. ISBN 0-33520-598-4
Social Studies
Irvin, J. L., Lunstrum, J. P., Lynch-Brown, C., & Shepard, M. F. (1995). Enhancing
social studies through literacy strategies. Washington, DC: National Council for the
Social Studies. ISBN 0-87986-067-7
ASSIGNMENTS
based on your critical readings of the assigned texts, you will be expected to come to
class with a list of at least two things that you can contribute to the conversation that
explicitly link to the ideas presented in the reading. For example, you might pose a
question and then give your answer to it, you might note a part that seems confusing and
give your best guess at an interpretation, or you might connect something particular in the
readings to something in your own experience. Each bulleted point should be about a
paragraph in length and should include not only what you think, but why. Alternatively,
you may choose to use a double entry journal, in which you create a two column table. In
the left-hand column, you will quote two separate excerpts from the text for the week.
In the right-hand column, you will include your reaction/connection to the excerpt:
Your responses will be graded on the depth of thinking evident in the entries. Responses
should be typed, printed and brought to class each week. Late posts will not be accepted
as the intention of this assignment is to be prepared for in-class discussion.
3. Cross-curricular unit
This project can be done in groups of three to four students, and I highly recommend
doing so as it tends to make the planning and reflection both richer and easier, as well as
mimicking the team planning that takes place in many schools.
o In preparation for the inquiry unit, you will create a cross-curricular, age-
appropriate “text” set related to your topic of interest. The text set should include
NOTE: This is a living document and subject to revision.
no fewer than 25 resources for students to use (with or without your facilitation)
and should include a variety of media, including, but not limited to, books of
various genres, magazine articles, websites, audio files, images, video files,
computer programs, pamphlets, and etcetera. (10 points)
o You will outline an inquiry unit matrix using the provided template which will
include key information for at least 5 cross-curricular lessons, integrating literacy
and at least one other subject area. The matrix will include the following
information for each of the lessons: title, objective(s), literacy standards, content-
area standards, “text” set resources, strategy to be used, and a synopsis of the
lesson. (10 points)
o Each group member must either teach one lesson, co-teach one lesson with a
group member, or be present to observe one lesson being taught. For the lesson,
you will transcribe 8-10 minutes of student talk, and write a 2 page paper
analyzing both their talk and the lesson as a whole. The transcription and
reflection pieces must be done individually, with each group member selecting
different parts of the discussion to transcribe and reflect on. (10 points)
o The group will turn in one outline of the inquiry unit and one annotated
resource/text set.
4. Professional Inquiry
You will choose an area of inquiry related to cross-curricular literacy and inquiry. With a
group, you will then research your topic by identifying specific questions to explore. For
instance, the broad topic of Literacy across Social Studies might include the following
questions: How might I use primary source documents to cultivate an inquiry stance in my
classroom? How might I foster exploratory conversations in my classroom? How might I
use the sketch-to-stretch strategy to encourage different interpretations of events? How
might I use pieces of children’s literature to support children to explore issues from different
points of view? Thus, each person needs to develop his/her own research question
under their group’s larger topic.
o Each member of the group is responsible for locating, reading and discussing at least
three journal articles or book/book chapters for their research question. (10 points)
o As a group you will consolidate the resources on your topic by creating a website/
wiki/webquest and present to class your group’s main findings from readings. Your
presentation should last about 40 minutes. (20 points)
o Develop a handout for the rest of the class that includes a list of the readings you did
as a group, as well as any additional resources or websites that you found valuable.
Also list the key ideas that you gained from your readings and discussions. (5 points)
o Submit to me a list of group members and what contributions each person made to
facilitate the work of the group.
CLASS POLICIES
You are expected to attend all classes and are responsible for material covered in all
classes. During class you will be engaged in a variety of activities that require you to
learn in a collaborative manner; therefore, your participation and preparedness are
NOTE: This is a living document and subject to revision.
necessary. Any absences must be discussed with the instructor in advance, and
attendance will affect your grade. Portions of classes missed will be recorded and will
contribute to total absences. Each student is allowed one absence should unavoidable
circumstances arise. For each subsequent absence, your final grade will be lowered (two
percentage points for the second absence, four for the third, and so on). Because much of
the learning in this class will be social in nature, three or more absences (which would
constitute 20% of total class time) may result in failing the course.
Please note that completion of work makes one eligible for a grade. It is the quality of the
work that determines what that grade is. Completed work of very poor quality will result
in a failing grade. Satisfactory completion will result in a grade of B. Grades of B+ and
A- are reserved for work that goes beyond “acceptable” or “satisfactory” with A grades
reserved for outstanding work.
Form/format is evaluated for all assignments. F/F is not assigned a rubric grade but is
applied to the final rubric average for an assignment. If F/F is unsatisfactory the final
average for the assignment will be lowered based on the extent to which F/F is
unsatisfactory.
Attendance/Participation 5%
Total 100%
NOTE: This is a living document and subject to revision.
FINAL GRADES
RELIGIOUS HOLIDAYS
Because of the extraordinary variety of religious affiliations of the University student
body and staff, the Academic Calendar makes no provisions for religious holidays.
However, it is University policy to respect the faith and religious obligations of the
individual. Students with classes or examinations that conflict with their religious
observances are expected to notify their instructors well in advance so that mutually
agreeable alternatives may be worked out.
Students who are registered with Student Disability Services and who are eligible for
alternate testing accommodations such as extended test time and/or a distraction-reduced
environment should present the required test permit to the professor at least one week in
advance of the exam. Federal law requires that a student registered with SDS is entitled to
the reasonable accommodations specified in the student’s accommodation letter, which
might include allowing the student to take the final exam on a day different than the rest
of the class.
Students who commit or assist in committing dishonest acts are subject to downgrading
(to a failing grade for the test, paper, or other course-related activity in question, or for
the entire course) and/or additional sanctions as described in the Student Code of
Conduct.
NOTE: This is a living document and subject to revision.
Plagiarism: To take and use another’s words or ideas as one’s own. Examples
include: (a) failure to use appropriate referencing when using the words or ideas
of other persons; (b) altering the language, paraphrasing, omitting, rearranging, or
forming new combinations of words in an attempt to make the thoughts of another
appear as your own.
Other forms of academic misbehavior include, but are not limited to: (a) unauthorized use
of resources, or any attempt to limit another student’s access to educational resources, or
any attempt to alter equipment so as to lead to an incorrect answer for subsequent users;
(b) enlisting the assistance of a substitutio0n the taking of examinations; (c) violating
course rules as defined in the course syllabus or other written information provided to the
student; (d) selling, buying or stealing all or part of an un-administered test or answers to
the test; (e) changing or altering a grade on a test or other academic grade records.
STUDENT SERVICES
The Academic Success Center (1600 Undergraduate Library) assists students with
content in select courses and in strengthening study skills. Visit www.success.wayne.edu
for schedules and information on study skills workshops, tutoring and supplemental
instruction (primarily in 1000 and 2000 level courses).
The Writing Center is located on the 2nd floor of the Undergraduate Library and provides
individual tutoring consultations free of charge. Visit
http://clasweb.clas.wayne.edu/writing to obtain information on tutors, appointments, and
the type of help they can provide.
NOTE: This is a living document and subject to revision.
NOTE: This is a living document and subject to revision.
2/5 Creating the Environment & Ch. 3 & 4 (Jigsaw) Text Set for CCU due
Planning
Bring Resource #2 for
Inquiry *
Work on
website/wiki
Group Contribution
Log
Group Contribution
Log
* After class, add a link to document/resource and upload the required information for the
reading number indicated to your Resource Organizer on your group inquiry website.
NOTE: This is a living document and subject to revision.
First Class
Bruce, C. (n. d.). Inquiry-based curriculum. Retrieved March 21, 2012, 2012, from
http://chipbruce.wordpress.com/resources/inquiry-based-learning/curriculum/
Bruce, C. (n. d.). The inquiry cycle Retrieved March 21, 2012, 2012, from
http://chipbruce.wordpress.com/resources/inquiry-based-learning/the-inquiry-cycle/
Bruce, C. (n. d.). What is inquiry-based learning? Retrieved March 21, 2012, 2012, from
http://chipbruce.wordpress.com/resources/inquiry-based-learning/defining-inquiry-based-
learning/
NOTE: This is a living document and subject to revision.
References
(These are suggestions you might use in your professional inquiry project)
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NOTE: This is a living document and subject to revision.