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Graduate Course Proposal Form Submission Detail - RED6545

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Current Status: -
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): The course title, purpose, and objectives were revised to reflect a disciplinary focus for vocabulary and word study. The assignments were revised to accomplish critical tasks.
Comments:


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5097 2014-10-15
     
    Department College Budget Account Number
    Teaching and Learning (T&L) ED 0-1714-000
     
    Contact Person Phone Email
    Jenifer Schneider 8139741057 jschneid@usf.edu

  2. Course Information

    Prefix Number Full Title
    RED 6545 Learning Disciplinary Literacy through Vocabulary, Word Study

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 O - Other -
     
    Abbreviated Title (30 characters maximum)
    Disciplinary Vocab, Word Study
     
    Course Online? Percentage Online
    O - Online (100% online) 100

    Prerequisites

    none

    Corequisites

    none

    Course Description

    This course focuses on literacy acquisition and academic language. Students will examine models and practices for helping youth build academic vocabulary and word knowledge across authentic disciplinary contexts.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    The course is offered twice a year for Masters in Reading students. Course offerings meet College enrollment targets.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    18 hours in reading or literacy studies

    Knowledge of word study strategies and derivatives

    Online teaching expertise


  4. Other Course Information

    A. Objectives

    a. Identify strategies for teaching vocabulary learning as a process that involves connotative (inferred) and denotative (literal) meanings. (FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    b. Develop strategies for teaching word analysis for students in the early, intermediate, and middle/high school grades. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    c. Analyze words and concepts along various dimensions, characteristics, or features. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    d. Develop strategies for teaching the history of words using knowledge of derivational patterns. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    e. Develop strategies to facilitate K-12 students’ academic language development and their acquisition of disciplinary content. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    f. Develop strategies to assist ELLs in learning academic vocabulary and disciplinary content. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    g. Understand the domain specific vocabulary demands of academic language. FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    B. Learning Outcomes

    • Vocabulary Project (15%): FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    The student will create an Instructional Resource Chart (IRC) for vocabulary words using a Student Edition unit of interest within a particular content area (science, math, social studies, etc.). The student will also write a 3-5 page paper identifying the research base for the various components within the IRC. The student will also reflect on the importance of each of the components within the IRC and how/why the relationship between best practices in reading/vocabulary instruction relating to instructional strategies of teaching vocabulary in this manner assists students in vocabulary acquisition.

    • Word Histories/Word Derivations (10%): FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    Students will develop, collect, and evaluate online games and resources that support K-12 student learning of derivational meanings and word study strategies.

    • Disciplinary Vocabulary Strategies Lesson (25%): FEAP 1, 3; CF 2, 3, 6; CS 3.2, 5.3, 6.1; ESOL 2.1b, 3.2j; FRC 1.F1-6)

    This assignment is a lesson plan and instructional implementation based on the knowledge gained throughout the semester and serves as an electronic portfolio which represents student learning, as well as a platform for sharing with this professional learning community regarding vocabulary and best practices.

    • Video Quiz on Reading Competencies (Critical Task*) (20%) (ESOL 5; FEAP 5, CF 5; FLDOE Reading Competencies: 2 A., 2 B., 2 C., 2 D., 2 E.2 F. 2, 4.6, 4.7, 4.8 5.1, 5.3,5.4,5.5,5.6)

    • Reading Competencies Responses Test (Critical Task*) (20%) (ESOL 5; FEAP 5, CF 5; FLDOE Reading Competencies: 2 A., 2 B., 2 C., 2 D., 2 E.2 F. 2, 4.6, 4.7, 4.8 5.1, 5.3,5.4,5.5,5.6)

    • Final Exam (10%)

    C. Major Topics

    a. Theories and Models of Vocabulary and Word Study

    b. Developmental Patterns and Language Acquisition

    c. History of Words and Derivational Patterns

    d. Instructional Approaches and Strategies for Developing Word Knowledge and Spelling

    e. Instructional Approaches and Strategies for Developing Academic Language

    f. Instructional Approaches and Strategies for Developing Disciplinary Vocabulary in Science, Math, and Social Studies

    D. Textbooks

    Farstrup, A.E. & Samuels, S.J. (2011). What research has to say about vocabulary instruction (4th ed.). Newark, DE: International Reading Association.

    Templeton, S.R., Bear, D.R., Invernizzi, M.A.,… Hayes, L. (2015). Vocabulary their way: Word study with middle and secondary students. Upper Saddle River, NJ: Pearson.

    E. Course Readings, Online Resources, and Other Purchases

    Boyd, F. B., Sullivan, M., Popp, J. S., & Hughes, M. (2012). Vocabulary Instruction in the Disciplines. Journal Of Adolescent & Adult Literacy, 56(1), 18-20. doi:10.1002/JAAL.00097

    Nagy, W., & Townsend, D. (2012). Words as Tools: Learning Academic Vocabulary as Language Acquisition. Reading Research Quarterly, 47(1), 91-108.

    F. Student Expectations/Requirements and Grading Policy

    Vocabulary Project (15%)

    Word Histories/Word Derivations (10%)

    Disciplinary Vocabulary Strategies Lesson (25%)

    Video Quiz on Reading Competencies (Critical Task*) (20%)

    Reading Competencies Responses Test (Critical Task*) (20%)

    Final Exam (10%)

    Grading Criteria:

    A 100-98 A+ 97-95 A 94-92 A-

    B 91-90 B+ 89-85 B 84-82 B-

    C 81-80 C+ 79-75 C 74-72 C-

    D/F 71-62= D 61 and Below = F

    G. Assignments, Exams and Tests

    Video Quiz on Reading Competencies (Critical Task*) (20%)

    Reading Competencies Responses Test (Critical Task*) (20%)

    Final Exam (10%)

    H. Attendance Policy

    Attendance is mandatory in synchronous sessions. Promptness is expected. Active participation and preparation for class is essential. Assignments must be turned in on time.

    Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late.

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard Collaborate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Attendance is mandatory in synchronous sessions. Promptness is expected. Active participation and preparation for class is essential. Assignments must be turned in on time.

    Each late assignment (for any reason) will lower your grade on the assignment by a letter grade for each calendar day that it is late.

    J. Program This Course Supports

    Masters in Reading


  5. Course Concurrence Information

    NA



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