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Course Identifier **Education 371-01** **Reading for Learning** **Spring Semester 2014** **Capital University**

=Instructor Information= Carolyn Osborne 222 Learning Center (office) LC05 (classroom I am in on MWF--you are welcome to drop by)

Office hours: Monday and Friday 12-1, 3-4 Wednesday 12-1

Email: cosborn2@capital.edu Cell Phone: 614-282-8012 text or talk

=Course Meeting Time= This course is conducted online. Course activities will require 6 hours of engagement per week.

=Course Description= This course develops understanding and acceptance of the importance of reading as a means to learning, to accessing information, and to enhancing the quality of life. Students will come to recognize the importance of embedding reading instruction in a meaningful context for the purpose of accomplishing specific, authentic tasks. In addition, they will acquire strategies that are necessary for teaching content area reading. This course is for Music Education majors only. Prerequisite(s): 0 credits;

=Course Goals= Students will become aware of the complexities of the reading process and language and literacy development. Students will learn to relate the process of learning to read music to the process of learning to read language. Students will learn how to assess literacy-related activities. Students will learn about technological tools helpful in teaching literacy-related lessons Students will gain experience with projects that combine music and linguistic literacy.

=Intended Learning Outcomes and Assessments=
 * Goal || Learning Activities (Units) || Assessment ||
 * Students will become aware of the complexities of the reading process and language and literacy development and how to support students in literacy development.

Reading, Children of the Code, Comprehension

Awareness of writing Alternatives to book report/term paper || Reading Children of the Code Language Development Literacy Development Vocabulary Comprehension Readability Phonemic Awareness Strategies for Teaching Young Children Writing and Teaching Writing Alternatives to Standard Writing Genres Spelling Etymology Metacognition Environmental Print Motivation Children’s Writing || Unit Posts ||
 * Students will learn to relate the process of learning to read music to the process of learning to read language.

Semiotics, Language development || Reading Semiotics and Semiotic Systems Final || Unit Posts, Final || Troubleshooting, Choice words, Feedback || Troubleshooting Reading Troubleshooting Writing Feedback for Students Choice Words || Unit Posts || Dictionaries Music Teaching Standards Project || Unit Posts ||
 * Students will learn how to assess literacy-related activities.
 * Students will learn about technological tools helpful in teaching literacy-related lessons || Multiple reading levels
 * Students will gain experience with projects that combine music and linguistic literacy.

Creative project || Choral Reading National Anthems Project Classroom Drama Composer Scavenger Hunt Creative Project || Unit Posts, Creative Project || Each unit requires students to post comments to the Forums on iLearn. These comments are responses to questions embedded in the unit that require students to apply what they are learning. High quality posts indicate that the student both understands the material and can apply it. The creative project involves choosing one of several possibilities. The final is a defense of music education that shows how teaching music is supporting literacy development.

=Required Reading= http://literacymethods.wikispaces.com/Reading Which includes: Norman Unrau. Content Area Reading and Writing: Fostering Literacies in Middle and High School Culture. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall, 2004 Chapter 1 Cambourne (1995) Toward an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher Vol. 49, No. 3

http://literacymethods.wikispaces.com/Semiotics+and+Semiotic+Systems Extensive information on semiotics

http://literacymethods.wikispaces.com/Children+of+the+Code Videos

http://literacymethods.wikispaces.com/Etymology Video

http://literacymethods.wikispaces.com/Language+Development Summary of Shirley Brice Heath's work

Access to [], a book on the neuroscience of language

http://literacymethods.wikispaces.com/Choice+Words Dombro, Jablon, and Stetson (2010) Powerful Interactions Begin With You. TEACHING YOUNG CHILDREN VOL 4 NO 1

http://literacymethods.wikispaces.com/Literacy+Development Written information

http://literacymethods.wikispaces.com/Choral+Reading Written information

http://literacymethods.wikispaces.com/Vocabulary Lehr, Osborn, and Hiebert (2004). A Focus on Vocabulary. Pacific Resources for Education and Learning.

http://literacymethods.wikispaces.com/Dictionaries Links to many different kinds of dictionaries.

http://literacymethods.wikispaces.com/Comprehension Extensive written information

http://literacymethods.wikispaces.com/Metacognition Boulware-Gooden, Carreker, Thornhill, and Joshi. Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade Students. http://www.readingrockets.org/article/21160/, accessed 12/29/12

http://literacymethods.wikispaces.com/Readability Extensive writing, including excerpts from Kofi Agawu's Playing with Signs (semiotics of music) and Derrida's Structure, Sign, and Play.

http://literacymethods.wikispaces.com/National+Anthem+Project Lesson plan

http://literacymethods.wikispaces.com/Phonemic+Awareness Scharer. Phoneme Phun: Learning by Playing with Letters, Sounds, and Words. Early Childhood Building Blocks. OhioORC.org.

http://literacymethods.wikispaces.com/Classroom+Drama Written information

http://literacymethods.wikispaces.com/Assessment+Without+Tears#Troubleshooting the Reading Process ARMUS, MONTGOMERY, and JELLISON. (2006) DISCRIMINATION LEARNING IN PARAMECIA (P. caudatum). The Psychological Record, 56, 489-498

http://literacymethods.wikispaces.com/Assessment+Without+Tears#Troubleshooting the Writing Process Written information

http://literacymethods.wikispaces.com/Addressing+the+Needs+of+All+Students#Managing Multiple Reading Levels Written information

http://literacymethods.wikispaces.com/Music+Teaching+Standards+Project Technology resource

http://literacymethods.wikispaces.com/Strategies+for+Teaching+Young+Children Written information

http://literacymethods.wikispaces.com/Environmental+Print Written information

http://literacymethods.wikispaces.com/Writing+and+Teaching+Writing Written information

http://literacymethods.wikispaces.com/Motivation Written information

http://literacymethods.wikispaces.com/Alternatives+to+Standard+Writing+Genres Written information

http://literacymethods.wikispaces.com/Composer+Scavenger+Hunt Written information

http://literacymethods.wikispaces.com/Feedback+for+Students

Cutler, C. (2002). Helping Writers Create Explicit Texts: From Crisis Calls to Classrooms. Language Arts Journal of Michigan.

http://literacymethods.wikispaces.com/Children%27s+Writing Samples of children's writing

http://literacymethods.wikispaces.com/Spelling Written information

=Assignments and Examinations=

Unit Posts
For each unit, students will write a post that answers questions embedded in the unit. These questions are designed to help students apply what they are learning.

Rubric:
the material learned or the application is missing. || Post does not make sense || No post ||
 * A || B || C || D || E ||
 * Post reflects material learned and a reasonable and creative application of it. || Post reflects material learned, application is mildly problematic (unrealistic or not well-thought-out) || Either

Creative Project
Students can choose from the following possibilities and create something based on the instructions on the wiki page: Blues Ballads Baseball Cards Carnival Poetry Claymation Comic Strips and Books Dream Flags Envelope Puppets Persuasive Songs Poetry Presidential Poetry Reader’s Theater Songs as Cultural Artifacts

or

Students can create their own creative project based on something that interests them and would be useful in a music classroom.

Rubric:

 * A || B || C || D || E ||
 * Project reflects thought and originality. || Project reflects a small amount of thought. || Project looks like it was thrown together at the last minute || Project does not make sense. || No project. ||

Final
Students will use what they have learned in the class to create a presentation or a letter that could be read by stakeholders (local board of education, citizens, etc.) that argues for keeping music in the curriculum.

Rubric:

 * A || B || C || D || E ||
 * Final addresses specific audience, includes material from the class, and is persuasive. || Final addresses general audience, includes material from class. || Final includes material from class. || Final unrelated to class. || No final ||

=Policies= Students enrolled in this course are subject to all governing University and academic unit policies. These policies contain important information about academic integrity, plagiarism, attendance, drop dates, incomplete grades, grade disputes, refunds, and human dignity. It is the student’s responsibility to review these policies that may be found in the following sources: Undergraduate Bulletin or associated graduate bulletin or unit student handbook, Code of Student Conduct and Academic Integrity, and Student Handbook.

Academic Success
The office of Academic Success (formerly the Center for Excellence in Learning and Teaching) provides valuable academic support resources for students as they study and work to complete assignments. Regularly scheduled Math Center, Science Center, and Writing Center hours begin the third week of fall semester and the second week of spring semester. Drop-in math, science, and writing tutoring is available during regularly scheduled hours, but it is best to schedule an appointment ahead of time by calling Academic Success at 236-6327, e-mailing AcademicSuccess@capital.edu, or stopping by the Academic Success location on the second floor of Blackmore Library. Independently arranged one-on-one tutorials are also available in a wide range of subjects; consult the Tutor Yellow Pages (available in the Academic Success office and on the Academic Success website at http://www.capital.edu/academic-success/ starting the third week of fall semester and the second week of spring semester) to find a tutor for a particular course. Online eTutoring (www.etutoring.org) is also available in accounting, anatomy/physiology, biology, chemistry, math, statistics, and writing. And finally, students can contact Academic Services Coordinator Bruce Epps at 236-6461 or tutor@capital.edu to schedule an individualized study strategies consultation, or for additional information about Academic Success programs and services.

Disability Services
Students with disabilities who need accommodations should contact the Office of Disability Services (ODS) at the beginning of the semester. The ODS offers a range of accommodations and support services to ensure equal educational opportunities for eligible students with disabilities. Students may request accommodations by providing documentation of their disability to the Disability Services Coordinator. Faculty, students, and the ODS work as a team to facilitate appropriate services for students with disabilities. The ODS is located in the Center for Excellence in Learning and Teaching (CELT) in LC 100. Contact Disability Services Coordinator Dr. Cathy McDaniels Wilson, ABPP, Coordinator of Disability Services, by calling 614-236-6114 or by emailing cmcdanielswilson@capital.edu. for additional information.

=Course Calendar= Units are due at the end of the week in which they are assigned. Semiotics and Semiotic Systems || Etymology || Choice Words || Choral Reading || Dictionaries || Metacognition || National Anthems Project || Classroom Drama || Troubleshooting Writing || Music Teaching Standards Project || Environmental Print || Motivation || Composer Scavenger Hunt || Children’s Writing || Using the Arts in Education ||
 * Week || Assignment ||
 * 1 || Reading
 * 2 || Children of the Code
 * 3 || Language Development
 * 4 || Literacy Development
 * 5 || Vocabulary
 * 6 || Comprehension
 * 7 || Readability
 * 8 || Phonemic Awareness
 * 9 || Troubleshooting Reading
 * 10 || Multiple reading levels
 * 11 || Strategies for Teaching Young Children
 * 12 || Writing and Teaching Writing
 * 13 || Alternatives to Standard Writing Genres
 * 14 || Feedback for Students
 * 15 || Spelling
 * 16 || Creative Project ||
 * || Final ||

=Document History= Revised 12/12 for Spring, 2013 Revised 12/13 for Spring, 2014