TED 5356: Curriculum and Instruction: Reading in the Elementary School – B, 3 Units
Team 25
Fall Quarter 2014 Syllabus
California State University, East Bay
College of Education and Allied Studies
Department of Teacher Education
Instructor: Pennie Trafton
Email: pennie.trafton@csueastbay.edu
Office Hours: Before or after class by appointment
Location: Room AE 142
Class Schedule: Thursdays , 4:30-7:00 pm
Required Reading
1. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words Their Way: Word
study for Phonics, Vocabulary, and Spelling Instruction (Fifth Edition). Upper Saddle River, NJ:
Merrill/Prentice Hall.
2. Tompkins, G. (2014). Literacy for the 21st Century: A Balanced Approach (Sixth Edition).
Boston: Allyn & Bacon.
3. Zarrillo, J. (2011). Ready for Revised RICA: A Test Preparation Guide for California’s Reading
Instruction Competence Assessment (Third Edition). Upper Saddle River, NJ: Merrill/Prentice
Hall.
* The first three texts are available in the bookstore, packaged together.
4. Johns, J. (2012). Basic Reading Inventory (Eleventh Edition). Dubuque, IA: Kendall Hunt.
5. Common Core State Standards http://www.corestandards.org/ and
http://www.cde.ca.gov/be/st/ss/
6. Reading Instruction Competence Assessment (RICA): www.rica.nesinc.com
Optional Text (hard copy or online link):
7. Rossi, J., & Schipper, B. (2011). Case Studies in Preparation for the California Reading
Competency Test (4th edition). This text provides sample Case Studies that you can work through
to help you prepare for the RICA. You can use the following link to purchase an online copy of
the text for $8.99. The access is good for 180 days.
http://www.coursesmart.com/IR/1149702/9780132732895?__hdv=6.8
School of Education and Allied Studies Theme
To prepare teachers who are committed to social justice, democracy, improving school practices for
California’s diverse student populations and who can model such practices in their own classrooms.
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Relationship of this Course to the Theme
Teaching children to read and write is the most important academic goal of schooling. Advanced
proficiency as a reader, writer, speaker, and listener will enable students to be successful in school and in
our democracy. Given Californian’s linguistic diversity, this course will assist credential candidates to
identify appropriate instructional strategies and materials for delivering core content to all students with a
focus on the needs of English Learners. This course, along with TED 5356 and 5360 will provide you
with the knowledge and skills to develop a variety of different lesson plans and techniques to teach
reading and the language arts in order to reach all students.
Course Description
This course is the second of a three-quarter series of courses designed to promote development of a
balanced, comprehensive program in reading, writing and related language instruction in K-8 classrooms.
Focus on development of a balanced, comprehensive program in reading, writing, and related language
instruction in K-8 classrooms. Focus on meeting the needs of the full range of learners, planning
instruction based on the 2014 English Language Arts/English Language Development Framework,
assessment, syllabic and structural analysis, spelling instruction, vocabulary, factors affecting reading
comprehension, how to facilitate reading comprehension. Prerequisite: Admission to the Multiple Subject
Credential Program.
Course Objectives
Candidates will demonstrate knowledge of:
(1) Methodologically sound research on how children learn to read, including the full range of learners:
including struggling readers, students with special needs, English learners, speakers of non-standard
English, and advanced learners.
(2) Approaches and methods consistent with the 2014 ELA/ELD Framework, including instructional
planning/objectives design and instructional delivery.
(3) The purposes of reading assessment and best practices related to standards-based, entry-level
assessment; monitoring of student progress; and summative assessment (RICA Competency 2).
(4) The role of syllabic and structural analysis and orthographic knowledge in reading development and
how to develop students’ knowledge and skills in these areas to promote accurate word analysis that leads
to automaticity in word recognition and contributes to spelling development (RICA Competency 7).
(5) The role of vocabulary, academic language, and background knowledge in reading development and
factors that affect students’ development of vocabulary, academic language, and background knowledge
(RICA Competency 10).
(6) How to promote students’ development of vocabulary, academic language, and background
knowledge (RICA Competency 11).
(7) Literal, inferential, and evaluative comprehension and factors affecting reading comprehension (RICA
Competency 12).
(8) How to facilitate reading comprehension by providing instruction that prepares students for the
reading task, scaffolds them as needed through the reading process, and prepares them to respond to what
they have read (RICA Competency 13).
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(9) For the content areas listed in objectives 3 - 8, how to differentiate assessment and instruction to meet
the needs of the full range of learners, including struggling readers, students with special needs, English
learners, speakers of non-standard English, and advanced learners.
Grading Standards
1. Regular attendance and appropriate preparation for each class session: All students are required to
attend each class session and stay for the entire period. For each absence or tardy unless it is a
documented emergency, participation points will be deducted and could have a negative impact on
the student’s final grade. (2 points will be deducted for an absence).
2. Required assignments turned in on time: No late assignments will be accepted without prior
permission from the instructor. For late assignments, 1 point will be deducted for each day the
assignment is late up to a total of 4 points.
3. All assignments should be in final form and reflect your best efforts. Written assignments should be
typed, with attention to grammar, usage, spelling, syntax and punctuation.
4. Points of all activities and assessments will be totaled, and a percentage figured based on the grading
scale for the course. We will be using the plus (+) and minus (-) grading scale: 94 to 100% = A, 90
to 93% = A-, 87 to 89% = B+, 84 to 86% = B, 80 to 83% = B-, 77 to 79% = C+, 74 to 76% = C, 70 to
73% = C-, 67 to 69% = D+, 64 to 68% = D, 60 to 63% = D-, Any score below 60%= F
Assignments
Attendance and Participation
Content Area Activity
Vocabulary Assignment (in-class)
Comprehension Lesson Plan
Johns Section 5 (in-class)
Case Study
16 points (2 points/class)
4 points
5 points
20 points
5 points
50 points
1. Vocabulary Assignment (5 points) 10/9 in class
In grade-level groups, come up with an age-appropriate vocabulary activity you could do with your
students. Include how you address Language Demands (see PACT Rubric 11, second bullet for level 2)
and Support Students’ Academic Language (see PACT Rubric 12, second bullet for level 2.) Groups will
share their activity with the class. Come to class with ideas of an activity to discuss in your group.
2. Content Area Activity (4 points) 10/30
Select a content area book (could be math, science, social studies, etc.) and read this book to your student
teaching class. Plan a language arts activity that connects to the book and have students complete this
activity. On 10/30 bring your content area book and sample student work to share with a small group.
4. Comprehension Lesson (20 points) due 11/6 - posted to Blackboard
Focus on Planning for Instruction: Designing Assessments: Rubric 3
Post your lesson plan, student work with summary, and answers to commentary questions on Blackboard.
Description of items to complete:
1.) A lesson plan (12 points) which must have the following sections:
 Time allotted for the lesson
 Prior assessment - why are you doing this lesson?
 Grade level standard(s) being addressed
 ELD standard(s) being addressed
 Lesson objective(s) - what should students be able to do at the conclusion of your lesson?
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Purpose - how will this benefit students?
Materials and resources - needed to teach the lesson
Instructional sequence - (Introduction, Body of lesson, Check for Understanding) include time allotted for each section
Accommodations - how will you modify the lesson to meet the needs of all students?
Closure – how will students summarize what they have learned – connected to the lesson
objective (s)?
Assessment - what specific assessment will you use to determine student success of the
lesson? This needs to be aligned to standards and correlate directly to objectives.
Next Steps – What will you do next based on assessment results?
2.) For the assessment you described above: (8 points)


Include completed assessments from 3 different students: one EL student and two
students at different levels. Write a summary addressing areas where they struggled and
what they understood.
Write a commentary on your assessment using PACT Rubric 3, addressing the three
bullet points under level 3 (see PACT Rubric 3 on page 10 of this syllabus). This should
focus on the class as a whole.
3. Johns Section 5 (5 points) 11/13 in class
1. In small groups, you will be assigned one of the 11 scenarios in section 5 of the book. You will be
asked to come up with interventions and document them on chart paper responding to the following
questions:
A. What interventions would you put in place for this student?
B. What is your plan for the rest of the class while implementing this intervention with the
student?
2. Chalk Talk assignment - Walk around to the posters on the wall with these questions in mind as you
respond:
A. What are some other interventions you might try?
B. What are some other ideas for the rest of the class?
3. Summarize and present your poster.
5. The Case Study (50 points)
Candidates will complete a case study of a struggling reader. Candidates will: (a) gather background
information on the student, (b) administer several assessments, (c) identify the child’s strengths and areas
of need, and (d) recommend instructional interventions to help the child become a more proficient reader.
Assignments for each step of the case study will either be brought to class to share or submitted on
Blackboard (in the listed assignment area under Course Materials) by the due dates. The Final Case
Study will be organized in a binder in sections for each step. You will bring your binder to present your
Final Case Study during the last class and then turn it into the instructor,
Step One: Select a Student (4 points) due 10/2 – Post your narrative on Blackboard
The student must be a (1) struggling reader, (2) who is not an English Learner nor a student with IEP. If
only ELs are available, then his/her CELDT score must place him/her at the Intermediate level. Gather
background information, including: level of success in reading and writing tasks, prior school
experiences, previous assessments, behavior in class, and health issues. Write this as a narrative and post
on Blackboard in the area indicated under Course Materials.
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Step Two: Conduct the Assessment (11 total points) due 10/16 - Bring all completed assessments for
Parts I-IV to class on 10/16
Part I – Reading Attitude Survey (2 points)
Administer the Reading Attitude Survey posted on Blackboard and fill out the scoring sheet, but
do not fill in the percentile rank since the table is for mid-year. Include student copy of the
survey.
Part II – Basic Reading Inventory Graded Word Lists, Graded Passages and Reading Rate
Assessments (5 points)
From the Basic Reading Inventory, administer (a) the Graded Word Lists, (b) the Graded
Passages assessments, and (c) determine the Reading Rate. You can add an assessment for the
Listening Level at your discretion. This is optional for the assignment, but if you choose to do it,
you can earn 1 extra credit point.
For a Kindergarten student or if your student scores at or below the first grade level on either the
Graded Word Lists or the Graded Word Passages, then administer the following tests from the
Early Literacy Assessments of the Basic Reading Inventory: (c) Alphabet Knowledge, (d)
Phoneme Segmentation (Yopp-Singer), and (e) Basic Word Knowledge.
Include all copies of record sheets you used to assess your student. Then complete the two
summary sheets at the beginning of the Performance Booklet you used to summarize all of your
data.
Part III – Words Their Way Spelling Inventory (2 points)
From Words Their Way, administer the appropriate Spelling Inventory from the back of the text.
Then complete the appropriate Feature Guide (following the Inventory) where you determine the
student’s spelling level. Include the student’s spelling list and the completed Feature Guide.
Part IV – Writing Sample (2 points)
Collect a writing sample from the student. The student should be allowed to use invented
spelling. A good sample would be from a rough draft that the student has written. Use the sample
to analyze orthographic knowledge and literacy development. Write a paragraph about your
findings.
Step Three: Analyze the Data (15 points) due 10/23 – Post your analysis on Blackboard
Analyze your information from the assessments you gave from the Johns text and the Spelling Inventory
to determine the student’s areas of strengths and needs. Identify 3 areas of strengths or needs that are top
priority for the student. Explicitly state why, using the assessment data you collected for Step Two. The
Case study response for RICA has to be 300-600 words (see page 133 in RFR - organizing with subtitles.)
Write your response in this format.
Step Four: Develop an Instructional Plan Including Rationales (15 points) due 11/20 - posted on
Blackboard
Write an instructional plan of 3 instructional strategies that will further develop the student’s strengths
and/or remediate his or her areas of need. Write a rationale for each instructional strategy. Post your plan
on Blackboard in the area indicated under Course Materials.
Step Five: Submit the Case Study Report for Steps I-IV in a Binder (5 points) due 12/4 - Bring to class to
share with your classmates and give to instructor
Each step must have a tab. Be sure to submit all assessment data (record sheets and summaries) and the
assignments you posted to Blackboard.
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Course Calendar: This course outline serves the credential candidate only as a general guideline.
The instructor may delete or add topics and/or assignments.
1
Date
Topic(s)
Readings Due
Thursday,
9/25
Syllabus
Review Tompkins Chapters
10 and 11
Assignments Due/Materials
to Bring to Class
Bring Johns texts to class
Instructional Approaches to
Reading
Meeting the Needs of All
Learners
How effective teachers
organize for instruction,
flexible grouping,
differentiation
Introduction to Case Study
Johns Section 1
Case Study Step 1
2
Date
Topic(s)
Readings Due
Thursday,
10/2
Diagnostic Assessment
Administering Reading
Inventories
Johns – Section 2
Tompkins – Chapter 7
Assignments Due/
Materials to Bring to Class
Due: Case Study Step 1- posted
on Blackboard in the area
indicated under Course
Materials
RFR – Chapters 10 and 11
Vocabulary Instruction and
Assessment
Technique, contextual
redefinition, semantic mapping,
cluing, developing word
consciousness
Bring Johns text to class
6
3
Thursday,
10/9
Diagnostic Strategies
Determining oral, silent, and
listening levels through
Running Records, and Miscue
Analysis.
Giving the Spelling Inventory.
Johns – Sections 3 and 4,
Skim Section 6
Words Their Way – review
pages 25-36
Due: Vocabulary Activity done
in class. Please come with ideas
to share with your grade-level
group.
Bring Johns and Words Their
Way texts to class
Vocabulary Activity – in class
with grade level groups
4
Thursday,
10/16
Group work: Case Study Step 2
discussion in grade-level groups
Comprehension: Reader
Factors
Tompkins - Chapter 8
RFR – Chapters 12 and 13
Due: Bring completed Case
Study Step 2 – Parts 1-IV (all
assessments)
Group work: Case Study Step 3
discussion in grade-level groups
5
Thursday,
10/23
Comprehension: Text Factors
Tompkins - Chapter 9
Due: Case Study Step 3 –
posted on Blackboard
RFR – Chapters 14 and 15
Group work: Brainstorm ideas
for Comprehension Lesson Plan
(due 11/6). Discuss evaluation
using PACT Rubric 3.
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Thursday,
10/30
Content Area Literacy
Share assignment 2 - Content
Area Activity in small groups.
If you have started planning
your comprehension lesson,
bring it to discuss.
Bring your content area book
and sample student work form
the language arts activity that
followed the reading of your
book to share with classmates.
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Class 7
Thursday,
11/6
ONLINE CLASS
Class 8
Thursday,
11/13
Read aloud
Quick write – Reflection on
student teaching
Due: Comprehension Lesson Plan
including:
--lesson plan
--3 student work samples and
your summary
--your commentary for PACT
Rubric 3
Post all on Blackboard in the area
indicated under Course Materials
Complete comprehension
lesson.
Johns – Section 5
Targeted Interventions:
Data to Instruction
Johns Section 5: In pairs
read the assigned scenario (111) and write a response.
Participate in Chalk Talk.
Present your scenario to the
class.
Case Study Step 4 discussion
Class 9
Thursday,
11/20
ONLINE CLASS
Thursday,
11/27
THANKSGIVING
HOLIDAY
Class 10
Thursday,
12/4
Read aloud
Quick write – Reflection on
student teaching
RFR – Chapters 16, 17, 18
Due: Case Study Step 4 – posted
on Blackboard
RICA Review – Complete
RICA Practice Test online
Final – Presentation of
complete case study in
small groups
Due: Complete Case Study Step 5.
Bring your complete Case Study in
a binder (with tabs) to share and
give to instructor.
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Earthquake Emergency Information
During the earthquake, duck and cover – get under a desk or table. Protect your head with your arms.
DO NOT exit building; objects may fall from roof. DO NOT use elevators. After the shaking stops,
think about a way out. Check for potential hazards. When safe, evacuate to an open area. Assemble at
the outdoor Amphitheater where you will receive further information. Use telephone (x3333) only for
genuine emergencies. Expect aftershocks.
Academic Accommodations for Documented Disabilities
If you have a documented disability and wish to discuss academic accommodations, or if you would need
assistance in the event of an emergency evacuation, please contact the professor as soon as possible and
no later than two days after the first class.
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PLANNING
DESIGNING ASSESSMENTS
EL3: What opportunities do students have to demonstrate their understanding of
the standards/objectives? (TPEs 2,3)
Level 1
Level 2
Level 3
Level 4
 There are limited
opportunities
provided for
students to learn
what is measured
by one or more
assessments.
OR
 There is a
significant
mismatch between
one or more
assessment
instruments or
methods and the
literacy
standards/objective
s being assessed.
 Opportunities are
provided for students
to learn what is
assessed.
 Opportunities are
provided for
students to learn
what is assessed.
 It is not clear that the
assessment of one or
more literacy
standards/objectives
go beyond surfacelevel understandings.
 The assessments
allow students to
show some depth
of understanding
or skill with
respect to the
literacy
standards/objective
s
All components of
Level 3 plus:
 Assessments are
modified,
adapted, and/or
designed to allow
students with
special needs
opportunities to
demonstrate
understandings and
skills relative to the
literacy
standards/objective
s
 The assessments of
literacy access
both productive
(speaking/writing)
and receptive
(listening/reading)
modalities to
monitor student
understanding.
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ACADEMIC LANGUAGE




UNDERSTANDING LANGUAGE
DEMANDS1 AND RESOURCES
EL11: How does the candidate identify the language demands of learning tasks and
assessments relative to the students’ current levels of academic language
proficiency?
Level 1
Level 2
Level 3
Level 4
Candidate’s
 Candidate describes
 Candidate describes
 Candidate describes
academic language
academic language
academic language
description of
strengths and needs of
strengths and needs of
strengths and needs of
students’ academic
students at different
students at different
students at the full
language proficiency
levels of academic
at lower levels is
levels of academic
range of academic
language proficiency.
language proficiency.
language proficiency.
limited to what they
CANNOT do.
 The language genre(s)  The language genre(s)  The language genre
Language genre(s)2
discussed are clearly
discussed are clearly
discussed is clearly
discussed are only
related to the
related to the academic
related to the academic
academic purposes of
purpose of the learning
purpose of the learning
tangentially related
the learning segment
segment and language
segment and language
to the academic
purposes of the
and language
demands are
demands are
learning segment.
identified. One or
identified. One or
demands are
identified.
more genre-related
more linguistic
linguistic features or
features
and/or
Candidate identifies
textual resources of
textual resources of
 Candidate identifies
unfamiliar
the genre are
the specific
vocabulary without
vocabulary that may
explicitly identified.
tasks/materials are
considering other
be problematic for
explicitly identified
linguistic features.
students.
and related to
 Candidate identifies
students’ varied
OR
essential vocabulary
levels of academic
for students to actively
language proficiency.
engage in specific
Candidate did not
language tasks.
identify any language
 Candidate identifies
demands of the
for instruction related
learning and
clusters of
assessment tasks.
vocabulary.
1
Language demands might include: speaking in whole sentences; decoding words or sentences; writing
paragraphs; summarizing the plot of a story; writing a list of descriptors of a character; distinguishing
uses of words used in everyday language from their use in disciplinary texts (e.g., balance, product,
simplify, ruler); using formal language to explain intuitive understandings; using precise language in
descriptions; persuading an audience to accept a proposal.
2
Key genres in literacy might include: interpreting or representing the meaning of texts with greater
precision; recounting what happened on a field trip; evaluating or constructing arguments about
characters in a story; explaining what an author meant; defining new vocabulary; engaging in
collaborative and oral interpretation of texts.
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ACADEMIC LANGUAGE
DEVELOPING STUDENTS’
ACADEMIC LANGUAGE REPERTOIRE
EL12: How do the candidate’s planning, instruction, and assessment support
academic language development? (TPEs 1,4,7,8)
Level 1
Level 2
Level 3
Level 4
 The candidate gives
 The candidate uses
 The candidate’s use of  The candidate’s use of
scaffolding or other
scaffolding or other
scaffolding or other
little or sporadic
support to students to
support 4 to address
support provides
support provides
meet the language
access to core content
access to core content
identified gaps
demands of the
between students’
while also providing
while also providing
learning tasks.
current language
explicit models,
explicit models,
OR
abilities and the
opportunities for
opportunities for
language demands of
practice, and feedback
practice, and
 Language and/or
the
learning
tasks
and
for students to develop
feedback
for
students
content is
assessments,
further language
to develop further
oversimplified to the
proficiency for
including selected
language proficiency
point of limiting
for selected genres and
selected genres and
genres and key
student access to the
key linguistic features.
key linguistic features.
linguistic features.
core content3 of the
 Candidate articulates
curriculum.
why the instructional
 Candidate articulates  Candidate articulates
why the instructional
strategies chosen are
why instructional
strategies chosen are
likely to support
strategies chosen are
likely to support
specific aspects of
likely to support
specific aspects of
students’ language
aspects of students’
students’ language
development for the
language
development for
full range of language
development.
different levels of
proficiency and
language proficiency.
projects ways in
which the scaffolds
can be removed as
proficiency increases.
3
Core content is the set of facts, concepts, skills, and abilities that are absolutely necessary to participate
at least minimally in the learning/assessment tasks in the learning segment.
4
Such support might include one or more of the following: modeling of strategies for comprehending or
composing texts; explicit communication of the expected features of oral or written texts (e.g., using
rubrics, models, and frames); use of strategies that provide visual representations of content while
promoting literacy development (e.g., graphic organizers); vocabulary development techniques (context
cues, categorization, analysis of word parts, etc.); opportunities to work together with students with
different kinds of language and literacy skills, etc.
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