University Profile Database

Sandy Camp

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  • Education and Reading
    Adjunct Faculty

    Office Location
    Ferguson Hall
  •   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





  • Institution Degree Graduation Date
    MSU Masters of Reading Education, Reading Specialist
    MSU Bachelors in Education
    MSU Principal's Certification
  • Institution Position Start Date End Date
    WFISD - Washington Jackson Elementary Principal 1987-12-16 present
    MSU Adjunct Professor 2006 present