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Content Area Reading

Course Details

Course Number
Section Number
Fall 2012
Prothro-Yeager Hall
Classroom Number
Days & Times

Fall 2012

Sandy Camp – Instructor

Tuesday 5:30-8:20

Room 204 Prothro Yeager


Instructor/Contact Information

Sandy Camp, e-mail: or

Phone: 940-781-8937      Work: 940-235-1196


Required Text: Stephens, Elaine C. and Brown, Jean E. (2005). A Handbook of Content Literacy Strategies, 2nd edition. Massachusetts: Christopher Gordon


Alvermann, Donna E., Phelps, Stephen F., and Ridgeway, Victoria G. (2007). Content Reading and Literacy: Succeeding in Today’s Diverse Classrooms, 6th edition. Boston: Pearson/Allyn/Bacon


Catalog/Course Description: This course includes the integration of reading into the content areas in order to meet the needs of each individual student, by learning strategies to use in the classroom.


Prerequisites:  EDUC 3153 or concurrent enrollment.


Course Objectives: The goals of Content Area Reading are based upon the International Reading Association (IRA) standards ().



Standard 2 Instructional Strategies and Curriculum Materials

Students will demonstrate the skills needed to use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from differing cultural and linguistic backgrounds. As a result they will be able:

  • To prepare lessons using strategies to enable all students to learn in various content areas.
  • To prepare and teach learning strategies designed to help students who have difficulty reading in the content areas.
  • To be knowledgeable of varied strategies useful in supporting secondary content reading.
  • To be aware of the important role a secondary teacher plays in helping readers continue their progress.
  • To learn critical components of reading in relation to content text reading.
  • To learn how to support writing in relation to content reading.
  • To learn how to assess text for readability and user friendliness.


Focus of the Course:

Content Literacy and the Reading Process

Language, Diversity, and Culture

Creating a Favorable Learning Environment

Planning for Content Literacy

Assessment of Students and Textbooks

Preparing to Read

Reading to Learn

Increasing Vocabulary and Conceptual Growth

Reflecting on Reading

Writing across the Curriculum

Studying and Study Strategies

Developing Lifetime Readers: Literature in Content Area Classes


Overcoming dyslexia and other reading disabilities


Dispositions: Students are expected to demonstrate the performances essential for meeting the reading needs of all students in their content areas.

Education professionals:

  • are committed to using research-based instruction to meet the needs of all students.


  •  use student’s interest and background knowledge to make learning more meaningful.


  • display positive dispositions related to teaching.


  • are committed to making life-long learners.



Attendance, tardies and class participation – More than 1 absence will affect your grade in the following way: 2 absences = 2 points off final grade, each additional absence will be a 5 point deduction from your final grade.  Please let me know, by e-mail or phone, if you are going to miss class. Excessive tardies will also affect the 25% of your grade set aside for class participation and attendance. Because we will have guest speakers and activities, class participation and punctuality is expected. Please keep in mind the expectations you will have of YOUR students and be respectful in our classroom.


Chapter presentations:  Your group will present a chapter of your choice. You will be graded on presentation technique, covering of material, turning in your template the night you present and any handouts/additional materials brought in. A rubric will be used to grade your presentation. These presentations should be approximately 20 minutes in length and should cover all pertinent information in the chapter. You will be expected to present on the syllabus date for the chapter you choose.


Literacy strategies presentations: Choose and present a literacy strategy from A Handbook of Content Literacy Strategies.  Each presentation needs to be approximately 5 minutes. Don’t introduce the name of the strategy until you have completed it. We will see if the class can “name your strategy.” Be sure to include how you could use this strategy in your content area. Hand in your template before presenting your lesson.


Final Lesson:  Present a lesson in your content area to the class. Integrate two strategies you have learned in this class or out of the handbook. You will present the lesson as if teaching a class. You will be graded on presentation, incorporation of strategies in the lesson, and activities. Hand in your template before presenting your lesson. The lesson should last approximately 15 minutes (no longer than 20 minutes).



            25% class participation and attendance

            25% Chapter presentation

            15% Literacy Strategies Presentation

            35% Final Lessons



Aug. 28: Introductions, syllabus, attendance, graded activities, class participation, required

reading, and relevance to you. Sign up for chapter presentations and final lessons.

            Chapter 1 Content Literacy and the Reading Process


Sept. 4: RTI & PLC’s, SST’s, 504’s   What in the world are these? Scenarios and information

Scavenger Hunt

Be prepared to sign up for your presentation on literacy strategies



Sept. 11: Chapter 2 Language, Diversity, and Culture

ESL Coordinator for WFISD (Becky Hernandez) will be here to speak and answer questions

Presentations of Literacy Strategies (7)


Sept. 18: Chapter 3 Creating a Favorable Learning Environment

Amy Simmons, math teacher, will be here to talk about favorable learning environments and C-SCOPE

            Presentations of Literacy Strategies (7)


Sept. 25: Chapter 4 Planning For Content Literacy

            Presentation of Literacy Strategies (9)


Oct. 2: Meet in Computer Lab for Webliography

Finish presenting Literacy Strategies (8)

Strategy Presentation - instructor

Overcoming Dyslexia


Oct. 9: Chapter 5 Assessment of Students and Textbooks

Text review activity – you will get to take a look at textbooks currently used and work in groups to come up with the best plan to help students learn how to maneuver through that textbook.

            Chapter 6 Preparing to Read


Oct. 16: No class (instructor at conference in Austin)


Oct. 23: Chapter 7 Reading to Learn

            Ward Roberts, Secondary Math Curriculum Specialist for WFISD

            Chapter 9 Reflecting on Reading

            2 final presentations


Oct.30: Chapter 8 Increasing Vocabulary and Conceptual Growth

            Marzano’s Vocab. Activities

            5 final presentations


Nov. 6: Chapter 10 Writing Across the Curriculum

            Writing Activities

Chapter 11 Studying and Study Strategies

            4 final presentations


Nov. 13: 8 final presentations


Nov.20: No class – HAPPY THANKSGIVING!!!!!


Nov. 27: Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes     

Tina Miller, Jefferson 5th-6th Reading Teacher

            4 final presentations


Dec. 4: Finals presentations (8)


Dec. 11: Finals





Sandy Camp (view Profile)

Course Attachments


Final Exam 12/11/2012 5:30
Submission Format Policy Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.
Plagiarism Policy

Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception.

Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters.

We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student.

We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed.

Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities

The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, (940) 397-4140.

Safe Zones Statement

The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor

All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Other Policies

Everything in the above tabs are found in the attached syllabus.

Writing Proficiency Requirement

All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed the 6 hours of Communication Core and and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at, or call 397-4131.

Campus Carry

Senate Bill 11 passed by the 84th Texas Legislature allows licensed handgun holders to carry concealed handguns on campus, effective August 1, 2016. Areas excluded from concealed carry are appropriately marked, in accordance with state law. For more information regarding campus carry, please refer to the University’s webpage at

If you have questions or concerns, please contact MSU Chief of Police Patrick Coggins at