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San Diego State University
Imperial Valley
Division of Education
720 Heber Avenue
Calexico, CA 92213
Course Syllabus: Fall, 2013.
Course Title: TE 933: Skills in Teaching Reading in Secondary School.
Lecture Room: LA-1.
Lecture Schedule: Tuesdays – 4:10 – 6:50 pm
Professor: Dr. Lasisi Ajayi.
Office Address: Room 173.
Office Hours: Thursdays 4 – 6 pm, and by Appointments
Phone: (760) 768 – 5504
E-mail: lajayi@mail.sdsu.edu
Course website: http://www.ivcampus.sdsu.edu (departments/faculty/lajayi)
Required Texts:
1. Alvermann, D. E., Phelps, S. F. & Ridgeway, V. G. (2007): Content Area Reading and
Literacy: Succeeding in Today’s Diverse Classroom (CARL) (6th edition).
2. McLaughlin, M. & Overturf, B. (2013). The Common Core: Teaching Students in Grades 6-12
to Meet the Reading Standards. Newark, DE: International Reading Association.
3. Common Core Standards and California Content Standards & Frameworks can be found at
http://www.cde.ca.gov/ci/cc/ & http://www.cde.ca.gov/ci/cr/cf/cimegasubjectareas.asp (You can
print this or save it in your computer or flash drive)
NOTE: Please, have the 3 textbooks by the second week. I will check them and students who
have their copies will be scored 5 points.
Supplementary Reading List (books):
1. Fisher, D.; Frey, N. & Alfaro, C. (2013). The Path to Get There: A Common Core Road Map
for Higher Student Achievement Across the Disciples. New York: Teachers College Press.
2. Calkins, L., Ehrenworth, M., Lehman. C. (2012). Pathways to the Common Core:
Accelerating achievement. Portsmouth, NH: Heinemann, 2012
Supplementary Reading (Electronics)
1. For content classes integrating writing: Daniels, H., Steineke, N. & Zemelman, S. (2007).
Content Writing: Every Teacher’s Guide. Portsmouth, NH: Heinemann.
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2. For English Teachers: Maureen McLaughlin and Brenda J. Overturf. (2013). The Common
Core Graphic Organizers for Teaching K‒12 Students to Meet the Reading Standards.
International
Reading
Association,
electronic
resource,
$15
at
http://www.reading.org/general/Publications/Books/bk021.aspx. See list of contents at
http://www.reading.org/Libraries/book-supplements/common-core-graphic-organizercontents.pdf.
3. For those teaching Spanish for Spanish Speakers & those teaching History, Science or Math in
Spanish: Duque Reyes, Silvia, translator. (2013). Common Core State Standards Spanish
Language Version. Free at http://commoncore-espanol.com/california-common-core-statestandards-en-espa%C3%B1ol.
4. For those in the Arts: Both Coleman’s article: (2013). Guiding Principles for the Arts Grades
K–12. Free at http://usny.nysed.gov/rttt/docs/guidingprinciples-arts.pdf, and Common
Core.org’s document: (2013). The Arts and the Common Core Curriculum Mapping Project.
Free at http://commoncore.org/maps/documents/Art_in_the_Maps.pdf.
5. Review of new English Language Development Standards:
website http://www.cde.ca.gov/sp/el/er/eldstandards.asp
6. Overview of the California ELD Standards & Proficiency Level Descriptors:
Website www.cde.ca.gov/sp/el/documents/overviewpld.pdf
7. Theoretical Foundations and Research Base for CA’s ELD Standards:
Websitewww.cde.ca.gov/sp/el/er/documents/sbetheory.pdf
8. Revised Bloom’s Taxonomy: www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
9. Language, Literacy and Learning in the Content Areas
Website: http://www.ell.stanford.edu/papers/practice
10. Assessment of Content & Language in Light of the New Standards: Challenges &
Opportunities for ELLs
Website: www.gordoncommission.org/.../hakuta_assessment_content_language
Professional Development Opportunities & Sites
1. Common Core State Standards Professional Development (Div. of Educational Services:
www.coachella.k12.ca.us/common/pages/DisplayFile.aspx?itemld
2. AdLit.org – all about adolescent literacy: http://www.adlit.org/
3. Colorín Colorado is a free web-based service that provides information, activities and
advice for educators and Spanish-speaking families of English language learners (ELLs).
http://www.colorincolorado.org/. See particularly the section on Common Core for ELLs
http://www.colorincolorado.org/common-core/
4. International Reading Association (IRA): http://www.reading.org/
5. Common Core Resources (sign up to receive their
updates): http://www.cde.ca.gov/re/cc/ccssupdatearchive.asp
Information about the Common Core State Standards (CCSS) Professional Learning Modules:
http://www.cde.ca.gov/re/cc/ccssplm.asp
6. Schools Moving Up: SchoolsMovingUp, a division of WestEd, connects schools and districts with
experts, resources, and each other on topics related to improving student outcomes.
http://www.schoolsmovingup.net/cs/smu/print/htdocs/smu/home.htm
7. Understanding Language aims to heighten educator awareness of the critical role that
language plays in the new Common Core State Standards and Next Generation Science
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Standards and thereby improve education for all students—especially English Language
Learners—in Math, Science, and English Language Arts . See particularly their page with
teaching resources: http://ell.stanford.edu/teaching_resources & Videos of papers presented on
CCSS in Science, Math and English: http://ell.stanford.edu/papers/practice
8. WestEd: a research, development, and service agency, works with education and other communities to
promote
excellence,
achieve
equity,
and
improve
learning
http://www.wested.org/.
See
particularly
their
on-line
http://www.wested.org/services/professional-development/
for children, youth, and adults.
professional
development
modules:
Course Description:
TE 933 is designed to provide knowledge and skills for teacher candidates to teach literacy and
prepare secondary school students to: (a) understand and evaluate complex texts across a broad
range of text-types and school subjects; (b) adapt their communication (writing and speaking
skills) to meet the varying demands in relation to audience, task, purpose, and discipline; (c)
interrogate an author’s or speaker’s assumptions and assess writer’s claims; (d) differentiate
instruction for the three proficiency levels of English language learners (Emerging, Expanding
and Bridging; and (e) use information and communication technologies (ICTs) to enhance
students’ reading, writing, speaking, listening, and language use with a particular emphasis on
the skills and abilities highlighted in the California Common Core State Standards (CCCSS).
This course is the first of two sequential courses in the teaching of language arts; the second is
PLC 915B. TE 933 focuses on the development of literacy for learning across the content areas
in accordance with California Common Core State Standards (CCCSS) and the California
English Language Development Standards (CELDS). TE 933 will address topics dealing with
the development of discipline-specific literacy, with diverse students and learners who are
English language learners. More specifically, we will emphasize the three dimensions of literacy
described in Common Core State Standards: Interpretive Mode, Collaborative Mode, and
Productive Mode as well as the tools that support them:
 Interpretive Mode: Reading and comprehension strategies for pre-reading, during reading
and post-reading help students access content, directions, and information in math,
history, English and all subject areas.
 Collaborative Mode: discussion and group work (part of oracy) are ways to use language
to process and share information and insights.
 Productive Mode: Essays, projects, reports, lab write-ups, art critiques, etc. (part of
traditional literacy) and Multi-media presentations (a 21st century skill)
Teaching and Performance Expectations: TPEs
The California Commission on Teacher Credentialing (CCTC) developed a set of tasks and abilities
beginning teachers need to demonstrate. Teaching Performance Expectations (TPEs) are expectations
that preliminary teaching credential candidates should know and be able to demonstrate. The TPEs
address 6 critical domains of teaching. You will find references in the syllabus for the TPEs that TE 933
will address.
Learning Objectives
At the end of the program, students will be able to:
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Integrate CCCSS for English-language arts and address English language and literacy skills ELLs
need in content areas.
Teach all students effective strategies for accessing reading materials in the disciplines, including the
use of vocabulary, comprehension, and writing strategies.
Align content instruction with the CCCSS and CELDS.
Describe the knowledge base of reading curriculum, assessment, and instruction as based on
methodologically sound research and best practice as found in the professional literature as well as
the Common Core Standards and California Content Standards & Frameworks (TPE 1);
Identify the interrelatedness and interaction of the social, cultural, linguistic, and political factors that
influence learners’ achievement in reading instruction (TPEs 6, 7, 8, 12);
Understand and utilize strategies for developing critical literacy, content vocabulary, academic
language development, interpretive, collaborative and presentational skills in relationship to their
content areas [TPEs 4: Making content accessible, 7: English Learners; PACT rubric 12: Supporting
academic language].
Analyze reading materials for readability, second language needs, and academic language/structure
[TPEs 6: Developmentally Appropriate Teaching Practices, 7: English Learners; PACT Task 1:
Context for Learning, rubric 11: Analyzing academic language].
Identify effective factors that support and promote literacy learning in different environments such
as the classroom and the home (TPE 11);
Identify specific strategies to make content accessible to learners who require modifications
including meeting three levels of ELLs: Emerging, Expanding, and Bridging & other struggling
readers (TPEs 4, 5, 6, 7, 9);
State the cognitive and text-based factors that influence reading comprehension (TPEs 2, 6, 7, 9, 11);
Develop, design and implement assessment instruments for determining children’s reading
development and progress (TPEs 2, 3);
Integrate effective technology into instruction to facilitate English language learning (TPE 9);
Practice reflective pedagogies through continual self-evaluation, collaboration, and conversations
with colleagues (TPE 13);
Develop and justify a personal philosophy of reading instruction in relations to CA Common Core
(TPE 13).
Course Requirements
1. Participation & Cooperation
Teaching and learning processes will be essentially through ‘dialogue and reflection.’ Hence
all students are expected to actively participate and contribute to discussions, learning activities
and collaborative demonstrations. This requires that all students read all pre-assigned reading
materials before meetings.
2. Attendance policy: All students are expected to attend all classes. Furthermore, all students
are expected to get to lectures on time and stay till the end. A student can have one excused
absence per semester. Excused absences must be related to medical issues or school-related
activities (for students who are teaching). Students are required to submit evidence (e.g., letter
from a principal or medical doctor) to support their claims. Each unexcused absence or two
tardy, or two early departures will be penalized with a deduction of 5 points.
3. ALL assignments submitted for grading must be typed written, double space & 12 points.
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4. Assignments must be submitted on due dates. Late submissions will be marked down by
10%.
5. Do not email your assignments to me because I may not have papers for printing them.
6. Professional Ethics: all students are expected to conduct themselves responsibly by being
polite, courteous and professional to one another and the professor. It is the responsibility of all
of us to create a learning atmosphere where each member of the class can freely express himself
or herself. The use of cell phones (making/receiving calls, logging into websites, playing
games) is not allowed. Laptops (computers) will only be allowed for note-taking. Any
student whose behavior does not reflect good citizenship (i.e. disruptive and/or
disrespectful) will be asked to drop from the class.
7. Academic Integrity: Students are expected to appropriately cite sources of referenced
materials. Penalties for cheating and plagiarism include the following: assigning the affected a
failing grade for the specific assignment or assigning a lower or failing grade for the course.
Also, such a student may be referred to the school authorities for further disciplinary measures.
8. Students with Disability: Students who need accommodations for their disabilities should
contact me privately to discuss specific accommodations for which they have received
authorization. If you need accommodations due to a disability, but have not yet registered with
Student Disability Services, please, contact Barbara Romero at (760) 768 – 5509.
Final Grades & Computation
Each student will be awarded a final grade based on cumulative scores of all the assignments as
shown below:
1. Reading materials
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2. Attendance & Participation
15 points
3. Individual Presentation
10 points
4. Independent Work (Website Readings) 20 points
5. Blog Reflection
25 points
(Posting: Due 12 am, Mondays)
6. Imbedded Signature Assignment
15 points
7. Classroom Video Reflection
10 points
Points
96 – 100
90 – 95
85 – 89
80 – 84
75 – 79
70 – 74
65 – 69
60 – 64
55 – 59
54 & below
Grade
A
AB+
B
BC+
C
CD
F
Description
Excellent
Student Outcomes (i.e. demonstrates)
Full mastery of all student outcome
Full mastery of most student outcomes
Good
Fair
Partial mastery of most student outcomes
Unsatisfactory
Failed
Little mastery of most student outcomes
No mastery of most student outcomes
Guideline for Assignments, Presentation & Research Paper
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3. Individual Presentation (10 points)
Each student has been assigned a chapter from McLaughlin & Overturf.
Address the follow prompts:
a). Explain the major points of this chapter (Explain at least 5 points).
b). Choose a short text (not more than a page) in your discipline and use the text to illustrate your
understanding of the chapter.
c). Use PowerPoint to present your work to the class.
*I will provide a model of how to do the activity in class.
4. Independent Work (Web-Based Reading) (2–3 pages each, 5 points each, 20 points for 4)
Respond to the following prompts & submit your work for grading: NO MAKE-UPS
a). Identify 2 IMPORTANT POINTS raised in this article (identify ideas, concepts, or issues)
and explain why they are important to you (2 points).
b). Select 2 two sentences you consider most significant and explain why you feel so (1 point).
c). Describe how you will apply what you learn in this paper to your teaching practices (1 point)
d). Write 3 questions you may have about this article (e.g., what aspects of it are confusing you?
What was “NOT” mentioned in the article that you believe needs to be addressed? Etc).
*E-mail your work to me by 7 pm of the day of the assignment @ lajayi@mail.sdsu.edu
(5) Blogs Reflection (5 points for each posting, 5 postings for 25 points)
This assignment requires each student to reflect and blog on teaching/learning activities in TE
933 on a weekly basis. Print out a copy of each posting every week and submit weekly. You
need a total of 5 blogs for the semester for a total of 20 points. Since one of the goals of this
assignment is to help candidates engage with new material and access prior knowledge, late
blogs are not allowed; that is, you can only submit one blog per week (no make-ups).
Respond to the Reflection Question of the Week. Post your reflections on Blogs.
Rubric
(a) Respond to the Reflection Question of the Week (at least 5 sentences).
(b) Comment on two of your peers’ discussions (at least 5 sentences).
(c) Closely link your discussions with your subject area (e.g. science, mathematics, English
language arts, etc.).
(d) Connect your discussions to your future classroom practices.
(e) Your blogs must be posted latest by midnight Mondays so that your peers can read them
and complete their own assignments on time.
(f) Print and summit your blog at the beginning of each lesson.
Learning Objectives
(a) For students to reflect on the teaching/learning process in TE 933.
(b) To develop affinity group – community of learners (to develop online social relations and
work together for the same goal).
Sample of Discussion Board Assignment
Below I provide a sample of how I expect you to reflect and blog on this question: Why is
multiliteracies/multimodal pedagogy important in multicultural classroom settings?
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I define multiliteracies/multimodal pedagogy as the integration of multiplicity of modes (e.g.
language, images, gestures, layouts, colors, graphics, drawings, photos); media (e.g., the Internet,
video clips, CD-ROMs); and performative arts (gesture, dance, music dramatic performances)
for instruction. Multimodal pedagogy allows teachers to relate instruction to multiple literacies
of everyday social, cultural, and literacy practices of students. This is because some students are
visual learners while others are language-oriented. Teachers can integrate different modes such
photos, graphics, language, and music to make lessons comprehensible to learners. I agree or
disagree (2) with Paula in her blog when she argues that multimodal pedagogy allows teachers
to use different resources such as graphics, photos, and drawings to contextualize instruction for
learners. I support Harris’ blog that teachers can use multimodal pedagogy to connect instruction
to the background of ELLs. Students in our classroom come from different backgrounds and use
multiple modes of communication. For example, I can teach my English language arts (or
science, mathematics) students to integrate language, color, and photo to describe this girl. I can
access additional information from www. . . (3) I will apply what I learn from this chapter by . . .
(6) Embedded Signature Assignment: Analytic Comprehension Through Close Reading
Teaching to show differentiation of instruction for Emerging, Expanding & Bridging levels
(15 points).
Analytic comprehension is a crucial component of the Common Core State Standards for
California. A close reading involves analytic thinking, which allows students to have an intimate
encounter with a short, challenging texts in ways that engage them in the critical comprehension
required for school and career success. During a close reading, students read a text multiple
times to deepen their understanding. Through demonstrations and use of videos, the instructor
will model how to teach students to engage in a close independent reading.
(a) Videotape the class (20 minutes),
(b) Convert the videos to DVD
(c) DVD will be reviewed in groups in class for analysis
Steps in Doing the Assignment:
A). Select a Text for Your Close Reading and Complete the Text Complexity Rubric.
The selected text or passage from a text should be short and somewhat challenging. For example,
it can be as small as 3 paragraphs or as large as 8. Use the Text the Text Complexity Rubric (in
this syllabus) to determine what elements of the text are challenging for your students. Focus on
such elements in your teaching.
B. Create a Lesson Plan for Your Close Reading
i. Guiding questions for your lesson plan:
a. What content ideas do I want students to learn from this text?
b. Do the questions I plan to ask cause my students to gain this understanding by returning
to the text?
ii. Design the questions you plan to ask
a. Ask questions that are text-dependent; that is the answers may be explicitly stated in the
text or deduced from evidence presented in the text. Identify what type of question it is:
(knowledge, comprehension, application, analysis, synthesis, and evaluation, see Revised
Bloom’ taxonomy). What follow-up questions will you ask to further clarify the text for
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students and expand their knowledge of the text? Write these questions in your lesson
plan.
iii. Your Lesson Must Require Students to address the 3 levels of assessment in CCSS: collaboration,
interpretive & productive: (a) Reread with a purpose to further analyze, clarify, question, or confirm;
b. annotate the text; c. Engage in frequent partner talk; d. provide text-based evidence for their answers;
e. write a response to a critical thinking question. The post-reading should be designed to prod students
to go back and reread text to document their ideas and argument instead of moving away from it. Your
lesson plan needs to be detailed in order to include the ideas describe here.
Material to be submitted to me
a. a copy of the text you used for your Close Reading
b. the completed text complexity rubric
c. detailed lesson plan incorporating all the steps outlined above
d. video of your lesson
e. Your reflective essay (4 pages)
7. Classroom Video Reflection (10 points)
Write 4 – 5 pages to reflect on your teaching. Respond to the following prompts:
1. As you watch your videotape: What is working for your students? What is not? Why?
2. What aspects of the lesson were most challenging for the students and what aspects were
least challenging for them?
3. As you watch this videotape, explain what accounts (a) student learning, and (b)
differences in learning that you observed during the learning segment.
4. How did you in this lesson accommodate the language and learning needs of students in
this lesson, particularly English language learners and students with disabilities at the CCSS’s
three levels of Emerging, Expanding and Bridging?
5. If you can go back and teach this learning segment again to the same group of students: (a)
what would you do differently in relation to planning, instruction, and assessment for the
three levels of Emerging, Expanding and Bridging? (b) How will the changes improve the
learning of students with different English learning needs and characteristics?
Tentative Course Schedule: Topics & Themes for Discussion:
Dates
Aug. 27
Face-to-face
class
Topics for Discussion and Assignments
*Review, discuss & negotiate course outline: overview of the course, course
objectives, course requirements, grading policy, assignments & class
presentations.
*Other questions, comments & suggestions. Definitions: “Traditional Literacy”,
“New Literacy”, “Multiliteracies”, “Critical Literacy”, “Multimodal
Literacies”;
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* Goals & Key Components of Effective Language Arts Instructions Common
Core Standards & California Content Standards & Frameworks
- Assigned Readings: CARL (p. 14 – 15) & RLAF (p.10-21).
Common core: http://www.youtube.com/watch?feature=player_embedded&v=zbhuBY78QGo
CCSS (2): http://www.youtube.com/watch?v=zbhuBY78QGo&feature=player_detailpage
Sept. 3
Face-to-face
class
Sept. 10
Face-to-face
class
Sept. 17
Independent
Work
Sept. 24
Question of the Week #1:
Why is multiliteracies/multimodal teaching strategy important in
multilingual, multicultural classrooms? (1)
Topics:
What is content literacy? New Federal Mandates: Common Core State
Standards
Role of the content teachers in literacy development
How do teachers use content-area literacy in their classrooms?
Instructional Frame – gradual release of responsibility.
Language Proficiency levels for ELLs: Emerging, Expanding & Bridging;
Text Complexity
Reading/Writing: a) Purpose b) Text-type & c) Audience
Reading Materials: McLaughlin & Overturf: Chaps. 1, 2 & 3
Question of the Week #2
Explain content literacy. What is the role of the teacher in content literacy?
a. Review of new English Language Development Standards:
Website: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
ELD Standards 8 and 11 & 12.
b. Review of Proficiency Level Descriptor for California ELD Standards
Torlakson, T. (2012).Overview of the California ELD Standards & Proficiency
Level Descriptors: www.cde.ca.gov/sp/el/documents/overviewpld.pdf
Individual Presentation: McLaughlin & Overturf: Chap. 4 – Avilez Sandra
Chap. 5 – Benitez Eva
DVD 520 PART 2
Question of the Week #3
What are your views regarding the English Language Development
Standards and how can they help you teach ELLs in your classroom?
Read the following article:
Torlakson, T. (2012). Theoretical Foundations and Research Base for CA’s
ELD Standards: www.cde.ca.gov/sp/el/er/documents/sbetheory.pdf
Assignment
a. Read the paper
b. Respond to the prompts (See Web-Based Reading Assignment)
Topics: Effective Vocabulary Instruction; Vocabulary Teaching Strategies:
(a) Bloom’s Revised Taxonomy (Anderson & Krathwohl, 2001); (b) scaffolding
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Face-to-face
class
Oct. 1
Independent
work
Oct. 8
Face-to-face
class
(pre-teaching, modeling, explanation, providing clues/hints, examples) visuals,
graphic organizers, demonstrations); semantic mapping (semantic maps &
Semantic Feature Analysis; cognates (English-Spanish), morphemic (word)
analysis; Frayer Model (4 attributes – definition, characteristics, examples &
non-examples); technology-based instruction, and context clues - CCCSS for
ELLs – Types of vocabulary
a) Domain‐Specific Vocabulary: Vocabulary that is specific to a particular
discipline (field of study, or domain). Domain‐specific words and phrases carry
content meaning (e.g., lava, hypotenuse, chromosome, democratic, stanza).
b) General Academic Vocabulary: Vocabulary that is found across text
types, particularly in written texts that provide more nuanced or sophisticated
ways of expressing meaning than everyday language (e.g., devastation,
reluctance, significantly, misfortune, specificity).
c.) Conversational Vocabulary is the vocabulary of everyday interaction
(e.g., run, table, friend). This is also referred to as frequently‐occurring, or
everyday vocabulary.
Interacting in Meaningful Ways: Collaboration, Interpretive &
Productive
Read Chap. 8, CARL (p. 227 – 264); RLAF (p. 189 – 198) & Ajayi, (p. 49–77)
DVD 596 – Building Adolescent Readers (40 minutes)
Revised Bloom: www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm
Individual Presentation: McLaughlin & Overturf: Chap. 6 Cardenas Alfonso
Chap. 7 Fuentes Jose
Question of the Week #4.
Identify and discuss one effective vocabulary learning strategy you can use
in your subject.
Web-based Reading (according to subject area)
Language, Literacy and Learning in the Content Areas (align to Common Core)
Website: http://www.ell.stanford.edu/papers/practice
Mathematics students (Judit Moschkovich)
Science, Social Studies & PE students (Helen Quinn et al.)
English Language Arts/Spanish students (George Bunch, et al)
Assignment
a. Watch the video
b. Read the paper
c. Respond to the prompts (See Web-Based Reading Assignment)
Topics: (1) Reading Comprehension Strategies:
(2) Close Reading;
(3) Critical Reading
Purpose of reading
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Oct 15.
Independent
Work
Oct. 22
Face-to-face
class
Oct. 29
Independent
Work
a). Key ideas & details – cite strong textual evidence to support analysis of texts
b). Structure of text: Determine the meaning of words, phrases as used in texts.
c). Integration of knowledge and ideas from multiple sources.
Assigned Readings: RLAF (p. 225 – 247).
DVD 599 – Comprehending content: reading across curriculum 6 – 12,
part 1
Individual Presentation: McLaughlin & Overturf: Chap. 8 Godinez Jazmine
Chap. 9 Gutierrez Erika
Question of the Week #5.
Discuss one reading comprehension strategies you can use to enhance
student learning in your subject.
Web-base Reading
Hakuta, K.: Assessment of Content & Language in Light of the New Standards:
Challenges & Opportunities for ELLs
Website: www.gordoncommission.org/.../hakuta_assessment_content_language
Assignment:
a. Read the paper
b. Respond to the prompts (see Web-Based Reading Assignment)
Topics: Assessment: Qualities of good assessment (p. 127); Cultural bias;
Diagnostic, Formative and Summative Assessment; Types of Assessments –
(multiple choice, essay format, portfolio, cloze test); Rubrics.
Assessments: CCCSS:
a) Collaborative, (b) Interpretive, and (c) Productive Modes
b) Use assignment to demonstrate this three levels
Assigned Readings: Chap. 5, CARL (p. 125 – 165).
Power of Formative Assessment: To advance learning – DVD 291 (3 dis).
Peer Presentation: McLaughlin & Overturf: Chap. 10 Herrera Maria
Chap. 11 Huerta Brenda
Question of the Week #6
Choose one assessment type and discuss its pros and cons. How can use the
assessment in your class?
Watch this video
Differentiation & Literacy: Teaching Reading and Writing (parts 1, 2 & 3).
This video is available in the blackboard under Course Document in TE 933
Respond the following prompts:
1). Write a summary of the salient points of the DVDs – 1½ pages
2). What idea(s) or concept(s) are especially interesting to you in DVDs? ½ p
3). How does the DVDs differentiate learning for different achievement levels,
including English learners: Emerging, Expanding & Bridging – 2 pages
4). Describe how you can apply what you learn in the DVDs into teaching
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Nov. 5
Face-to-face
Nov. 12
Face-to-face
Nov. 19
Face-to-face
Nov. 26
Face-to-face
Dec. 3
Independent
work
Dec. 10
Face-to-face
Dec 17
Face-to-face
practice in your subject area – 1 page.
Topics: Writing
Text-types and Purpose
a). Argument (write arguments to support claims).
b). Informative/exploratory (write informative/explanatory texts)
c). Narrative (write narratives to develop real or imagine experiences)
Production & Distribution of Writing:
a). Produce clear and coherent writing
b). Develop and strengthen writing as needed
c). Use technology, including the Internet, to produce & publish writing &
interact and collaborate with others
http://www.corestandards.org/ELA-Literacy/CCRA/W
Individual Presentation: McLaughlin & Overturf: Chap. 14 Huyler Lauren
Chap. 15 Macias Guillermo
Assigned Readings: Chap. 10, CARL (p. 291 – 336); RLAF (p. 199 – 224) & Ajayi
(p. 105 – 130).
Topics: Preparing Students to Read: The Role of Prior Knowledge; Assessing &
Building Background Knowledge; The Teacher’s Role; Activities for Building
Background Knowledge: Brainstorming, List-Group Label, Graphic Organizers,
Anticipation Guides, Problem-solving Activities, K-W-L Chart; English language arts
content standards
Learning to use the Inspiration (meet in one computer lab).
Practice drawing visual graphics for vocabulary words
Practice using web search engines to import images into texts
Practice finding – examples, discussions in print, diagrams, photographs, audio and
video clips – of vocabulary words.
Teaching Preparation Day (students will create their own lesson plan using the lesson
Less Plan Format in TaskStream. The plan will show how students will
differentiate instruction to meet the learning of all students, including the three
levels ELLs: Emerging, Expanding, and Bridging.
1. Show DVD of PACT students (Level 1 & Level 4 students)
2. Discuss & Model how to answer the reflection questions.
Teaching & Videotaping (in high schools) (week of April 23 to 27)
NO MEETING IN CLASS
Summative Assessment: Individual’s Presentation of Classroom Video
Reflection (Day 1)
Summative Assessment: Individual Presentation of Classroom Video
Reflection (Day 2)
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Rubrics for all Written Assignment and Presentations
The following rubric will be used to assess your performance in written assignments.
5
Excellent, Professional Writing:
- work prompts further discussion of a topic;
- work demonstrates critical thinking to analyze and relate keys points;
- major points are related to other sources information (intertexuality) such as textbooks, class
discussions, web sites, videos, personal experiences, etc.
- shows a strong relevant/connection to the classroom, life experiences and/or material read;
- expresses ideas smoothly; there is an introduction, body and conclusion;
- well developed sentences, appropriate rhetoric, absence of spelling & grammatical mistakes or
mechanics,
- expresses academically sound ideas & concepts, supported by facts, figures, & literature, show
some reflections;
- meet all assignment requirements (length, due date, etc.).
4
Good university-level writing:
- work shows some evidence of critical thinking;
- major points are supported using information from the textbooks and other sources;
- shows a strong relevant/connection to the classroom, life experiences and/or material read;
- expresses ideas fairly smoothly; there is an introduction, body and conclusion but are not
adequately developed;
- sentences are less well developed, less use of appropriate rhetoric, a few spelling & grammatical
mistakes, a few mechanical problems;
- expresses less academically sound ideas & concepts, supported by less facts, figures, &
literature, show some reflections;
- meet all assignment requirements (length, due date, etc.).
3
Average university writing:
- shows some relevance/connection to the classroom, somehow connects with life experiences
and/or material read in class;
- expresses ideas but not smoothly, lacking clear introduction, body, and conclusion;
- expresses opinions which are not supported by facts, figures, & literature, does not show any
reflection;
- sentences are fairly developed with clumsy expressions, spelling, grammatical, & mechanical
problems;
- may not meet all assignment requirements (length, due date, etc.).
- does not include references (within the text and after the text), does not follow APA format.
2
Poor Writing
- shows little or no relevance or connection to the classroom, limited or no connection to the
material read in this class;
- ideas are poorly expressed, no clear introduction, body and/or conclusion;
- poorly developed sentences, incomplete and difficult-to-understand sentences;
- does not meet assignment requirements (length, due date, etc)
- contains many grammatical, spelling, mechanical problems.
1
Failing Writing
- assignment is so poorly executed that it does not meet any or most of the requirement in #2.
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The California Teaching Performance Expectations
Revisions Adopted, March 2013
A. Making Subject Matter Comprehensible to Students
TPE 1: Specific Pedagogical skills for Subject Matter Instruction
TPE 1A: Subject-Specific Pedagogical Skills for Multiple Subject Teaching Assignments.
Teaching English-Language Arts in a Multiple Subject Assignment
Teaching Mathematics in a Multiple Subject Assignment
Teaching Science in a Multiple Subject Assignment
Teaching History-Social Science in a Multiple Subject Assignment
TPE 1B: Subject-Specific Pedagogical Skills for Single Subject Teaching Assignments
Note: TPE1B addresses each of the thirteen statutory single subject content areas
B. Assessing Student Learning
TPE 2: Monitoring Student Learning During Instruction
TPE 3: Interpretation and use of Assessments
C. Engaging and Supporting Students in Learning
TPE 4: Making Content Accessible
TPE 5: Student Engagement
TPE 6: Developmentally Appropriate Teaching Practices
TPE 6A: Developmentally Appropriate Practices in Grades K-3
TPE 6B: Developmentally Appropriate Practices in Grades 4 – 8
TPE 6C: Developmentally Appropriate Practices in Grades 9 – 12
TPE 7: Teaching English Learners
D. Planning instruction and Designing Learning Experiences for Students
TPE 8: Learning About Students
TPE 9: Instructional Planning
E. Creating and Maintaining Effective Environments for Student Learning
TPE 10: Instructional Time
TPE 11: Social Environment
F. Developing as a Professional Educator
TPE 12: Professional, Legal, and Ethical Obligations
TPE 13: Professional Growth
Learning Strategies in the Academic Curriculum: Interview Guide
Directions: interview students individually or in small groups of 3-4. Ask about at least 4 activities that students have
actually done. lf possible, interview students in their native language or seek the assistance of a bilingual student.
1. Vocabulary learning - All Subjects
7. Reading Comprehension - Language Arts
You have to learn the meanings of 20 new words in
You have to read a story or novel chapter silently. You
need to understand the plot and characters, then retell the
15
English.
 Do you have any special tricks to help you learn
and remember the new words and what they
mean?
story.
 What do you do to understand the plot and
characters?
 What do you do about new words?
 How can you remember and retell the story?
2. Following Directions - All Subjects
8. Listening to a Story - Language Arts
Your teacher gives you directions for a worksheet or
a math problem or a science experiment. You have to
understand what to do, and then do it.
 Do you have any special tricks to help you
understand what to do?
 What do you do if you forget what to do?
Your teacher is reading a story to the class. You don't
understand all of the words. Then your teacher asks you to
predict an ending for the story.
 What do you do about the words you don't
understand?
 How do you make up a good ending for the story?
3. Reading for Information - All Subjects
9. Solving Word Problems - Mathematics
You have to read several pages in your science or
Social studies book. You need to understand and
remember the important information.
 What do you do to understand the information as
you read?
 What do you do to remember the information later
on?
You have to read and solve a word problem in math.
 What special ways do you have to understand the
problem?
 How do you know which operation(s) to use?
 How do you know if your answer is correct?
4. Listening for Information - All Subjects
10. Presenting an Oral Report - All Subjects
Your teacher explains some important ideas in science, You have to give an oral report about a project that
social studies, or literature. You have to understand
Your group worked on in science or social studies.
and remember the information.
What do you do to get ready for the report?
What helps you do a good job when you present the
 What do you do that helps you understand the
report?
teacher?
 What do you do to remember the information later?
5. Reading Aloud - All Subjects
11. Writing a Story, Composition, or Report - All Subjects
You have to read something aloud. You need to say
The right words, pronounce the words correctly, and
read with the appropriate emphasis and emotion.
 What do you do to figure out each word?
 What do you do to help your pronunciation?
 How do you decide which words to emphasize?
 What clues do you use to decide on the emotion?
6. Concepts that do not translate directly – English
Learners (ELs) and Spanish Learners (SLs)
Background: In English and your other language . . .
 What proficiency level are you at?
 What academic experience do you have?
 Where do you hear and/or use each language?
You encounter a word or a concept that does not
translate directly.
 How do you react? What do you do to figure it out?
 How do you explain it in the other language?
 What do you do to help yourself remember the
difference?
You have to write a story or a composition or a report.
 What do you do first?
 What do you do while you are writing?
 What do you do after you have written the story or
report?
12. Test Taking – All Subjects
You have a test next week.
 What do you do to remember important
information?
 What do you do to practice?
 What do you do if you don’t understand a test
question or prompt?
 What do you do when you get your test back?
Additional Options
– As appropriate, ask how your student interviewee

Works effectively in groups,

Approaches persuasive writing,

Prepares for a debate.
-- Create your own strategy questions relative to key tasks in your content area. Refer to California Common Core
State Standards & State Curriculum frameworks for ideas about what your students may be doing.
16
Appendix A: Abridged Glossary of terms used in the California Common
Core State Standards
Most of the material here is lifted from the standards and their appendices. Some additions cited.
In a few cases, the text has been paraphrased or re-organized (by Tamara Collins-Parks, Ph.D.).
California Common Core State Standards (CCSS or CCCSS): California’s version of the
Common Core. Includes up to 15% of additional or supplemental standards (source:
http://www.cde.ca.gov/re/cc/ccssfaqs2010.asp#nine). Modifications and additions are generally
in bold face and underlined. A summary of changes can be found on pp 6-7 of the 15% rule
report at
http://www.mcrel.org/~/media/Files/McREL/Homepage/Products/01_99/prod17_15PercentRule.
ashx.
Cohesion: Cohesion refers to how information is connected and flows in a text. A cohesive text
is created through a variety of cohesive devices that facilitate understanding across the text or
discourse. One device is to refer back to people, ideas, or things with pronouns or synonyms
throughout a text so as not to be repetitive (e.g., replacing the first settlers with they). Another is
to link clauses, sentences, and larger chunks of text with conjunctions, such as transition words
(e.g., in contrast, consequently, next).
Common Core (CC): “Common Core is a rigorous set of standards for the English Language
Arts and mathematics curriculum that has been developed based on the best practices of schools
and organizations around the country and the world. The standards were created using the
feedback of K-12 teachers, college-level educators and experts in the fields of civil rights,
English-language learners and students with disabilities. The standards are designed to do the
following:






Prepare students for college and career readiness by aligning with college and work
expectations.
Be clear, understandable and consistent. Each grade level will focus on key topics, with a
coherent learning progression across each grade level.
Include rigorous content and application of knowledge through high-order thinking skills.
The level of academic rigor is ambitious but achievable for students.
Build upon strengths and lessons of current state standards.
Use strategies from other top-performing countries so that all students are prepared to
succeed in a global economy and society; and
Be evidence-based.
The standards are not a step-by-step guide for classroom instruction; rather, they are an outline of
the goals to be reached and skills to be mastered at every grade level and upon graduation. The
main focus of the Common Core is to increase academic rigor and prepare students for
postsecondary career and college opportunities. The Common Core Standards define what a
student should know and be able to do. It specifies "what" should be taught and learned, not
"how" the content is taught.” (source: http://fsd79.schoolwires.net/domain/681)
Connecting Words: Connecting words and phrases signal how different parts of a text are
linked. In narratives and other text types organized by time or sequences of events, temporal
17
connectives (e.g., first, next, after awhile, the next day) are often used. In text types organized
around ideas, such as arguments and explanations, connectives may be used in various ways,
such as: to show relationships between ideas (e.g., on the contrary, for example); to organize
events or sequence ideas (e.g., previously, until that time, first of all, to conclude); or to add
information (e.g., in addition, furthermore).
Context: Context refers to the environment in which language is used, including disciplinary
area, topic, audience, text type, and mode of communication.
Conventions and Knowledge of Language (ref CCSS-ELA
http://www.corestandards.org/assets/Appendix_A.pdf pp. 28–31): These include





Grammar (for example, subject verb agreement L.3.1f),
Punctuation (for example, using punctuation to separate items in a series L.5.2a),
Usage (for example, correctly using frequently confused words L.4.1g, or maintaining
consistency in style and tone L.6.3b),
Recognition of variations from “standard English” L.6.1e (for example, “Don’t want
none”),
Understanding of how language works (for example, understanding how language
functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening L.11-12.3).
Modality: Modality refers to the degree of ability, necessity, obligation, prohibition, certainty, or
possibility of an action or situation. Understanding of modality allows speakers and writers to
temper statements, give information about the degree of obligation or certainty of a situation or
idea, or express the degree to which we are willing to entertain other possibilities.
Modal Adverb: High modality adverbs include definitely, absolutely, and certainly. Medium
modality adverbs include probably and apparently. Low modality adverbs include possibly,
perhaps, and maybe.
Modal Auxiliary: High modality auxiliaries include must and will. Medium modality
auxiliaries include should and need to. Low modality auxiliaries include could and might.
Mood: There are a variety of ways to structure messages into statements, questions, commands,
etc., depending on the relationship between the speakers/listeners or writers/readers. Examples of
some of the main sentence types identified by mood follow.

Declarative (statements):
o Bats are mammals.
o Once upon a time, there was a little girl who loved books.
o You’re impossible to live with.

Interrogative (questions):
o How do you solve this problem?
o What’s your name?
o Why are you here?
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
Imperative (commands):
o Don’t you ever do that again!
o Put that over there, please.

Subjunctive (expressing wishes, desires, or suggestions):
o I wish I were younger.
o If I were you, I wouldn’t boast so loudly.
o It is imperative that I be allowed to participate in this event.
Oral Language Development (ref CCSS-ELA
http://www.corestandards.org/assets/Appendix_A.pdf pp. 26–27): Essentially the development of
listening and speaking skills. “ Besides having intrinsic value as modes of communication,
listening and speaking are necessary prerequisites of reading and writing” (Fromkin, Rodman, &
Hyams, 2006; Hulit, Howard, & Fahey, 2010; Pence & Justice, 2007; Stuart, Wright, Grigor, &
Howey, 2002 as cited in CCSS-ELA Appendix A, p. 26). In the CCSS, oral language
development is particularly emphasized at the primary (elementary) level, e.g. by having rich and
complex discussions about texts that were read aloud.
Register: Register refers to variation in the vocabulary, grammar, and discourse of a language to
meet the expectations of a particular context. A context can be defined by numerous elements,
such as audience, task, purpose, setting, social relationship, and mode of communication (written
versus spoken). Specific examples of contextual variables are: the nature of the communicative
activity (e.g., talking with someone about a movie, persuading someone in a debate, or writing a
science report); the nature of the relationship between the language users in the activity (e.g.,
friend‐to‐friend, expert‐to‐learner); the subject matter and topic (e.g., photosynthesis in science,
the Civil War in history); and the medium through which a message is conveyed (e.g., a text
message versus an essay).
Scaffolding: Scaffolding is temporary guidance or assistance provided to a student by a teacher,
another adult, or a more capable peer, enabling the student to perform a task he or she otherwise
would not be able to do alone, with the goal of fostering the student’s capacity to perform the
task on his or her own later on.* (*Though Vygotsky himself does not use the term scaffolding,
the educational meaning of the term relates closely to his concept of the zone of proximal
development. See L. S. Vygotsky (1978). Mind in society: The development of higher
psychological processes. Cambridge, MA: Harvard University Press.) See Appendix C:
Theoretical Foundations and Research Base for the California English Language Development
Standards, for further explanation of scaffolding for English learners:
http://www.cde.ca.gov/sp/el/er/documents/sbeapdctheory.pdf
Shades of Meaning: Shades of meaning can be created using various language resources,
including vocabulary, figurative language, phrasing, using dependent clauses to begin sentences
in order to emphasize something, etc. For example, vocabulary can be used to evaluate (e.g.,
Misty was a stubborn horse) or express degree or intensity (e.g., It’s very likely that..., It was an
extremely gloomy room). In addition, phrases and clauses can be used to create nuances or
19
precision and to shape how the message will be interpreted by readers/listeners. This often
occurs at the beginning of sentences (e.g., In my opinion…, Bizarrely, she interrupted…). As
English learners progress through the grades, they learn to create shades of meaning in
increasingly sophisticated and subtle ways in order to cause a certain reaction in the reader (e.g.,
to build suspense or characterize a historical figure) or to persuade readers to believe something
or to take action.
Text Complexity: (ref CCSS-ELA http://www.corestandards.org/assets/Appendix_A.pdf pp. 2–
16)
“The inherent difficulty of reading and comprehending a text combined with consideration of
reader and task variables; in the Standards, a three-part assessment of text difficulty that pairs
qualitative and quantitative measures with reader-task considerations (CCSS, pp. 31, 57;
Reading, pp. 4–16).” In other words, how hard it is to understand a reading based on the
qualities of the reading itself as well as the skill/experiences of the student and what the student
is being asked to do with the reading. For example, the text complexity is going to be different
for a novice reader doing something hard with a mid-level reading on an unfamiliar topic and the
same reader tackling a familiar topic.
Text Types (ref CCSS-ELA http://www.corestandards.org/assets/Appendix_A.pdf pp. 23–25)

Argument: An argument is a reasoned, logical way of demonstrating that the writer’s
position, belief, or conclusion is valid.
o In English language arts, students make claims about the worth or meaning of a
literary work or works. They defend their interpretations or judgments with
evidence from the text(s) they are writing about.
o In history/social studies, students analyze evidence from multiple primary and
secondary sources to advance a claim that is best supported by the evidence, and
they argue for a historically or empirically situated interpretation.
o In science, students make claims in the form of statements or conclusions that
answer questions or address problems. Using data in a scientifically acceptable
form, students marshal evidence and draw on their understanding of scientific
concepts to argue in support of their claims.
Arguments are used for many purposes—to change the reader’s point of view, to bring
about some action on the reader’s part, or to ask the reader to accept the writer’s
explanation or evaluation of a concept, issue, or problem.

Informative/explanatory writing: Informational/explanatory writing conveys information
accurately. Informational/explanatory writing addresses matters such as
o Types (What are the different types of poetry?) and
o Components (What are the parts of a motor?);
o Size, function, or behavior (How big is the United States? What is an X-ray used
for? How do penguins find food?);
o How things work (How does the legislative branch of government function?); and
20
o Why things happen (Why do some authors blend genres?).
This kind of writing serves one or more closely related purposes: to increase readers’
knowledge of a subject, to help readers better understand a procedure or process, or to
provide readers with an enhanced comprehension of a concept.

Narrative: Narrative writing conveys experience, either real or imaginary, and uses time
as its deep structure.
o In English language arts, students produce narratives that take the form of creative
fictional stories, memoirs, anecdotes, and autobiographies. * Some types of
creative writing, such as poetry, are not necessarily narrative. The CCSS leaves
inclusion of these types to teacher discretion.
o In history/social studies, students write narrative accounts about individuals. They
also construct event models of what happened, selecting from their sources only
the most relevant information.
o In science, students write narrative descriptions of the step-by-step procedures
they follow in their investigations so that others can replicate their procedures and
(perhaps) reach the same results.
It can be used for many purposes, such as to inform, instruct, persuade, or entertain.
* NOTE – some texts blend types, e.g. by telling a story that teaches about an animal’s daily life.
Vocabulary: The CA ELD Standards and the Common Core State Standards for ELA define
three categories of vocabulary. (ref CCSS-ELA
http://www.corestandards.org/assets/Appendix_A.pdf pp. 32-35)
Domain‐Specific Vocabulary: Vocabulary that is specific to a particular discipline (field of
study, or domain). Domain‐specific words and phrases carry content meaning (e.g., lava,
hypotenuse, chromosome, democratic, stanza). In the Standards, domain-specific words and
phrases are analogous to Tier Three words (see
http://www.corestandards.org/assets/Appendix_A.pdf under Language, p. 33).
General Academic Vocabulary: Vocabulary that is found across text types, particularly in
written texts, that provides more nuanced or sophisticated ways of expressing meaning than
everyday language (e.g., devastation, reluctance, significantly, misfortune, specificity).
Conversational Vocabulary is the vocabulary of everyday interaction (e.g., run, table,
friend). This is also referred to as frequently‐occurring, or everyday vocabulary.
Voice (Active and Passive): In addition to verb types and tenses, sentences can be structured in
the active voice (He told the children to do their best) or the passive voice (The children were
told to do their best). There are a number of reasons to choose the passive over the active voice.
One reason often seen in academic texts is to suppress the human agents in an event, discovery,
21
etc., either because it is the event/discovery that is important or because the speaker/writer does
not wish to reveal who is responsible for certain acts. For example:
The discovery that “junk DNA” actually plays critical roles in controlling cell, tissue,
and organ behavior was first made last year.
(Here, the scientists aren’t really as important as the discovery.)
Mistakes were made.
(Here, there is a conscious effort to mask the people who made the mistakes.)
Appendix B: Grammar per CA ELD 2012 & Common Core
When you are pre-viewing textbooks or other reading material for in-class use, the complexity of
the grammar is one factor to consider when determining how much scaffolding students will
need.
Adverbs: Adverbs add detail to (or modify) verbs, adjectives, and other adverbs about when,
where, why, or under what conditions something happens or happened. For example (the adverbs
are underlined, and the modified word is italicized):
Sentence with adverb
He ate his dinner slowly.
It was a very graceful gesture.
She moved extremely quickly across the
room.
Word modified
Verb
Adjective
Adverb
Adjectives and Adjective Phrases: Adjectives provide details about (or modify) nouns or
pronouns. Adjectives like appalling, obnoxious, desperate, alluring, and pleasant, for example,
allow speakers and writers to add nuance and precision to a description of a person or thing. An
adjective can be made even more precise by adding pre‐ or post‐modifiers. For example:
Clause: A clause is a unit of meaning that expresses a message. A clause always contains a verb
(e.g., Go!) and is usually accompanied by a subject noun or noun phrase (e.g., She went.). A
clause can be independent or dependent.
Independent Clause: An independent clause (also known as the main clause) contains a
complete idea and can stand alone (independently) as a complete sentence. For example:
The bees swarmed in the attic.
I couldn’t hear anything.
Two independent clauses can be combined to form a compound sentence by using a
coordinating conjunction (and, but, for, nor, or, so, yet). For example:
22
The bees swarmed in the attic, but I couldn’t hear anything.
Dependent Clause: A dependent clause (also known as a subordinate clause) is a clause that
is dependent upon the meaning of the independent (or main) clause for its meaning and can
therefore not stand alone as a complete sentence. Dependent clauses are formed in several
different ways. Two examples are provided below.
Using a subordinating conjunction: A subordinating conjunction (e.g., because,
although, if) introduces a dependent (or subordinate) clause. Different kinds of
subordinating conjunctions create different types of relationships between the clauses. In
the first example below, the relationship is one of cause. In the second example, the
relationship is one of concession. The dependent clauses are italicized, and the
subordinating conjunctions are underlined.
Because they were hungry, the horses ate all the hay.
Although she loves to swim, she decided not to go to the pool today.
Using a relative pronoun: A relative pronoun (e.g., that, who, whom, which, whose)
introduces a relative clause (a type of embedded clause also called an adjective clause).
Sometimes, the relative pronoun is omitted. In the following examples, the dependent
clause is italicized, and the relative pronoun is underlined. Words that can be omitted are
in brackets.
Butterflies are winged insects that undergo complete metamorphosis.
He’s the teacher who changed my life.
Serotonin is a natural neurotransmitter [that is] produced in the human body.
Connecting Words: Connecting words and phrases signal how different parts of a text are
linked. In narratives and other text types organized by time or sequences of events, temporal
connectives (e.g., first, next, after awhile, the next day) are often used. In text types organized
around ideas, such as arguments and explanations, connectives may be used in various ways,
such as: to show relationships between ideas (e.g., on the contrary, for example); to organize
events or sequence ideas (e.g., previously, until that time, first of all, to conclude); or to add
information (e.g., in addition, furthermore).
Modality: Modality refers to the degree of ability, necessity, obligation, prohibition, certainty, or
possibility of an action or situation. Understanding of modality allows speakers and writers to
temper statements, give information about the degree of obligation or certainty of a situation or
idea, or express the degree to which we are willing to entertain other possibilities.
Modal Adverb: High modality adverbs include definitely, absolutely, and certainly. Medium
modality adverbs include probably and apparently. Low modality adverbs include possibly,
perhaps, and maybe.
Modal Auxiliary: High modality auxiliaries include must and will. Medium modality
auxiliaries include should and need to. Low modality auxiliaries include could and might.
23
Nominalization: Nominalization is the process of creating a noun or noun phrase from another
part of speech or condensing large amounts of information (e.g., an event or concept) into a noun
or noun phrase. Often, a verb or verb phrase is nominalized (e.g., They destroyed the rainforest.
destruction of the rainforest), though adjectives are nominalized as well (e.g., strong
clauses at once. For example, in conversational language, a student might say, “The ranchers
came to the rain forest, and they cut down all the trees. The next year, the rain flooded many
areas of the rainforest.” With nominalization, these three clauses can be collapsed into one
clause: “The arrival of the ranchers and the clearing of the rainforest led to widespread
flooding.”
Nouns and Noun Phrases: Nouns and noun phrases represent people, places, things or ideas. A
noun phrase includes a noun (e.g., ball) plus its modifiers, including articles (e.g., the ball) and
adjectives (e.g., the blue ball).
Expanding Noun Phrases: More detail can be added to nouns by expanding the noun phrase
with pre‐ and post‐modifiers (words that come before and after the head noun). In the following
example, the head noun is boldfaced, and modifiers are added incrementally:
frog
frog
een frog
frog
frog
frog on the rock
Prepositions and Prepositional Phrases: A preposition (e.g., to, of, with, at, in, over, through)
combines with a noun or noun phrase to form a prepositional phrase. Prepositional phrases
provide more information or specific details about people, things, ideas, activities, or events in a
sentence. Specifically, they enable a writer or speaker to add detail about where things are, why
things occur, or how things are in comparison to other things. Prepositional phrases can be used
to locate something in space or time (e.g., under the table, on the moon); to show reason (e.g.,
due to the rain), purpose (e.g., for tomorrow), or comparison (e.g., like a dog); or to specify
which thing is referenced (e.g., the lady with the blue hat).
Sentences: There are four types of sentences: simple, compound, complex, and compound
complex.
Simple Sentences consist of a single independent clause. For example (the independent
clause is underlined, and the verb is bolded):
Earthworms are invertebrates.
One interesting thing about earthworms is their regeneration ability.
Compound Sentences consist of two or more independent clauses connected with
coordinating conjunctions (e.g., and, but, or, so). For example (the independent clause[s]
are underlined, and the verbs are bolded):
Earthworms don’t have any legs, but they do have five hearts.
Complex Sentences consist of one independent clause and one or more dependent
clauses connected with a subordinating conjunction (e.g., because, when, although). For
24
example (the independent clauses are underlined, and the dependent clauses are
italicized):
If you want to graduate, you need to pass your classes.
Her first film was a huge success, although she’d never made a movie before.
Compound‐Complex Sentences consist of at least two independent clauses and one or
more dependent clauses. For example (the independent clauses are underlined, and the
dependent clause is italicized):
Although I’d love to go to the soccer game, I haven’t finished my homework yet, and I
also need to wash the dishes.
In addition, sentences can convey different moods:

Declarative (statements):
o Bats are mammals.
o Once upon a time, there was a little girl who loved books.
o You’re impossible to live with.

Interrogative (questions):
o How do you solve this problem?
o What’s your name?
o Why are you here?

Imperative (commands):
o Don’t you ever do that again!
o Put that over there, please.

Subjunctive (expressing wishes, desires, or suggestions):
o I wish I were younger.
o If I were you, I wouldn’t boast so loudly.
o It is imperative that I be allowed to participate in this event.
Verbs and Verb Phrases: Verbs are used to express happenings, doings, and states of being. A
verb phrase can consist of a single verb (e.g., She ran) or a number of words (auxiliary verbs and
other infinitive or participle constructions) around the verb (e.g., She might have been running).
Verb Types: There are different types of verbs that create precision in texts. The CA ELD
Standards refer to four types of verbs:
 Doing/action verbs (e.g., go, take, gather, abandon)
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 Saying verbs (e.g., ask, say, suggest, explain, promise)
 Being/having verbs (e.g., am/is/are, appear, symbolize, have, include)
 Thinking/feeling verbs (e.g., know, decide, dislike, smell)
Verb Tenses: Verb tenses (present, past, future) and aspects (simple, progressive, perfect)
help to convey time relationships, status of completion, or habitualness of an activity or state
denoted by the verb (e.g., she ran yesterday; she runs every day; she will run tomorrow; she
has been running since she was in college).
Voice (Active and Passive): In addition to verb types and tenses, sentences can be structured in
the active voice (He told the children to do their best) or the passive voice (The children were
told to do their best).
There are a number of reasons to choose the passive over the active voice. One reason often seen
in academic texts is to suppress the human agents in an event, discovery, etc., either because it is
the event/discovery that is important or because the speaker/writer does not wish to reveal who is
responsible for certain acts. For example:

The discovery that “junk DNA” actually plays critical roles in controlling cell, tissue, and
organ behavior was first made last year.
(Here, the scientists aren’t really as important as the discovery.)

Mistakes were made.
(Here, there is a conscious effort to mask the people who made the mistakes.)