TE 930:Teaching Reading and Language Arts in Elementary Schools
First Semester
Fall 2013 • Three Semester Block (3SB) • Tuesday 4-6:40 pm • EBA 251
Instructor:
Telephone:
E-mail:
Dr. Marva Cappello
(619) 594-1322
cappello@mail.sdsu.edu
Office: BAM 215
Fax: (619) 594-7828
Office Hours: Wed 4-6 & By Appt
Course Overview:
This is the first of two semesters of course work in reading/language arts. This course is
designed to develop understandings of the processes involved in literacy interactions by
introducing theories, issues and methodologies related to monolingual and multilingual
classes. Through experiences with literature circles, review of literacy materials, and
reading and discussion of literacy theory and practice, students will be able to make
informed decisions about teaching reading, writing and related language arts.
Areas of emphasis will include comprehension, the relationship between reading and
writing, emergent literacy, phonemic awareness, phonics, using assessment for
instruction, and surveying children’s literature. I will build upon the first semester’s
experiences (in our classroom and your student teaching placements) to plan for the
second. Topics will not be mutually exclusive.
This course meets the guidelines under California legislation SB2042 (CLAD equivalent
credential) through lectures, discussions, demonstrations, group interactions and
assignments. It specifically addresses several Teaching Performance Expectations
including TPE 1A, TPE 4, TPE 7, TPE 9 and TPE 13.
Course Objectives:
1) To prepare students for teaching reading, writing and the related language arts
through and understanding of literacy and language development. (TPE 1A)
2) To guide students toward an understanding of effective instructional strategies that
meet the needs of linguistically and culturally diverse students.
TPE 1A: Candidates…know how to strategically plan and schedule instruction to
ensure students meet or exceed the standards…They understand how to make
language comprehensible to students…Candidates teach students how to use
visual structures such as graphic organizers or outlines to comprehend or
produce text…
TPE 7: Candidates…implement an instructional program that facilitates English
language development…Based on appropriate assessment information,
candidates select instructional materials and strategies …to develop students’
abilities to comprehend and produce English.
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3) To develop students’ familiarity with a specific strand of children’s literature as
relevant to the student’s teaching assignment.
TPE 1A: Candidates…understand how to use instructional materials that include
a range of textural, functional and recreational texts and how to teach high
quality literature and expository text.
4) To engage the learner in making critical decisions about content, structure, and
assessment in language arts classrooms.
TPE 1A: Candidates…know how to strategically plan and schedule instruction to
ensure students meet or exceed the standards. Candidates…understand how to
use instructional materials that include a range of textural, functional and
recreational texts and how to teach high quality literature and expository
text…They understand that the advanced skills of comprehending narrative and
informational texts and literary response and analysis, and the creation of
eloquent prose, all depend on a foundation of solid vocabulary, decoding and
word recognition skills.
TPE 4: Candidates… use instructional materials to reinforce state-adopted
content standards for students and they prioritize and sequence essential skills
and strategies in a logical, coherent manner relative to students’ level and
achievement. They vary instructional strategies according to purpose and lesson
content.
TPE 9: Candidates for a Teaching Credential plan instruction that is
comprehensive in relation to the subject matter to be taught and in accordance
with state-adopted academic content standards for students.
TPE 13: Candidates for a Teaching Credential evaluate their own teaching
practices and subject matter knowledge in light of information about the stateadopted academic content standards for students and learning.
5) To increase student’s ability to assess readers’ and writers’ strengths and weaknesses
and then facilitate literacy growth through informed instructional strategies.
TPE 1A: Candidates…know how to determine the skill level of students through
the use of meaningful indicators of reading and language arts proficiency prior to
instruction, how to determine whether students are making adequate progress on
skills and concepts taught directly and how to determine the effectiveness of
instruction and students’ proficiency after instruction.
TPE 3: Candidates for a Teaching Credential understand and use a variety of
informal and formal as well as formative and summative assessments to
determine students’ progress and plan instruction…They use multiple measures,
including information from families, to assess student knowledge, skills and
behaviors. They know when and how to use specialized assessments based on
students’ needs.
6) To offer students the opportunity to explore a variety of instructional strategies and
determine their useful application in differentiated instruction.
TPE 1A: Candidates teach students how to use visual structures such as graphic
organizers or outlines to comprehend or produce text.
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TPE 4: Candidates… use instructional materials to reinforce state-adopted
content standards for students and they prioritize and sequence essential skills
and strategies in a logical, coherent manner relative to students’ level and
achievement. They vary instructional strategies according to purpose and lesson
content.
7) To introduce the Common Core State Standards for Language Arts including the
instructional shifts toward complexity of text, building knowledge from informational
text, and using evidence in text to justify views.
8) To find ways to integrate theory into practice. (TPE 1A)
Required Texts:
Cappello, M. & Moss, B. (Eds.) (2009). Contemporary readings in literacy education.
Thousand Oaks, CA: Sage Publications.
Palacio, R. J. (2012). Wonder. New York: Knopf Books.
The following FREE Downloads are also required texts:
California State Department of Education (1999). Reading-language arts framework
for California public schools. Free Download:
www.sdcoe.k12.ca.us/score/stand/sbestd.html
National Governors Association Center for Best Practices, Council of Chief State
School Officers (2010). Common Core State Standards for English Language
Arts. National Governors Association Center for Best Practices, Council of Chief
State School Officers, Washington D.C. Free Download: www.corestandards.org
Additional articles will be provided by the professor on Blackboard. Blackboard is an
important tool for success in this course.
Recommended Text:
Zarrillo, J. J. (2010). Ready for RICA: A test preparation guide for California's reading
instruction competence assessment, third edition. Boston: Prentice Hall.
Expectations:
Attendance and participation are essential since so much of this class involves peer
discussion. When individuals are absent, it not only impacts their learning, but also that
of their peers. Absences and tardies will lower your overall grade dramatically. If an
absence is unavoidable, you are responsible for calling others in the class and coming to
the next class fully prepared. Grades on late assignments will be negatively impacted.
Assignments are due on the assigned day. Problems with the policy should be
discussed and negotiated advance of the due date. Late assignments will be accepted
only if such arrangements are possible and are made before the due date. Late
assignments that have not been discussed in advance with the instructor may result
in a letter grade reduction for the assignment for each day past the due date.
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Assignments and Grading:
1) Participation grade (5 points):
Come on time and prepared for class having completed the assigned readings.
Participation in literature circles will also be considered.
2) Author Study (10 points):
Book Trailer or GLOG and Presentation
You will sign up for an author and presentation date on the Blackboard Blog to
ensure there are no repeats. You may choose an author off the list with prior
approval. The time limit for this presentation will be 5 minutes. You will sign up
for a presentation date. Presentations will occur over three class periods 9/17,
9/24, 10/1 depending on your sign up opportunity.
Assignment 1A: Book Trailer
You will create a book trailer based on a book from one of the authors on the list.
Book trailers are designed to hook potential readers. Keeping that in mind, your
book trailer should briefly summarize the plot without giving it all away, include
images that reflect the main characters, setting, or themes, and include appropriate
narration and or music. You may include text, but emphasize the visual. Consider
copyright when choosing images and music. You will want to be sure to include the
name of the author and title at the beginning or end of your trailer. The best trailers
are 2-4 minutes long.
OR
Assignment 1B: Glogster
You will create a GLOG, an online multimedia poster from one of the authors on the
list. You can sign up at glogster.com for a free trial and use the platform to create an
author presentation that may include text, photos, video, sound, data, drawing and
more. For our course, your GLOG should introduce classmates to an author and hook
potential readers. Represent your author’s overall style. You may highlight one or
more books on your GLOG.
http://soc3392.edu.glogster.com/kevinhenkes/?=glogpedia-source
3) Close Reading Lesson Plan (20 points):
You will explore a Text Exemplar in the Common Core State Standards of English
Language Arts at your grade level and create a Close Reading lesson that reflects
CCSS and meets the range of ELD proficiencies in your classroom. You will use the
lesson plan template to develop a literacy lesson that considers grade level content
standards, grouping and ways to differentiate instruction for all learners. You will also
provide a way to assess if student progress toward your objectives.
4) Case Study (40 points):
How do you make decisions about instruction that are appropriate for various children in
the same classroom? You will design a case study of a struggling reader that includes
background information, an interview or survey, assessments, instructional plans,
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reflections, and student work. A detailed scoring rubric for this assignment will be used
to evaluate your case study.
5) Strategy Notebook (25 points):
Students will keep a notebook of the literacy strategy experiences offered in class and as
a result of the assigned reading. Strategy notebooks do not need to conform to a
template. However, notebooks must be well organized, provide examples when relevant
and make the information easily accessible. A sentence or two on each strategy will NOT
suffice. Decide how you can best make use of this collection of strategies for your
teaching. The books will be evaluated as a cumulative look at the semester’s work.
Notebooks will be presented to the instructor at an exit interview. THIS IS THE ONLY
PROJECT THAT WILL NOT BE SUBMITTED THROUGH BLACKBOARD.
Class Schedule -Fall 2013
CLASS
DATE
TOPICS
8/27
Intro/Overview
1
What is Reading?
9/3
Balanced Literacy/Schema Theory
2
Organizing Instruction
Gradual Release Model
9/10
Content/Language Objectives
3
Planning Standards-Based
Literacy Lessons
CCSS in Literacy Overview
9/17
Shared Reading
4
5
9/24
6
10/1
7
10/8
8
10/15
9
10/22
10
10/29
11
11/5
Guided Reading
Literacy Classroom Management
Organizing for Literacy Part 2
Close Reading
Review Assignment Details
Phonemic Awareness
Assessment and Instruction
Interest Inventories
PRINT Yopp, 1992
Word Study: Phonics & Spelling
Assessment and Instruction
Purposes of Assessment
Running Records/MiscueAnalysis
Review Case Study Requirements
Literature Circles- Novel Study
PRINT Lit Circle Roles
ComprehensionTE 930
FA13 p.5
ASSIGNMENTS DUE
Fisher&Frey(2008)Article 3
Conversation Roundtable p2
Tomlinson (2000) Article 31
Exclusion Brainstorming p300
Clark & Graves (2004) Article 19
Herringbone-BB
Author Study Due
Schwartz(2005)-BB
FQR-Blackboard
Author Study Due
Fisher & Frey (2012) BB
Annotation BB
Author Study Due
Manyak (2008) Article 9
STLWFM-BB
Joseph (2002) Article 8
Clark (2004) Article 7
Anticipation Guide p83
Guskey (2003) Article 4
Dual Entry Journal p50
Lesson Plan Due
Wonder Due
Pardo ( 2004) Article 18
12
11/12
13
11/19
More Novel Study
Shared & Interactive Writing
Sentence Frames
Vocabulary Development
Cloze p170
Cappello (2005) Article 24
Concept Guide p234
Bromley (2007) Article 14
10 Important Words Plus p134
14
11/26
Academic Language
15
12/3
16
12/10
Reading Workshop
Questioning
Exit Interviews by Appointment
Zwiers (2007) Article 17
Purpose Questions-BB
Case Study Due
Rafael & Au (2005) BB
Strategy Notebook Due
I spread the assignments due dates out over the semester.
ASSIGNMENT
DUE DATES
2-Author study (10)
9/17, 9/24, 10/1
10/22
3- Literacy Lesson (20)
11/26
4-Case Study (40)
12/10
5- Strategy Notebook (25)
NOTE: NO WORK WILL BE ACCEPTED AFTER DECEMBER 10, 2013.
A Word about Student Privacy
The students you will be working with are guaranteed the same right to privacy that all of
us enjoy. For that reason, it is essential that identifying legal information (last names,
social security numbers or student numbers) must be omitted from any document. If the
document is being reproduced, this identifying information must be blacked out before
turning in any assignment. This does not apply to photographs and student work samples
used in the case study. Use of the student’s first name is acceptable.
Writing Style Guidelines
It is not typical for me to correct your papers for grammatical errors. HOWEVER, I am
not your editor. I consider papers that have not been spell checked disrespectful. In
addition, I would prefer short, well thought out papers to long ramblings. Be sure to cite
your sources.
GRADING GRID
Participation
Author study
Literacy Lesson
Case Study
Strategy Notebook
TRANSLATION
100-94
A
93-89
A88-85
B+
84-80
B
79-77
B76-70
C
69-65
CLess than 64 F
5 points
10 points
20 points
40 points
25 points
100 points
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FA13 p.6
I do not use a curve to grade. Everyone has the potential to earn an A for the course!
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FA13 p.7