DLE 933
SDSU Room: NE 173
Thursdays 4:00—6:40, Fall 2014
Instructor: Rhianna Casesa, M.A. Ed.
E-mail: rcasesa@mail.sdsu.edu
Mail: c/o DLE Office
Cell phone: (408) 307-2308
Office: after class Thursdays or by appointment
DLE 933: Skills in Teaching Reading (& Literacy) in the Secondary
Bilingual Classroom
Destrezas en la enseñanza de lectura (y alfabetización)
en el aula bilingüe secundaria
COURSE DESCRIPTION
Content teachers in middle and high schools must incorporate literacy skills if they expect
students to access the content successfully. In that sense we are all literacy teachers even if we
teach content that is not usually associated with reading, such as art, physical education, math, or
music. This course provides foundations of theory, practice, and methodology for the teaching of
literacy as a means of learning and sharing within the content areas, with a particular emphasis
on the skills and abilities highlighted in the California Common Core State Standards (CCCSS)
as differentiated for the different levels and types of English Learners per the 2012 California
ELD Standards. Literacy is used here in a broad sense to include collaborative, interpretive, and
productive activities incorporating reading, writing, speaking, listening, command of academic
language, and/or critical literacy. By supporting content literacy, teachers provide equity of
access for second language learners as well as the general population.
In the course, we will focus on three dimensions of literacy: interpretive, collaborative, and
presentational as well as the tools that support them:
1. Interpretive: 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.
2. Productive: Essays, projects, reports, lab write-ups, art critiques, etc. (part of traditional
literacy)
3. Collaborative: discussion and group work are ways to use language to process and share
information and insights.
4. Tools: Command of academic language enhances student access. Multimodal (written,
oral, gesture, visual); Multi-Literacy (content area, domain), & New Literacy (including
Technological literacy). Critical literacy helps students challenge information both on a
factual level and from a variety of perspectives.
Each class session will introduce different strategies and link them to the Common Core.
Individuals will be required to write three short reflections throughout the course based upon the
strategies learned in class and through the assigned readings. Groups will work together to
incorporate appropriate strategies into a cross-curricular unit and differentiate this unit for
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different types of students and levels of English Learners.
Particularly addresses the second part of TPE (Teacher Performance Expectation) 4: Making
Content Accessible
TPE 4: Candidates understand how to deliver a comprehensive program of rigorous
instruction that includes Reading, Writing, Speaking, and Listening, and Language within
discipline-specific standards. They provide opportunities and adequate time for students to
practice and apply what they have learned to real-world applications. They provide students
the opportunity to use and evaluate strengths and limitations of media and technology as
integral tools in the classroom. They distinguish between conversational and academic
language, and develop student skills in using and understanding academic language. They
encourage the development of students’ communication skills, including facilitating student
interactions within classroom instruction. They teach students strategies to read and
comprehend a variety of texts and a variety of information sources in the subject(s) taught.
They model active listening in the classroom. Candidates encourage student creativity and
imagination. They motivate students and encourage student effort. When students do not
understand content, they take additional steps to foster access and comprehension for all
learners. Candidates balance instruction by adjusting lesson designs relative to students’
current level of achievement. (from http://www.ctc.ca.gov/educator-prep/standards/adoptedTPEs-2013.pdf)
LEARNING OBJECTIVES
Credential candidates will be able to:
Objectives
Identify and use a variety of methods for diagnostic
assessment of literacy skills and needs
Design lesson and unit plans that (a) use a variety of
literacy strategies to address California Common Core
States Standards, (b) engage higher order thinking skills
such as synthesis, evaluation, and application, (c)
differentiate for a variety of learners and EL levels and
(d) develop, design and implement assessment
instruments for determining students’ reading
development and progress
Understand and utilize strategies for developing critical
literacy, content vocabulary, academic language
development, interpretive, collaborative, and
presentational skills in relationship to their content areas
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TPEs/edTPA
TPE 3: Assessment
TPE 8: Learning about students
edTPA Context for Learning,
Analyzing academic language
TPA 9: Lesson Planning
edTPA Planning: rubrics 1 & 5
edTPA Instruction: rubrics 7 & 8
edTPA Academic Language:
rubric 4- Identify & support
language demands
Analyze reading materials in terms of discipline, text
type, audience, purpose and task as well as readability,
second language needs, and academic
language/structure
edTPA rubric 4: Identify & support
language demands.
Descriptions of the TPEs can be found at http://www.ctc.ca.gov/educatorprep/standards/adopted-TPEs-2013.pdf. You will be getting information on edTPA tasks and
rubrics in Seminar.
REQUIRED MATERIALS
Text
Daniels, H. & Zemelman, S. (2014). Subjects Matter: Exceeding Standards Through Powerful
Content-Area Reading, Second Edition. Portsmouth, NH: Heinemann. NOTE: It is VERY
important to get the 2nd edition of this book as it has been updated for Common Core.
Online Sources
1) 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
Suggestion: Print out the section(s) that pertain to your content area and grade level(s)
2) CA 2012 ELD Standards: http://www.cde.ca.gov/sp/el/er/eldstandards.asp
Suggestion: Print out the section(s) that pertain to your content area and grade level(s)
Other Materials
1) Binder & filing system for strategy notebook
Other readings from required texts, internet sites, or handouts will be assigned throughout the
semester. Readings and classroom work may be in Spanish &/or English. Reading should be
completed prior to class. We will not be able to discuss the entire set of texts this semester;
however, as professionals, you are expected to examine the texts as resources, know their
content, and use them for your unique situations.
RECOMMENDED MATERIALS
Texts
1) Fisher, D. & Frey, N. (2008). Word Wise & Content Rich: Five Essential Steps to Teaching
Academic Vocabulary. Portsmouth, NH: Heinemann.
2) Fisher, D., Frey, N., and Alfaro, C. (2013). The Path to Get There: A Common Core Road
Map for Higher Student Achievement Across the Disciplines. New York: Teachers College
Press & International Reading Association.
3) Bigelow, Bill. (2006). The Line Between Us: Teaching About the Border and Mexican
Immigration. Milwaukee, WI: Rethinking Schools.
Online Sources
1. Institute of Education Sciences: What Works Clearinghouse (http://ies.ed.gov/ncee/wwc/)
2. Donors Choose (www.donorschoose.org)
3. Understanding Language Website: Language, Learning, and Literacy in the Content Areas
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(http://ell.stanford.edu/teaching_resources)
Other materials
1) Sticky notes
2) Index cards
3) Highlighters
COURSE REQUIREMENTS AND GRADE WEIGHTS
1. In-class work: Discussions, reading-based products/presentations, etc.
2. Reflections (independent)—2 total
3. Strategy presentations (pairs)—2 total
4. Strategy notebook (independent)
5. Unit plan (collaborative)
10%
20%
20%
20%
30%
GRADE STANDARDS
A
95-100 Exceeds requirements with exceptional rigor and conceptual understanding.
A- 90-94 Meets all requirements at a very high level of conceptual understanding and rigor.
B+ 87-89 Meets requirements with good rigor and conceptual understanding.
B
83-86 Covers main points. Rigor and conceptual understanding are satisfactory.
B- 80-82 May not fully meet all requirements but conceptual understanding is adequate.
C
70-79 Missing some components. Conceptual understanding weak in some areas.
D
60-69 Missing some crucial components. Conceptual understanding is flawed.
F
50-59 Token effort.
Papers may read or work reviewed by an additional faculty member upon student request.
Note: All work may be completed in Spanish or English.
KEY ASSIGNMENTS (BRIEF DESCRIPTIONS AND DUE DATES)
1. In-class work: May be informed by individual quick writes, pair/share conversations,
group work, or whole class discussion. Non-graded. If you are in attendance, participate,
& complete class assignments, you get points for these.
2. Reflections (2): These are 2-4 page individual reflections connecting course readings to
teaching practicum. Prompts for each reflection will be handed out in class and posted on
BlackBoard the week before it is due. Due 9/18 & 11/13.
3. Strategy Presentations (2): In a content-based pair, you will choose 2 different
strategies to research and present to the class. The idea here is for the class to actively
experience the strategy as students. Presentations should run 15- 20 minutes. Create a
reference handout for each student in the class. Bring any other materials needed.
Strategy presentations and example reference handout will be modeled and fully
explained on the first day of class. See BlackBoard for resources. Due dates ongoing.
4. Strategy Notebook (1): Individually, you will create a strategy notebook based upon all
strategy presentations. This notebook should be organized in a way that is useful to you!
This notebook will be kept as a reference for lesson planning and may even be an artifact
to take to interviews to show potential employers your knowledge about different literacy
strategies and how they relate to your own content area and the Common Core. Due 12/4.
5. Unit Plan (1): In a cross-curricular team, you will create one theme-based unit. Each
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team-member is responsible for contributing a minimum of one lesson plan and one
assessment pertaining to literacy in his/her own content area for the unit. Final units will
be presented in small-group format on the last day of class, so bring enough copies of the
unit and all necessary handouts for each classmate. In addition to providing you the
opportunity to work in cross-curricular teams and practice lesson-planning and
assessment building, this activity will provide everybody in the class with multiple crosscurricular units to use as resources in your own classrooms. This reflects both vertical
and horizontal planning as required by the CCSS and CA ELD 2012 Standards. Unit plan
will be discussed on the first day of class with detailed information as the course
continues. See BlackBoard for resources. Your individual work on this Unit Plan will be
the Embedded Signature Assignment (ESA) for this course. NOTE: This unit plan will be
done in collaboration with the ELD/SDAIE class. Due 10/30 (draft) and 12/9 (final).
Please upload your individual portion of the Unit Plan (i.e. your own lesson plan and
assessment) to TaskStream by 12/15.
POLICIES
Revision, Late papers, Incompletes, & Professionalism
I will return for revision any work that does not meet requirements or needs editing.
Returned work will have an “as is” grade and a potential grade marked. If you do not revise, you
will receive the “as is” grade. If you do revise, your grade will improve, although you may or
may not reach your highest potential grade.
Papers that are submitted early have more time for review and revision. Late work will
be accepted at any point but you may need to wait for it to be graded. Late work might not be
reflected in your grade until I have the time to review it and submit a change of grade form
(typically by the beginning of the next semester).
Incompletes are available upon submission of an Authorized Incomplete form or written
agreement. If you are in your first semester of the BCLAD program, please be aware that
incompletes that have not been cleared by the next semester may cause you to be blocked from
the second semester courses. If you are in your last semester and applying for your credential,
your application will be delayed until you have cleared your incomplete. Incompletes may also
affect disbursement of your financial aid. You will get no reminders or warnings, so please be
aware that after one year, an incomplete that has not been cleared is counted as an F. Grades
should be confirmed by printing out your transcript. Once it is cleared, the incomplete no longer
affects your GPA, although it will still be shown on your record for the semester you took the
course with the cleared grade printed in the semester you completed the work.
Professionalism: One of our goals is to develop a professional learning community in
this course. You are an important part of the community, which requires a set of responsibilities
and mutual respect. We will examine a variety of ideas and concepts through our readings and
class discussion where it is imperative for you to thoughtfully participate and engage in
thoughtful and respectful discussion. We need to nurture a free flow of ideas and points of view;
in order to accomplish this we should strive for the following:
• Attend all classes
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• Arrive on time and remain for the entire period
• Be prepared for each class by having thoughtfully completed all readings/ assignments
• Share your ideas and listen respectfully in class sessions
• Remain on task and engaged during class sessions
• Respect others' opinions in the class
• Be curious about ideas different than your own
Make sure you inform me of any circumstances, which would impede you from fulfilling your
responsibilities PRIOR to its occurrence.
In Case of Absence
Because some of the information covered in class is not in the book, avoid being absent.
If you have a choice between finishing a paper on time and being absent, come to class and turn
in the paper late. If the absence is unavoidable, please notify me before being absent. You lose
discussion and activity points when you are absent but you can make up absences by writing a
reading reflection and completing activities equivalent to those we did in class on your own.
These must be submitted via e-mail within 2 weeks.
COURSE CALENDAR
Sessions, Topics, and Assignments due (subject to change).
Please note that SM refers to Subjects Matter; Exceeding Standards through Content-Area
Reading. Many class sessions include a bilingual/biliteracy focus and/or readings in Spanish.
Assignments and class discussion may be completed in English or Spanish.
DATE TOPIC/FOCUS
ASSIGNMENTS
DUE
8/28
Course Introduction
What is Literacy?



9/4
Review syllabus
Literacy and listening: Interview with Glynda
Hull
Strategies: Cloze reading & exit slips
Critical Literacy: Traditional Literacy and New
Literacy
What is the difference between traditional literacy and new
literacy?


Explain unit project and strategy presentations
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Read:
SM Ch. 1

9/5
9/11
Developing new literacies: Article by
Understanding Language
 Strategies: Word search (vocabulary
frontloading) & reading jigsaw
Project CORE Institute
(9am-4pm SDCOE)
Common Core State Standards for Literacy
How do we use the Literacy Standards?

9/18
Unit planning with content and literacy
standards
 Strategy: Reciprocal teaching graphic organizer
(foldable)
Focus on Essential Questions
What are essential questions?


9/25
Article: What is an essential question?
Unit planning: essential questions for unit and
content areas
 Strategy: Reciprocal Teaching
Bloom’s Taxonomy and Web’s Depth of Knowledge
How do we use Bloom’s Taxonomy and Web’s DOK to
write content and language objectives?



10/2
Article:
Collaborative lesson planning in content-area
groups: writing content and language objectives
Strategy: 7-minute summaries
Assessment
How can we create and use authentic literacy-based
assessments across the content areas?



10/9
Assessment tools: Whole class & Individual
students; Formal v. informal/ Formative v.
summative
In class group work: analyzing and presenting 1
assessment using one of the reading strategies
o MARSI/RSPS/ Metacognitive
Inventory/Self-reported strategy
Creating assessments for Collaborative Unit
Disciplinary Literacy
What is disciplinary literacy?
Read:
1) SM Chapter 2
2) Reciprocal
Teaching article
Read:
SM Ch. 3
Turn-in:
Reflection #1
Read:
SM Ch. 4
Turn-in (9/21): Unit
Planning Template
Presentation:
Heidy & Adriana
Read:
SM Ch. 5
Presentation:
Rosana, Omar, &
Lizbeth
Read:
SM Ch. 6
2 Presentations
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
10/16
Writing across the curriculum
How can we incorporate writing across the disciplines?





10/17
10/23
What is the difference between disciplinary
literacy and content literacy?
Research regarding writing across the
disciplines.
Creating writing prompts for your content
area/disciplines
o Quick-writes versus extended writing
Strategies: Writing frames & RAFT Essays
Group work: Design one writing assignment for
each of the stages of English language learning
based upon
Writing as assessment
Read:
SM Ch. 7
Turn-in:
Reflection #2
2 Presentations
1: Lindsay, Michelle,
& Claudia
2: Heidy & Adriana
Project CORE Institute
(9am-4pm SDCOE)
Biliteracy
What is biliteracy? How can we use biliteracy models to
promote access for everybody through the Common Core
State Standards?




10/30
1: Fernando & Alex
2: Miriam & Geneva
What the research says about biliteracy
Incorporating biliteracy into English-only classes
Reading and writing in 1st/2nd languages.
Potential issues with biliteracy:
o Cognates and false cognates
Special Presentation from www.populationeducation.org
11/6
Unit Planning Collaborative Workshop
Bring unit—whatever you have (one copy per person in
group)! The first half of the session will be devoted to
working with people in the same content area but other
OTHER groups to get feedback; the second half of the
session will be spent working with your own group to
improve and revise own unit.
11/13
Literacy Across the Curriculum
What does literacy look like across the curriculum—
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Read:
SM Ch. 8
2 Presentations
1: Priscilla, Jessica, &
Kelly
2: Alvaro & Abraham
Read:
SM Ch. 9
2 Presentations
1: Lindsay, Michelle,
& Claudia
2: Heidy & Adriana
Read:
SM Ch. 10
Turn-in:
Rough draft of unit
for feedback
2 Presentations
1: Leslie & Priscilla
2: Leslie & Priscilla
Read:
SM Ch. 11
particularly for those of us who are “not” literacy
teachers?
2 Presentations
1. Ana & Christopher
2. Alvaro & Abraham
Stories and suggestions from the inside
Guest Speakers:
Paula Madrigal (math resource teacher SUHSD)
Elizabeth Strickland (social studies teacher Darnell)
Karen Lafferty (English/French teacher PUHSD)
11/20
Close Reading
What is Close Reading? What does it have to do with
Common Core?

11/27
12/4
12/5
12/9
12/15
Close reading strategies
 “Second Helpings”
Thanksgiving. No class.
Group meetings with Rhianna
After presentations, each group will have the opportunity to
meet with Rhianna to discuss final project, get feedback,
etc.
Project CORE Institute
(9am-4pm)
Unit Presentations in roundtables (during ELD/SDAIE
Class)
No class
Read:
SM Ch. 12
2 Presentations
1. Fernando & Alex
2. Kelly, Priscilla, &
Jessica
Turn-in:
Collaborative Unit
2 Presentations
1. Ana & Christopher
2. Miriam & Geneva
Unit Presentation:
EJE Group
Turn-in:
Collaborative Unit
Turn-in:
Upload own portion
of Literacy Unit and
Assessment to
TaskStream
LEGAL NOTICES
Statement on Cheating and Plagiarism:
“Cheating is the actual or attempted practice of fraudulent or deceptive acts for the purpose of
improving one’s grade or obtaining course credit; such acts also include assisting another student
to do so. Typically, such acts occur in relation to examinations. However, it is the intent of this
definition that the term ‘cheating’ not be limited to examination situations only, but that it
include any and all actions by a student that are intended to gain an unearned academic
advantage by fraudulent or deceptive means. Plagiarism is a specific form of cheating which
consists of the misuse of the published and/or unpublished works of others by misrepresenting
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the material (i.e., their intellectual property) so used as one’s own work. Penalties for cheating
and plagiarism range from a 0 or F on a particular assignment, through an F for the course, to
expulsion from the University. For more information on the University’s policy regarding
cheating and plagiarism, refer to the Schedule of Courses (‘Legal Notices on Cheating and
Plagiarism’) or the University Catalog (‘Policies and Regulations’).”
Students with Disabilities:
“Americans with Disabilities Act (ADA) Accommodation: The University is committed to
providing reasonable academic accommodation to students with disabilities. The Student
Disability Services Office provides university academic support services and specialized
assistance to students with disabilities. Individuals with physical, perceptual, or learning
disabilities as addressed by the Americans with Disabilities Act should contact Student
Disability Services for information regarding accommodations. Please notify your instructor so
that reasonable efforts can be made to accommodate you. If you expect accommodation through
the Act, contact the Student Disability Services Office at Calpulli Center, Suite 3101
(http://www.sa.sdsu.edu/dss/dss_home.html) or (619) 594-6473.
Religious Observances:
University Policy on Absence for Religious Observances includes the following statements: “By
the end of the second week of classes, students should notify the instructors of affected courses
of planned absences for religious observances. Instructors shall reasonably accommodate
students who notify them in advance of planned absences for religious observances.” Please
notify the instructor in a timely manner and a reasonable accommodation will be reached.
Syllabus is Subject to Change:
This syllabus and schedule are subject to change in the event of extenuating circumstances. If
you are absent from class, it is your responsibility to check on announcements made while you
were absent.
CUT OUT
Return to Critical Literacy
How is Critical Literacy related to the CCSS? How can critical literacy empower us and our
students?
Socratic Seminar
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