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Teaching Reading in the Content Areas
LLSS 538 Spring 2004
San Juan College
University of New Mexico-Farmington
Dr. Frances K. Vitali, Instructor

LLSS 538

Semester | Instructor |

Text | Description |

Objectives | Opportunities |

Requirements | Grading Criteria |


Spring Semester 2004


January 26 - May 10

Office Hours before class on Moday before class and by appointment

Course Instructor

Frances Vitali

Instructor's Promise

Mailing Address | Box 3528 Farmington, NM 87499

Phone Number | 505.324.0894

E-mail Address |

SPEECH COMMUNICATION | INTRODUCTION TO LIBRARIES & BOOMS | EDU 443 CHILDREN'S LITERATURE, Spring 2001 | CIMTE 443 CHILDREN'S LITERATURE Class Collection, Spring 2001 | EDU 238 CHILDREN'S LITERATURE, Spring 2001 | EDU 238 CHILDREN'S LITERATURE Class Collection, Spring 2001 | CIMTE 443 Children's Literature Class Collection Summer 2002 | EDU 443 CHILDREN'S LITERATURE Course, Fall 2003 | CIMTE 443 CHILDREN'S LITERATURE Class Collection, Fall 2003 | LLSS READING IN THE CONTENET AREAS, Spring 2004


UNM COLLEGE OF EDUCATION Upper Division Teacher Education Program GOALS

  • to affect the lives of educators and their students so that both are successful as member of a global society;
  • to acknowledge that all children can and will learn with guidance from educational leaders who are academically prepared and sensitive to culture, gender and indicidual needs;
  • to promote holistic education inclusive of culture, emotion, and proven teaching practices leading to success for both student and teacher;
  • to understand that cultural values are the core of the learning experience.
  • In implementing UNMs mission, we value:
  • Excellence in all that we do
  • Diversity of people and perspectives
  • Relationships of service, accountability, collaboration, and advocacy
  • Discovery, discussion, and dissemination of ideas; and
  • Innovation in teaching, technology, and leadership.

Course Description

The purpose of this course is to extend you thinking about the concept of literacy, theoretically and practically, to further critically analyze learning and literacy instruction as educators.

Content area reading has grown into a more reflective exploration of content literacy - the ability to use reading, writing, speaking and listening processes to learn subject matter across the curriculum.

To truly become lifelong learners and readers, it is even more critical to be able to 'read the world' of text in its various media. Our professional role as educators dictates that we begin the philosophical and theoretical discussions that lead to the implementation of strategic teaching and strategic processing. We will take our leads from Jim Burke, the author of our texts, as well as outside readings from professional literature to guide our course of study.

“We must look at the lens through which we see the world as well as the world we see, and recognize that the lens itself shapes how we interpret the world.” (Steven Covey, from The Seven Habits of Highly Effective People.


By the end of the course, students will:

Understand literacy as a social phenomenon;

Acquire a working understanding of constructivist theory;

Explore their own and other's intellectual/literacy histories;

Develop increased skill in strategic teaching and processing utlilizing various reading strategies in reading and writing in content areas;

Use their understanding of literacy to inform and conceptualize effective instructional practices.

Participate in the Socratic method of inquiry;

Develop increased skill in implementing the Learning Record Student Assessment.

Academic integrity is expected of you and is to be reflected in your assignments and projects. Refer to UNM Code of Conduct and Matters of Disciplinary Action in the UNM Course Catalog.



ATTENDANCE: ATTENDANCE: Your success in this course depends on your attendance and active participation in fulfilling the responsibilities of the course. It is important that you complete readings, reflection responses, and other assignments on time because class and group discussions will be based on them. Your presence, personal and professional preparedness will weigh heavily in your final course grade.

Please arrange work and appointment schedules so that you can attend each session for there will be no make-up work given. Lateness is considered a serious interference with your progress in this class and excessive tardiness will affect your final grade.

The instructor reserves the right to drop any student:

  • who is excessively late or absent from class;
  • who is unable to keep up with course assignments and projects;
  • whose work does not meet the standards of graduate level

GRADING CRITERIA (130 total points)

A GRADE = completion of all course assignments and projects with a high (130-120) level of academic excellence which includes surpassing minimum expectations.

B GRADE completion of all course assignments and projects with an above average (119-109) level of academic achievement.

C GRADE = completion of all course assignments and projects with a satisfactory or minimum (108-98) level of academic achievement.

F GRADE = fails to show competency in course work and content.



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LLSS 538

Semester | Instructor |

Text | Description |

Objectives | Opportunities |

Requirements | Grading Criteria |


Created 24 January 2004

Send comments to Frances Vitali, Ph.D.

Last Updated 8 February 2004 by the author