EDUC 4401 – Content Area Literacy

Course Curriculum Guide (3 credits)

Spring 2024
Michelle Schroeder
Associate Lecturer
Department of Teaching and Educational Studies

Course Time & Location: Office Location: Education 230

Asynchronous Online
E-mail: schrmich@isu.edu
Office Phone: 208-282-3483 Office Hours: welcome by appointment!
Cell Phone: 208-221-9308

COURSE DESCRIPTION

From the Catalog: EDUC 4401 Content Area Reading provides a synthesis of principles of language and literacy as
a basis for teaching across all curriculum areas. The course provides future professional educators with a theoretical
framework for decisions about instruction, curriculum and text evaluation; for developing knowledge, strategies and
dispositions concerning language processes; and for the application of strategies toward the advancement of literacy
in all content areas.
Prerequisite: Admission to the Teacher Education Program.

EDUC 5501 – Content Area Literacy: Graduate students are expected to complete additional projects/papers based
on content area literacy and/or the literacy development process such as language development, metalinguistic
awareness, and/or comprehension. Guidelines will be provided and students will submit this assignment near the end
of the semester.

Additional Information: This course designed to partially prepare candidates for Standard II and IV of the ICLA.

Idaho State University requires all faculty, staff, and students to wear face coverings indoors––regardless of
vaccination status––unless alone in a private office, campus residence, or workspace. This on-campus face covering
requirement for indoor spaces will be reviewed every two weeks and removed as the local situation improves. This
precaution will allow us to maintain a safe classroom environment, continue face-to-face instruction, and meet our
shared duty to care for others in our community.

COURSE OBJECTIVES

Teacher candidates will:

 develop a theoretical framework of the reading and writing process;
 understand the influence of reading and writing in content areas of instruction;

EDUC 4401 Course Syllabus, Spring 2024

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  understands various genres and formats of adolescent literature and the importance of using a variety of
texts and formats to enhance students understanding;
 understand methods for engaging students in literacy activities to enhance comprehension in content areas;
 develop planning activities for unit instruction in content areas that include multiple literacies, literature,
and promotion of students’ critical responses;
 accommodate student needs in planning instruction for challenged, average, gifted, ELL/bilingual, and
culturally diverse learners in the classroom;
 analyze and critique aspects of a content area textbook in order to determine its effectiveness as a teaching
tool in the classroom for all students;
 analyze, discuss, and create one’s own philosophy of teaching reading in content areas in light of
legislation such as Idaho Content Standards and laws applying to teaching diverse learners.

TARGETED STANDARDS

This course will assist candidates in meeting the following Idaho Comprehensive Literacy Standards from the Idaho
Standards for Initial Certification of Professional School Personnel (2020):
Standard II: Fluency, Vocabulary Development, and Comprehension. The teacher demonstrates knowledge of fluency, vocabulary
development, and reading comprehension strategies. The teacher demonstrates the ability to apply these components by using
research-based best practices in all aspects of literacy and/or content area instruction. This includes the ability to: analyze the
complexity of text structures; utilize a variety of narrative and informational texts from both print and digital sources; and make
instruction accessible to all, including English Language Learners.

Standard IV: Writing Process. The teacher incorporates writing in his/her instructional content area(s). The teacher understands,
models, and instructs the writing process, including but not limited to: pre- writing, drafting, revising, editing, and publishing. The
teacher structures frequent, authentic writing opportunities that encompass a range of tasks, purposes, and audiences. The teacher
incorporates ethical research practices using multiple resources. The teacher fosters written, visual, and oral communication in a
variety of formats.

This course will assist candidates in meeting the following Core Teaching Standards of the Idaho Standards for
Initial Certification of Professional School Personnel (2020) and ISU College of Education Teacher Education
Program:

Standard #1: Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning
and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and
implements developmentally-appropriate and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities
to ensure inclusive learning environments that enable each learner to meet high standards.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s)
he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery
of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage
learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals
by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners
and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to
develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional learning and uses evidence
to continually evaluate his/her practices, particularly the effects of his/her choices and actions on others (learners, families, other
professionals, and the community), and adapts practice to meet the needs of each learner.

EDUC 4401 Course Syllabus, Spring 2024

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This course will assist the candidate in meeting the International Literacy Association’s Professional Standards for
Reading Educators (2017):

Standard 1: Foundational Knowledge — Candidates understand the theoretical and evidence-based foundations of reading and
writing processes and instruction.

Standard 2: Curriculum and Instruction — Candidates use instructional approaches, materials, and an integrated, comprehensive,
balanced curriculum to support student learning in reading and writing.

Standard 3: Assessment and Evaluation — Candidates use a variety of assessment tools and practices to plan and evaluate effective
reading and writing instruction.

Standard 4: Diversity and Equity — Candidates demonstrate knowledge of research, relevant theories, pedagogies, essential
concepts of diversity and equity; demonstrate and provide opportunities for understanding all forms of diversity as central to students'
identities; create classrooms and schools that are inclusive and affirming; advocate for equity at school, district, and community
levels.

Standard 5: Creating a Literate Environment — Candidates create a literate environment that fosters reading and writing by
integrating foundational knowledge, instructional practices, approaches and methods, curriculum materials, and the appropriate use
of assessments.

REQUIRED / RECOMMENDED TEXT (MAY VARY BY INSTRUCTOR)

Vacca, R.T., Vacca, J.L., & Mraz, M. (2021). Content area reading: Literacy and learning across the curriculum
(13th ed.). Pearson.

ADDITIONAL REQUIRED FREE DOWNLOADABLE OR PROVIDED COURSE MATERIALS

Idaho State Department of Education. (2018). Idaho content standards (multiple downloads available). Retrieved
from
http://www.sde.idaho.gov/academic/standards/

Professional Standards Commission of Idaho, Idaho State Board of Education, & Idaho State Department of
Education. (2020). Idaho comprehensive literacy standards. In Idaho standards for initial certification
of professional school personnel. Boise, ID: PSC, ISBE, ISDE. Retrieved from
https://www.sde.idaho.gov/cert-psc/psc/standards/files/standards-initial/Standards-for-Initial-Certification-
for-Program-Reviews-after-July-1-2020.pdf

Additional required readings and resources will be provided or accessible via the ISU Online Library.

COMPUTER AND NETWORK ACCESS REQUIREMENTS

ISU email/network account

 This will be the email account your professor will use in communication with you.
 ISU students are required to check their ISU email regularly.
 You can have your ISU email forwarded to a preferred personal-use e-mail account quite easily. Utilize the
ISU Helpdesk website for guidance on how to do this.

Taskstream
 Candidates enrolled in the ISU-COE teacher education program are required to purchase and maintain a
Taskstream subscription. Information about Taskstream may be found on the ISU COE website.

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Internet connectivity with video and audio capabilities
 Candidates must access Moodle, Google Drive, check ISU e-mail regularly, and use general technologies
for this course.
 Resources, most assignments, discussion boards, and exams will be posted and submitted online, typically
via Moodle.
 A variety of web resources may also be used throughout the course.

Secondary storage for coursework

 Removable storage device (USB) and/or you can set your computer to automatically backup your work to
your cloud account so that you do not have to worry about losing work if your computer crashes. All
students should have their work backed up.

Microsoft Office suite (2010 or newer, including Word, PowerPoint, and Excel).
 Since you are a student, you qualify for a FREE copy of Microsoft Office. Click this link to claim your free
copy.

MAJOR COURSE REQUIREMENTS / ASSIGNMENTS / ASSESSMENTS

Teacher candidates are expected to complete the activities described below for successful completion of the course.
Teacher candidates are expected to actively participate in class discussions and activities. Assignments must be
neatly done, at a nearly professional level.

Percentage of Final
Assessments/Assignments
Grade
Article Responses/Forums/Assignments/Chapter Quizzes 45%
Readability Project 5%
Textbook Evaluation and Analysis 5%
Idaho Content Standards Project 5%
Adaptations Project Portfolio 20%
Thematic Unit 10%
ICLA Standards 2 & 4 10%
Total 100%

GRADING CRITERIA AND SCALE

The evaluation of student performance is based on maximum percentage earned. Points are given for attendance,
participation/engagement, course-based activities and assignments, and course and program assessments.

Candidates must earn a C or higher in all program courses to qualify for student teaching and teacher certification.
For undergraduate courses, the College of Education grade scale (see the Grading policy in the COE Faculty and
Staff Handbook), which is based on a percentage of the total possible points, is as follows:

ISU COE Percentage Scale C+ = 77 – 79.99

A = 94 – 100 C = 74 – 76.99 (minimum requirement for student teaching & certification)
A- = 90 – 93.99 C- = 70 – 73.99
B+ = 87 – 89.99 D+ = 67 – 69.99
B = 84 – 86.99 D = 64 – 66.99

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 B- = 80 – 83.99 F = Below 63.99

FIELD EXPERIENCE
This course does not have a required field experience.

IDAHO COMPREHENSIVE LITERACY ASSESSMENTS

The ICLA exams connected to this course – Standard II and IV– will be taken as the final for the course. If you do not
take the exams, you will be assessed a 10% penalty on your final grade. If you do not pass, you may retake the exam in the
next semester’s testing window. Your scores on the exams do not impact your grade in this class. However, you must pass the
exams before you can student teach or earn certification. Information for taking the exams will be posted in Moodle and on the
COE website.

ALIGNMENT OF GOALS, OBJECTIVES, AND ASSESSMENT METHODS

Program Standard or Goal Course Objectives Assessment Method

ICTS Standard #5: Application of Content Develop a theoretical framework of the
ICTS Standard #7: Planning for Instruction reading and writing process;  Coursework
ICTS Standard #8: Instructional Strategies  Textbook Evaluation and Analysis
ILA Standard 1: Foundational Knowledge understand the influence of reading and  Idaho Content Standards Assignment
ILA Standard 2: Curriculum and Instruction writing in content areas of instruction;  Adaptation Project
ILA Standard 5: Creating a Literate Environment  Thematic Unit
ICL Standard II: Fluency, Vocabulary Development  Strategies Assignments
and Comprehension  ICLA Exams
ICL Standard IV: Writing Process
ICTS Standard #2: Learning Differences understand methods for engaging
ICTS Standard #4: Content Knowledge students in literacy activities to
ICTS Standard #5: Application of Content enhance comprehension in content  Thematic Unit
ICTS Standard #7: Planning for Instruction areas;  Coursework
ICTS Standard #8: Instructional Strategies  Readability Project
ILA Standard 2: Curriculum and Instruction understands various genres and formats  Textbook Evaluation and Analysis
ILA Standard 5: Creating a Literate Environment of adolescent literature and the  Idaho Content Standards Assignment
ICL Standard II: Fluency, Vocabulary Development importance of using a variety of texts  Adaptation Project
and Comprehension and formats to enhance students  Strategies Assignments
ICL Standard IV: Writing Process understanding;  ICLA Exams

ICTS Standard #2: Learning Differences develop planning activities for unit  Coursework
ICTS Standard #4: Content Knowledge instruction in content areas that include  Readability Project
ICTS Standard #7: Planning for Instruction multiple literacies, literature, and  Textbook Evaluation and Analysis
ICTS Standard #8: Instructional Strategies promotion of students’ critical  Idaho Content Standards Assignment
ICL Standard II: Fluency, Vocabulary Development responses;  Adaptation Project
and Comprehension  Thematic Unit
ICL Standard IV: Writing Process
 Strategies Assignments
 ICLA Exams
ICTS Standard #3: Content Knowledge analyze, discuss, and create one’s own  Coursework
ICTS Standard #4: Content Knowledge philosophy of teaching reading in  Readability Project
ICL Standard II: Fluency, Vocabulary Development content areas in light of legislation  Idaho Content Standards Assignment
and Comprehension such as Idaho Content Standards and  Adaptation Project
laws applying to teaching diverse  Thematic Unit
learners.  Strategies Assignments
 ICLA Exams
ICTS Standard #5: Application of Content analyze and critique aspects of a  Coursework
ILA Standard 2: Curriculum and Instruction content area textbook in order to  Readability Project
ILA Standard 3: Assessment and Evaluation determine its effectiveness as a  Textbook Evaluation and Analysis
ICL Standard II: Fluency, Vocabulary Development teaching tool in the classroom for all  Adaptation Project
and Comprehension students;  Strategies Assignments
 ICLA Exams

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 ICTS Standard #2: Learning Differences accommodate student needs in  Coursework
ICTS Standard #4: Content Knowledge planning instruction for challenged,  Readability Project
ICTS Standard #5: Application of Content average, gifted, ELL/bilingual, and  Textbook Evaluation and Analysis
ILA Standard 4: Diversity and Equity culturally diverse learners in the  Idaho Content Standards Assignment
ILA Standard 5: Creating a Literate Environment classroom;  Adaptation Project
ICL Standard II: Fluency, Vocabulary Development  Thematic Unit
and Comprehension
 Strategies Assignments
 ICLA Exams

EXPECTATIONS OF SCHOLARLY WORK AND PROFESSIONAL CONDUCT

This is a junior/senior-level college course. In a relatively short amount of time, you will be a teacher who is
communicating regularly in a professional capacity both in person and in writing with students, parents, faculty,
administration, and the public. In preparation for that responsibility, professional conduct and quality work is
required in this course.

Punctuality, appropriate conduct, and appropriate dress are professional expectations all candidates are expected to
adhere to when attending class, visiting school sites, meeting with administrators or teachers, working with students,
and/or meeting with the professor. Candidates are expected to know and adhere to the requirements of the Educator
Preparation Clinical Practice Handbook during all fieldwork.

You will be expected to attend class, participate in discussions and activities, offer support and constructive
feedback to each other, and work well together. Your classmates may be your future teaching teammates!

You will be expected to complete your work on time and at a nearly professional level. This includes proper
grammar and correct spelling in all written communication. Thoroughly review, revise and edit all work (do NOT
just run a spellcheck and grammar check!). Take into account all feedback, both verbal and written, both to you
individually and to the class as a whole, and apply it to your writing. Always take extra care to avoid plagiarism,
as even “unintentional” plagiarism will not be tolerated. Read the Avoiding Plagiarism document from the ISU
Student Success Center (2009) at for more information.

Unless otherwise specified, assignments should be submitted utilizing Times New Roman, 12-point font, with one-
inch margins. Remove any automatic before/after paragraph spacing (found under “Paragraph” formatting in Word).
All materials and references utilized while completing assignments for this course, whether copyright protected or in
the public domain, must be properly cited using APA 7th Edition format.

In the required Moodle and Perusall interactions/discussions, netiquette is very important. Please review 10
Netiquette Guidelines Online Students Need to Know (Brooks, 2019), and the Shea’s Core Rules of Netiquette
summary (Ross, 2011) for the netiquette expectations of this course.

ACADEMIC HONESTY

Dishonest conduct is unacceptable. Academic dishonesty includes (but is not limited to) cheating and plagiarism. Be
assured, and forewarned, that cheating will not be tolerated. A candidate cannot engage in plagiarism (taking
another person’s work, including other students' work, and passing it off as one’s own). This does not mean that a
candidate cannot consult with others in the class, professionals in schools or school districts, or other informed
parties. It simply means that the written work submitted must be the candidate’s own work, and all materials taken
from any primary or secondary source must be cited correctly (quoted or paraphrased), using APA 7 th Edition
format. Also, candidates may not engage in self-plagiarism (quoting from their own work, published or unpublished,
without proper citation). Please read the Avoiding Plagiarism document from the ISU Library for more information
about how to avoid plagiarism.

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Samples of papers may be submitted to anti-plagiarism software.

All cases of confirmed or suspected academic dishonesty will be dealt with as per the ISU Faculty Handbook.
Plagiarism is grounds for dismissal from the ISU Graduate School. For more information refer to the ISU
Academic Dishonesty Policy. Also, see the ISU Faculty and Staff Handbook, Part 6, Sec. IX, page 6.9.1 for
definitions of cheating and plagiarism.

Please review the ISU Student Handbook for more information on university policies and procedures applicable to
students.

ASSESSMENT CONSENT

As part of institutional and state requirements for outcomes assessment, and state and national program accreditation
requirements, the College of Education collects copies of performance assessments and assessment data for the
purposes of individual and program accountability.

By enrolling in this course, you consent to have your assessment information collected and utilized by the College of
Education for these purposes and as part of credibility studies supporting the validity, consistency, and fairness of
the assessments.

To protect your confidentiality, when summary reports are published or discussed in conferences, no information
will be included that would reveal your identity. If photographs, videos, or audiotape recordings of you obtained
from your performance assessments are used to demonstrate program accountability, then your identity will be
protected or disguised, or we will ask you for permission to disclose your identity in order to give you credit for
your performance. We may disclose the assessment information we collect about you under other circumstances as
permitted or required by law.

Assessment data are maintained and disclosed in accordance with Idaho State University policies to ensure
compliance with the provisions of the Federal Family Education Rights and Privacy Act of 1974, as amended. If you
have any questions, please contact the College of Education Assessment Coordinator.

DISPOSITIONS

College of Education personnel are always actively seeking evidence of candidates’ dispositions toward teaching.
All interactions with peers, partner schools, cooperating teachers, students, and COE personnel -- from exemplary to
problematic -- may be noted and recorded for use throughout the candidate’s time in the TEP. Dispositions are
reported on all students in core courses.

Failure to demonstrate expected professional dispositions may result in a grade reduction and/or a Professional
Progress Report, which can affect one’s standing in the Teacher Education Program. Any questions or concerns can
be discussed individually and privately with the course instructor.

STUDENT SUPPORT SERVICES

ISU offers students multiple types of support, including but not limited to: diversity; equal opportunity/affirmative
action; health services; gender resources; counseling; veteran services; safety; TRIO access and opportunity
programs; and general student affairs. Visit http://coursecat.isu.edu/aboutisu/studentservices/ for a list of services
and contact information.

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MENTAL HEALTH

Statement on Success

Success in this course depends heavily on your personal health and wellbeing. Recognize that stress is an expected
part of the college experience, and it often can be compounded by unexpected setbacks or life changes outside the
classroom. I encourage you to reframe challenges as an unavoidable pathway to success. Reflect on your role in
taking care of yourself throughout the term, before the demands of exams and projects reach their peak.

Please feel free to reach out to me about any difficulty you may be having that may impact your performance in this
course. If you are experiencing stress in other areas of your campus life, I am happy to help you get in contact with
other resources on campus that stand ready to assist you. In addition to your academic advisor, I strongly encourage
you to contact the many other support services on campus that are available.

Statement on Services

ISU Counseling and Testing Services (CATS) would like to remind all students who are enrolled in the current
semester (part-time or full-time) they are eligible for free, confidential counseling services. CATS offers individual,
group, and couples counseling, as well as Biofeedback Training. We also offers crisis intervention services Monday
through Friday from 8-5.

Locations
Pocatello: Graveley Hall, 3rd floor of the south side. To schedule an appointment call 208-282- 2130 or
just stop by. Walk-ins are welcome Monday-Friday from 8am - 4pm.
Idaho Falls: Bennion Student Union, 2nd floor, Room 223. Please call 208-282-7750 to schedule an
appointment.
Meridian: Counseling services are available to Meridian students through the ISU Counseling Department.
Please call 208-373-1719 to schedule an appointment. www.isu.edu/ctc
Twin Falls: Services are available to Twin Falls students for free through the College of Southern Idaho’s
Career and Counseling Services office located in TAB 174. Contact them by phone at 208-732-6306 or
email Coordinator Merry Olson at molson@csi.edu.

REASONABLE ACCOMMODATION FOR STUDENTS WITH DISABILITIES

If you have a diagnosed disability or believe that you have a disability that might require “reasonable
accommodation” on the part of the instructor, please call the Director of Disability Services, 208-282-3599. As a
part of the Americans with Disabilities Act, it is the responsibility of the student to disclose a disability prior to
requesting reasonable accommodation.

VETERANS

If you are a veteran, on active duty, in the reserves, or a spouse or dependent, and an aspect of your present or prior
service makes it difficult for you to fulfill the requirements of the course, keep me informed about your situation and
I will work with you. I realize that you have little to no control over prompt benefits processing, VA appointments,
training schedules, deployments, and other aspects of service. Campus resources for veterans, service members, and
families are located in the Veteran Student Services Center on the 3rd floor of the Pond Student Union Building near
the Salmon River rooms. The VSSC can be reached at (208) 282-4245, veterans@isu.edu, or isu.edu/veterans.

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WITHDRAWAL FROM COURSE

Standard ISU policy will be followed on withdrawal dates for this course. Exceptions are made in extreme
circumstances for hardship reasons, including medical issues. See the ISU policy website and the current academic
calendar for detailed information and specific withdrawal date deadlines.

EVALUATION OF COURSE AND INSTRUCTOR

Students will have an opportunity to complete a standard College of Education course evaluation near the end of the
semester.

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