TE 930:Teaching Reading and Language Arts in Elementary Schools
Fall 2014
Instructor:
Telephone:
E-mail:
Dr. Sharan A. Gibson
(619) 594-7182
sgibson@mail.sdsu.edu
Office:
EBA 209
Fax:
(619) 594-7828
Office Hours: By Appointment
Prerequisite: Admission to multiple subject credential program, education specialist
credential program, or possession of a teaching credential.
Course Overview
This is the first of two semesters of course work in reading/language arts. This course will
develop multiple subject credential candidates’ knowledge of theories of language and
learning, children’s literacy development, and best practices in literacy instruction. The
course is designed to develop understandings of the processes involved in literacy
interactions by introducing theories, issues, and methodologies related to monolingual and
multilingual literacy acquisition. Through experiences with reading and discussion of
literacy theory and practice, review of literacy materials, websites and other media,
students will be able to make informed decisions about teaching reading, writing and
related language arts. Topics over the two semesters are not mutually exclusive. Areas of
emphasis this semester will include working with English Language Learners and
differentiating instruction in relationship to the California Common Core State Standards
and the 2014 English Language Arts/English Language Development Framework.
Candidates will demonstrate their understanding of effective instruction in emergent
literacy, phonological and phonemic awareness, concepts about print, phonics, word
recognition, oral language development, spelling development, reading fluency, literacy
assessment techniques, and writing instruction and assessment. Students will be required
to access online course materials using Blackboard.
Prior to receiving teacher certification, all candidates are required by California law to pass
the Reading Instruction Competency Assessment (RICA). This class (across both
semesters) has been specifically structured to assist the teacher candidate to meet the
requirements of the RICA exam. Please also note, however, that the class is not a RICA
preparation class, and that you will need to demonstrate your own strong expertise for
literacy instruction by independently applying what you have learned as you take the
exam. My personal goals for this course are much broader in scope than RICA
requirements alone. I have carefully planned all reading assignments and class activities to
help you become a competent teacher of reading and writing through a synthesis of theory
and practice.
Course Objectives
At the completion of this course, you will be able to:
1.
Promote a life-long love of literacy and learning for all students.
Gibson TE 930 Fall 2014
2.
3.
4.
5.
6.
7.
8.
2
Discuss the complex dimensions of literacy, with emphasis on children’s
interrelated learning in listening, speaking, reading, and writing and for the
California Common Core State Standards.
Design and implement effective literacy lessons for all students, utilizing best
instructional theory and practices, including instruction that addresses students’
concepts about print, emergent literacy, phonological awareness, word
identification, phonics, comprehension, fluency, and writing.
Demonstrate knowledge of first and second language development and understand
how this knowledge relates to effective literacy instruction.
Demonstrate an understanding of effective instructional practices for diverse
students in the elementary school, including maximizing instructional opportunities
for linguistically and culturally diverse students, and differentiating instruction
based on assessment of student needs and a response to intervention model.
Understand the purpose and design of data-driven literacy instruction, including
knowledge of formal, norm-referenced, and informal, formative literacy assessment
techniques.
Access and utilize high quality resources for effective literacy instruction, including
textual and online resources as well as effective collaboration with colleagues.
Demonstrate a strong commitment to teaching as a life long learner and as a
collaborative professional.
Course Objectives and 2013 California Teaching Performance Expectations (TPE)
Seminar discussions, instructor presentations, assignments, and course readings are
structured to:
1.
Prepare students for teaching reading, writing and the related language arts through
understanding of literacy and language development. (TPE 1A)
2.
Develop students’ understanding of effective instructional strategies that meet the
needs of linguistically and culturally diverse students.
TPE 1A: Candidates…understand how to deliver a comprehensive program of
rigorous instruction in Reading, Writing, Speaking and Listening, and Language
within standards that establish a progression of increasing complexity…encourage
students’ use of language to extend across reading, writing, speaking, and
listening…make language (vocabulary, conventions, and knowledge of language)
comprehensible to students…select appropriate teaching strategies to develop
students’ abilities to read and comprehend narrative and informational texts and
to cite specific evidence when offering an oral or written interpretation of a text…
TPE 7: Candidates…know and can apply pedagogical theories, principles, and
instructional practices for comprehensive instruction of English learners…for the
development of academic language, comprehension, and knowledge in the subjects
of the core curriculum…use systematic instructional strategies, including
contextualizing key concepts, to make grade-appropriate or advanced curriculum
content comprehensible to English learners.
3.
Engage students in making critical decisions about content, structure, and
assessment in language arts classrooms.
Gibson TE 930 Fall 2014
3
TPE 1A: Candidates…strategically plan and schedule instruction that ensures that
students meet or exceed the standards…understand how to use instructional
materials that include a range of increasingly complex literary and informational
texts for the appropriate grade level…provide opportunities for students to read
purposefully and listen attentively to build discipline-specific knowledge in the
content areas...
TPE 4: Candidates… use instructional materials to teach students the academic
content described in the state-adopted academic content standards and they
prioritize and sequence essential skills and strategies in a logical, coherent manner
relative to students’ current level of achievement.
TPE 9: Candidates…plan instruction that is comprehensive in relation to the
subject matter to be taught and in accordance with state-adopted academic
content standards for students…select or adapt instructional strategies, grouping
strategies, instructional materials, media and technology to meet student learning
goals.
TPE 13: Candidates…evaluate their own teaching practices and subject matter
knowledge in light of information about the state-adopted academic content
standards…improve their teaching practices by soliciting feedback and engaging in
cycles of planning, teaching, reflecting, discerning problems, and applying new
strategies.
4.
Increase students’ ability to assess readers’ and writers’ strengths and weaknesses
and to use this information effectively to facilitate literacy growth using effective
practices in literacy instruction.
TPE 1A: Candidates…know how to determine the skill level of students through the
use of meaningful indicators of reading and language arts proficiency prior to
instruction, how to determine whether students are making adequate progress on
skills and concepts, and how to determine the effectiveness of instruction and
students’ proficiency after instruction.
TPE 3: Candidates…understand and use a variety of informal and formal, as well as
formative and summative assessments, at varying levels of cognitive demand to
determine students’ progress and plan instruction…use multiple measures,
including information from families, to assess student knowledge, skills and
behaviors…know when and how to use specialized assessments based on students’
needs.
5.
Increase students’ expertise regarding a variety of instructional strategies and
ability to determine their useful application in differentiated instruction.
TPE 1A: Candidates…select appropriate teaching strategies to develop students’
abilities to read and comprehend narrative and informational texts…and to
develop students’ abilities to write increasingly more sophisticated
opinion/persuasive, expository and narrative texts and for students to adapt their
communication in relation to audience, task, purpose, and discipline.
TPE 4: Candidates… prioritize and sequence essential skills and strategies in a
logical, coherent manner relative to students’ current level of achievement….vary
instructional strategies according to purpose, lesson content and student
Gibson TE 930 Fall 2014
4
needs…explain content clearly and reinforce content in multiple ways, such as the
use of written and oral presentation, manipulatives, physical models, visual and
performing arts, diagrams, non-verbal communication, and use of media and other
technology…take additional steps to foster access and comprehension for all
learners.
Required Text
Purchase the following text, and bring this textbook to class each week:
Reutzel, D. R., & Cooter, Jr., R. B. (2015). Teaching Children to Read. The Teacher Makes
the Difference. Seventh Edition. Pearson.
Available online:
National Governors Association Center for Best Practices, Council of Chief State School
Officers, (2010). The Common Core State Standards for English Language Arts &
Literacy in History/Social Studies, Science, and Technical Subjects. Washington D.C.
http://www.corestandards.org/ELA-Literacy.
California English Language Arts/English Language Development Framework (2014).
Available at http://www.cde.ca.gov/ci/rl/cf/elaeldfrmwrksbeadopted.asp.
Other readings and handouts are available on Blackboard.
Optional Text:
Zarrillo, J. J. (2010). Ready for Revised RICA: A test preparation guide for California's
reading instruction competence assessment. Third edition. Boston: Prentice Hall.
Course Requirements
1. Participation (25 grade points)
On-time attendance, full participation in all class sessions, and completion of all
reading assignments are crucial aspects of your learning for this course. You are
beginning your work as a teacher—a professional member of a learning community.
Being a professional comes with many responsibilities. Two responsibilities you
have related to this course are to thoughtfully participate in our classroom
community and to critically examine your own and others’ ideas and assumptions
about teaching and learning.
Attendance. You are expected to arrive on time for each class session, and to
remain until the end of class. Your strong attendance and participation
throughout the semester will greatly increase your opportunities to learn,
resulting in strong preparation as an effective literacy teacher and for your
subsequent passing of the RICA exam and the spring semester PACT literacy
teaching event. If you are experiencing particular circumstances that may affect
your participation and attendance, please do let me know.
 If an unavoidable, serious circumstance occurs that requires you to miss
class, please let me know with a very brief description of the difficulty
Gibson TE 930 Fall 2014






5
via email. Excused absences generally include illness (your own or
immediate family members) or other unavoidable emergencies.
If you are ill, you are not expected to attend class.
The SDSU Policy File includes the following statement on absence for
religious observances: “By the end of the second week of classes, students
should notify the instructors of affected courses of planned absences for
religious observances.” With proper notice to me, your absence for a
religious holiday will be considered an excused absence.
Please do not ask me whether you can be excused from class for a
particular activity. If your absence is due to illness or other unavoidable
emergency, then tell me (very briefly) a bit about the circumstances via
email. If I do not receive such an email from you, I will assume your
absence is unexcused.
Activities associated with your student teaching responsibilities will
generally not be considered an excused absence.
Be sure to sign the class attendance sheet at each class session. This
sheet is my record of your attendance.
A single unexcused absence will not result in any direct loss of grade
points, as long as you complete all assignments and readings as required
by the class schedule and announcements. Additional, unexcused
absences will, however, significantly affect your grade in the course.
You are expected to participate in a thoughtful manner in all in-class activities and
assignments. You will not receive full points for your participation if you are
disrespectful to your colleagues or professor, and may in consequence receive less
than a B- grade for course credit. Please note that Internet surfing during class time
that is not related directly and immediately to class activities will lower your grade
for the course significantly. To earn full credit for this course, you are expected to
be prepared each day having completed all readings and assignments. I recommend
that you exchange phone numbers and email addresses with several classmates so
you can get notes and assignments if you must miss a class. It is not the professor’s
responsibility to review missed material. To thoughtfully participate in this class,
you should:
 Attend all classes and bring required materials. Bring your textbook to each
class session.
 Arrive on time and remain for the entire class period.
 Be prepared for each class by having thoughtfully completed all readings and
assignments. Students are expected to complete ALL assignments in order to
earn a passing grade of B-. As a general policy, I do not give Incomplete
grades for this course.
 Cell phones may not be used during class. If an emergency exists, please alert
me before class and keep your phone on silent mode.
 Students should not be on the phone, texting, Internet searching, reading,
prepping, having side conversations, passing notes, sleeping, etc. during class
time. Engaging in these activities during class time will negatively affect your
grade and may result in less than a passing grade of B- for the course.
Gibson TE 930 Fall 2014

6
You are also required to compose all email communication related to this
course in a professional, appropriate, and respectful manner.
2. Case Study Assignment (40 grade points)
As a major assignment for this course, you will conduct a case study of a struggling
reader, including assessment, instruction, and reflection. All case study activities
are described in the class schedule. You will work on this project throughout the fall
semester, with occasional input from colleagues during class sessions and feedback
from your instructor. Your work for this assignment should be comprehensive and
responsive to information provided in class, in readings, and from your instructor.
A detailed scoring rubric for this assignment (available on Blackboard) will be used
to evaluate your case study. Final grading will be based on my review of all
components of the entire project, as reviewed by me during the semester and
analyzed or shared during class sessions.
Please insure that none of the materials you submit for your case study assignment
include any identifying information for your case study student – please do not
include a last name, pictures of the student, social security number, birthdate, etc.
All assessment scoring sheets, however, should include your name as the assessor,
child’s first name, and full date.
3. Best Practices Demonstration (10 grade points)
For this assignment, you will need to prepare a hand out and present a 2-3 minute
demonstration of one particular best practice activity. Please choose an activity to
share with your classmates that relates to one of the broad topics discussed in class
and/or readings. Avoid preparing a best practices demonstration that has already
been presented by someone else (unless you are able to take a differing stance for
the activity – a very different grade level, type of text used, etc.). Your choice of an
effective instructional practice must also be a good match to the theories and
characteristics of best practices in literacy instruction as described in our class
discussions and readings.
Design a 4-5-page handout that is well organized and clear so that your colleagues
will be able to replicate the strategy. You will need to bring copies of the handout
(3-hole punched, not stapled, please) for each member of the class (including your
instructor). Use a format for your handout that is similar to what you will receive in
class for Directed Reading Activity. Include a general description, list of purposes,
the most relevant Common Core State Standards, description of how to use the
activity, a specific example of this teaching, and a short list of high quality resources.
You may utilize such resources for your design of this activity (such as our textbook,
readwritethink.org, http://www.literacyinlearningexchange.org/, etc.) as long as all
sources are of professional quality. Be sure to include a citation for any materials
constructed by others that you include in your presentation and/or handout. All
students are required to maintain a 3-ring binder with copies of their own and
colleagues’ best practices handouts.
Gibson TE 930 Fall 2014
7
You will be provided with a rubric descriptor that I will use for grading of your
presentation and handout. Your choice of activity will need to represent effective
instructional practice. Your presentation should be well organized and present the
activity accurately. Your handout should be comprehensive and include an accurate
description of the activity.
4. Quizzes (25; 5 quizzes at 5 points each)
There will be six quizzes for this course. These will be short activities completed
during class time and will address material covered in class readings and
discussions. The quizzes will allow you to demonstrate on going learning in
relationship to major topics and understandings emphasized within the course. I
will provide you with information regarding the weight and grading used for each
quiz, and will use the best 5 out of 6 quiz scores for your course grade. Please note
that quizzes will generally be offered in class only, without opportunities for makeups. (If your personal circumstances might warrant an exception to this policy,
please discuss this with me individually prior to the end of the semester.)
Grading
Writing Style Guidelines. All written work submitted should be of professional
quality and easily readable.
 Please conduct a spelling check before submitting any assignment, and edit
for use of standard grammar and clarity.
 Use a standard font of 12 point, with margins that do not exceed 1 inch.
 Avoid any appearance of plagiarism – cite all sources.
Unless otherwise explicitly stated in assignment directions, you will not be able to
revise and resubmit assignments in this class for a higher grade. All assignments
are due on the date listed in the class schedule and as discussed in class. Late
assignments may not be accepted (depending on instructor judgment of
circumstances) and will receive a significantly lower grade.
Plagiarism. The SDSU plagiarism policy will be strictly enforced. Copying work
that is not your own (e.g., from a website, an article, or colleague, etc.) will result in a
final grade of F on the assignment. Students are encouraged to utilize a variety of
high quality, respected resources for work on assignments for this course, as long as
the use of such resources and any copied material is appropriately and fully cited
when completing assignments.
Assignment/Variable
Class Participation
Case Study Assignment
Best Practices Demonstration
Quizzes (5 at 5 points each)
Total Points
Point Value
25
40
10
25
100
Gibson TE 930 Fall 2014
Point to Grade Conversion
A
94-100
A90-93
B+
86-89
B
83-85
B80-82
C+
76-79
C
73-75
C70-72
D or F
Below 70
Students with Disabilities
If you are a student with a disability and believe you will need accommodations for this
class, it is your responsibility to contact Student Disability Services at (619) 594-6473. To
avoid any delay in the receipt of your accommodations, you should contact Student
Disability Services as soon as possible. Please note that accommodations are not
retroactive, and that accommodations based upon disability cannot be provided until you
have presented your instructor with an accommodation letter from Student Disability
Services. Your cooperation is appreciated.
Syllabus is Subject to Change
The syllabus, class schedule, and assignments for this course are subject to change. If you
are absent from class, it is your own responsibility to check for any announcements or
schedule changes made while you were absent.
8