San Diego State University
TE 639: Literacy and Language
Professor Sharan A. Gibson, Fall 2013
Instructor:
Telephone:
Dr. Sharan A. Gibson
619-594-7182
Office:
Email:
Schedule:
Thursday, 4:00-6:40, SDSU Literacy Center
EBA 209
sgibson@mail.sdsu.edu
Office Hours: Before and after class (at the Literacy Center), and by appointment.
Prerequisites: Successful completion of TE 930 or 933.
Course Overview:
This course addresses theories of literacy learning and teaching focused on effective instruction
and assessment for the teaching of language, reading and writing to all students, including
struggling students, English learners, students with disabilities, and those identified as talented
and gifted. Students are expected to gain a comprehensive understanding of the interrelated
features of language and literacy learning, and to apply these understandings in analysis of
formal and informal assessment results, classroom practices, California’s Common Core
Standards for English Language Arts, and the California Standards for the Teaching Profession.
Student Learning Outcomes:
Each student will demonstrate the ability to:
1. Define research-based theoretical models of language and literacy, and describe the
implications of these theories for literacy instruction and development.
2. Describe and apply the characteristics of effective language and literacy instruction for
culturally, linguistically, socio-economic, gender-based and cognitively-diverse learners,
including struggling students, English learners, students with disabilities, and those
identified as talented and gifted.
3. Apply knowledge of aspects of language development to the design of literacy
instruction, including phonology, morphology, syntax, semantics and pragmatics.
4. Understand and apply teacher demonstration and modeling, massed and distributed
practice, and opportunities for student independent practice to support students’ language
and literacy learning.
5. Develop understanding of the purposes and characteristics of ongoing formal and
informal assessments of individual students’ progress to insure that all learners develop
proficiency in reading, writing, listening and speaking quickly and effectively.
Required Course Materials:
Required Textbook (Available at SDSU Aztec Bookstore)
 Kucer & Silva (2013, Second Edition). Teaching the Dimensions of Literacy.
Routledge.
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Required Chapters and Articles (available on Blackboard)
 Allington (2013), “What really matters when working with struggling
readers.” The Reading Teacher, 66(7), 520-530.
 Hiebert & Pearson (2013), “What happens to the basics? Educational
Leadership, December 2012/January 2013, 48-53.
 Madda, Griffo, Pearson, Raphael (2011), “Balance in Comprehensive Literacy
Instruction.” In Morrow & Gambrell (2011, Eds.), “Best Practices in Literacy
Instruction.” Guilford Press.
 Pressley & Afflerbach (1995). Chapter 4: “Text processing in light of thinkaloud analyses of reading: Constructively responsive reading.”
 Reutzel (2011), “Organizing Effective Literacy Instruction: Differentiating
Instruction to Meet Student Needs.” In Morrow & Gambrell (2011, Eds.),
“Best Practices in Literacy Instruction.” Guilford Press.
Other articles or chapters as described in class.
Course Requirements:
I.
Instructional Improvement Project. As a major assignment for this course, you are
required to apply your study of theories of effective literacy instruction to a redesign of
one specific aspect of your own teaching. This application of course content to your
teaching should change the way you design and implement instruction, providing a solid
context for your reflection on effective literacy instruction. Your work for this project
should be based on an accurate and comprehensive understanding of the theories
discussed in readings and class activities, and must incorporate relevant aspects of
developmental, sign systems, cognitive, and sociocultural dimensions of literacy.
You will need to choose one particular type of literacy-related instruction that you are
providing to one or more students on a regular basis this semester as a focus for your
application of information gained from course readings and class activities. Be sure to
choose instruction that you are interested in expanding or improving based on content
studied in this class. You will need to construct a professional evaluation of your
teaching based on course content, utilizing your evaluation of the strength and
weaknesses in your instructional procedures to design improvements.
The project will include the following steps:
1. Provide an initial written description of this instructional context. In no more than
three double-spaced pages, describe how you are currently implementing this
teaching. Include brief information on the goals, students, and curriculum or
instructional procedures. Briefly describe a typical instructional session. Also
describe why you chose to focus on this aspect of your instruction; what are some
of your concerns or questions about this instruction? I will provide feedback on
your choice of instruction, as well as initial advice on how you might proceed
with this project.
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2. It is essential that you engage in on going reflection across the semester,
considering how the content of class readings and activities might relate to your
design and delivery of this instruction. You will be required to submit several
brief, two-page updates per the class schedule describing your current reflection
and revised instruction. Your redesign of your instruction should reflect both the
course content and my on going feedback to you.
3. Please keep copies of your initial description and each update, plus instructor
feedback, across the semester. You will need to turn in all papers for this project
at the end of the semester along with your final update.
Your work for this project will be graded at the end of the semester based on the full set
of papers submitted across the semester, using the following criteria:
50 points
45-50
points
38-44
points
37 points
or below
II.
 Your project demonstrates a professional evaluation of your own teaching,
including your significant effort to design improvement and/or expansion
of a particular aspect of your teaching. Your reports provide clear
description of change in design and/or implementation of this instruction.
 Your instructional redesign for this project incorporates several relevant
aspects of the developmental, sign systems, cognitive, and sociocultural
dimensions of literacy included in course content.
 Your project demonstrates your accurate and comprehensive
understanding of the relevant literacy theories.
 All required components were complete and submitted on time as
described in the course syllabus, schedule and in class.
 Each of your papers for this project was well edited and written in a clear
and professional manner.
Your work for this project meets all of the criteria listed above, with only
minor areas of concern.
Your work for this project meets all of the criteria listed above, but with a
significant area of concern or weakness in 1 or 2 criteria as listed above.
Your work for this project is incomplete and/or demonstrates significant
areas of concern or weaknesses in more than 2 criteria as listed above.
In Class Quick Write Assignments. You will also be asked to construct four 1- or 2paragraph responses to our study of instructional theories for literacy instruction during
class time. Your responses should demonstrate accurate and comprehensive
understanding of concepts and literacy theories as presented in readings and class
activities. I will provide you with a specific prompt for each quick write, and provide
feedback.
Attendance
Your full participation in all class sessions, and completion of all reading assignments, are
crucial aspects of your learning for this course. If you must miss a seminar session due to
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unavoidable difficulties, it is your own responsibility to check with other students in the class to
catch up on missed information and/or requirements.
Students with Disabilities
It is important that you let me know very early in the semester of any particular assistance or
accommodation that you may need. I will make reasonable efforts to assist you. 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
(http://www.sa.sdsu.edu/dss/dss_home.html) at (619) 594-6473.
Grading Criteria:
Assignment/Variable
Class Participation
4 In Class Quick Write Assignments, each 5 points possible
Instructional Improvement Project
Total Points
Point Value
30
20
50
100
Late assignments and absences will result in a significantly lower grade.
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
Syllabus is Subject to Change
The syllabus, class schedule and assignments are subject to change. If you are absent from class,
it is your responsibility to check for announcements made while you were absent.