Detailed Information for Sandy Camp

Sandy Camp 
Education and Reading
 » Adjunct Faculty
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Ferguson Hall 

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Reading and Mid-Management

Course Information

  Semester Course #    Section Course Name Location Days / Times
Details Fall 2012 READ-4273  180  Content Area Reading    Prothro-Yeager Hall 204

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





Education Background

Institution Degree    Graduation Date
MSU Masters of Reading Education, Reading Specialist  
MSU Bachelors in Education  
MSU Principal's Certification  

Employment Background

Institution Position Start Date / End Date
 WFISD - Washington Jackson Elementary  Principal  1987-12-16  present
 MSU  Adjunct Professor  2006  present