San Diego State University
TE 930:Teaching Reading and Language Arts in Elementary Schools
Spring 2014•Semester 2•3SB
Instructor:
Telephone:
E-mail:
Dr. Marva Cappello
(619) 594-1322
cappello@mail.sdsu.edu
Office:
BAM 215
Fax:
(619) 594-7828
Office Hours: By Appointment
Course Overview:
This is the second 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.
We will build upon our experiences in our university and student teaching classrooms to
expand our understandings of the integrated language arts: reading, writing, listening and
speaking. Topics over the two semesters are not mutually exclusive. We will be
reviewing topics including comprehension and the relationship between reading and
writing. Areas of emphasis this semester will include content area literacy, writing
instruction and development, and working with English Language Learners.
Prior to receiving teacher certification, all candidates are required by law to pass the
Reading Instruction Competency Assessment (RICA). This class has been structured to
assist the teacher candidate to meet the requirements of the RICA test. However, it is
NOT a RICA preparation class. My personal goals for this course are much broader in
scope. I hope to help you become competent teachers of reading and writing through a
synthesis of theory and practice.
Your work to satisfy the Performance Assessment for California Teachers (PACT)
Teaching Event will be graded as partial requirement for TE 930. This semester you will
complete a partial and practice Teaching Event (see details attached).
This course meets the guidelines under California legislation SB2042 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/Teaching Performance Expectations
1) To prepare students for teaching reading, writing and the related language arts
through and understanding of literacy and language development. (TPE 1A)
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2) To guide students toward an understanding of effective instructional strategies which
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.
3) 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.
4) 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.
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5) 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.
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.
6) To find ways to integrate theory into practice.
Required Texts:
• The Devil’s Highway by Luis Urrea
•Cappello, M. & Moss, B. (Eds.) (2010). Contemporary readings in literacy education.
Thousand Oaks, CA: Sage Publications.
•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
•A collection of readings and handouts is available on Blackboard.
Recommended Texts:
•Zarrillo, J. J. (2010). Ready for RICA: A test preparation guide for California's reading
instruction competence assessment, third edition. Boston: Prentice Hall.
• Bobrow, J. and Anderson-Perak, B. (2010). CliffsNotes RICA.
Expected Learning Outcomes:
1) Participation (10 points):
Come on time and prepared for class having completed the assigned readings and the
appropriate literacy strategies. This includes active participation in the Devil’s Highway
presentations.
2) Visual Literacy Lesson Plan (20 points):
You will use the 3SB required lesson plan template to develop a VISUAL literacy lesson
for use in your student teaching assignment. Lessons will be developed from the
appropriate Common Core State Standards for English Language Arts. Your lesson will
consider student groupings, text complexity, academic language, and ways to
differentiate instruction for all learners. Focus on returning to the text (defined in the
broadest sense) for evidence to justify views. This lesson must include the interpretation
or production of visual information for the purpose of learning literacy. You will also
provide a way to assess if students progress toward your objectives.
This lesson may be included in your learning segment for the PACT Teaching Event.
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3) Strategy Notebook (20 points):
Students will keep a notebook of the literacy strategy experiences offered in class and as
a result of the assigned reading. Unless noted, you may continue first semester’s tradition
for your strategy notebook remembering it 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 Strategy Notebooks will be evaluated as a cumulative
look at the semester’s work. Notebooks will be presented to the instructor at an exit
interview in grade level focus groups.
4) Teaching Event (50 points):
You will design and conduct a classroom inquiry unit that will be a rehearsal for the
required PACT Teaching Event. “You will plan a learning segment [about 3 lessons] that
is designed to develop students’ abilities to comprehend and/or compose text. The
learning segment should develop literacy skills and strategies and include learning
objectives for both the curriculum content and the development of academic language
related to that content.” This project will be further detailed in class.
6) EXTRA CREDIT ASSIGNMENT
Greater San Diego Reading Association Winter Conference (5 points):
You will attend the GSDRA a half-day conference and write a one page summary of the
events of the day.
SDCOE 6401 Linda Vista Road
San Diego, CA 92111
Saturday, February 1, 2014
8:00 a.m. – 12:00 noon
Grading Grid
Participation
Visual Literacy Plan
Strategy Notebook
Teaching Event
Translation
10 points
100-94
A
20 points
93-89
A20 points
88-85
B+
50 points
84-80
B
100 points
79-77
B76-70
C
69-65
CLess than 64 F
I do not use a curve to grade. Everyone in this class has the potential to earn an A for the
course!
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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.
Emails should be written professionally, appropriately, and respectfully. Please note that
all correspondence may be shared among the teaching team. Cell phones may not be used
for any purpose during class. If an emergency situation exists, the student must alert the
instructor before class and should keep his/her phone on silent mode
NO WORK WILL BE ACCCEPTED AFTER 5/5/14 NO EXCEPTIONS!
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. 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. With that in
mind, please follow these guidelines on all papers:
1) Always include a title page with your name, date, course and contents.
2) Always use your spell check.
3) Font should not be larger than 14 pt.
4) Margins should not exceed 1 inch.
5) Be sure to cite your sources.
ASSIGNMENT
Visual Literacy Lesson (20)
Teaching Event – PACT (50)
Strategy Notebook (20)
DUE DATES
March 24
April 28
May 5
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5/5/14 IS THE LAST DAY TO SUBMIT WORK-NO EXCEPTIONS
Class Schedule – SPRING 2014
DATE
Class 1
1/27/14
Class 2
2/3/14
Class 3
2/10/14
Class 4
2/17/14
Class 5
2/24/14
Class 6
3/3/14
Class 7
3/10/14
Class 8
3/17/14
Class 9
3/24/14
3/31/14
Class 10
4/7/14
Class 11
4/14/14
Class 12
4/21/14
Class 13
4/28/14
Class 14
5/5/14
TOPICS
Intro/Overview
Intro to Expository Text
Review Close Reading Information Text
RICA Workshop
Review on Lesson Planning
And the Common Core State Standards
Review Gradual Release Model
In depth Teaching Event Review
Modeled, Shared and Interactive Writing
Writing Workshop/Guided Writing
The Impact of Visuals in Literacy Instruction
Vocabulary Development
Focus on Academic Language
Wordle/Word Sift
Focus on the Teaching Event
Examples of academic language?
Comprehension Strategies for Content Area
Focus on GLAD Strategies
Comprehension Strategies for Content Area
Focus on GLAD Strategies
SPRING BREAK
Looking at and Learning From Texts:
Using the Context-Text Analysis
Beyond the Textbook: Multiple Resources
More on Writing Workshop
Study Skills, Retelling,
Expository Text Structures
Questioning: QAR, Reciprocal Teaching, etc.
Alternatives to Round Robin Reading
Focus Groups by Appointment
ASSIGNMENTS DUE
Fisher & Frey (2008) #3
Note Taking Chart
Lapp et. al (2012)
Conversation Roundtable
Cappello (2005) #24
Concept Guide p.234
Hassett & Schieble (2007)
#34 STLWFA (Blackboard)
Bromley (2007) #14
Zwiers (2007) #17
Dual Entry
Devil’s Highway Due
Devil’s Highway Part 2
LESSON PLAN DUE
Pardo (2004) #18
Cloze p.170
Clark & Graves (2005) #19
Herringbone Strategy (BB
Moss (2004) #20
Cornell Notes (Blackboard)
Rafael & Au (2005)
QAR (Blackboard)
Whitney et al. (2008) #25
Incredible Shrinking Notes
(Blackboard)
TEACHING EVENT DUE
STRATEGY NOTEBOOK
DUE
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TEACHING EVENT REHEARSAL
Due April 28, 2014
Your topic will emerge from a close investigation of the grade level language arts
standards. Remember, this unit will focus on comprehending or composing text. You will
focus on BOTH content and language objectives. This is an abbreviated version of the
official PACT Teaching Event you will submit next semester.
TASK ONE: Context for Learning (3 single-spaced pages)
•Context for Learning Form
•Context Commentary
DUE TO BONNIE TELFER MARCH 18, 2014
TASK TWO: Planning Instruction & Assessment (3-5 single-spaced pages)
•Create a lesson plan for each lesson in segment (2-3)
~Use template for each lesson
~Create assessment rubric with evaluative criteria
~Students must create individual work
•Include all instructional materials, clearly labeled
•Planning Commentary
TASK THREE: Instructing Students & Supporting Learning (2-4 single-spaced pages)
•You will only be required to teach one lesson from the unit.
•Complete Instructional Commentary
VIDEO SUBMISSION IS OPTIONAL. YOU MAY SUBMIT IT ON A DVD.
TASK FOUR: Assessing Student Learning (3-5 single-spaced pages)
•Provide a copy of the assessment directions
•Collect and analyze assessment data. Identify patterns of student understanding.
•Provide rubric or other evaluative criteria
•Collect and label 3 samples that are representative of the range student responses
•Complete Student Learning Chart and Assessment Commentary
TASK FIVE: Reflecting on Teaching and Learning (3 single-spaced pages)
•Submit daily reflections
•Reflection Commentary
SCORING GUIDE
Task One
5
Task Two
15
Task Three
10
Task Four
15
Task Five
5
Total
50
Compile Teaching Event in a small binder in the order required by the PACT (see online
directions). This will help you remain organized.
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