TED 5356: Curriculum and Instruction: Reading in the Elementary School – B, 3 Units
Team 92
Fall Quarter 2014 Syllabus
California State University, East Bay
College of Education and Allied Studies
Department of Teacher Education
Instructor: Kelly Moore
Email: kelly.moore@csueastbay.edu
Office Hours: Tuesdays by appointment
Location: AS 202
Class Schedule: Tuesdays 4:30-7:00pm
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 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
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.
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.
1|T ED 5356 K. Moore
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 2007 Reading/Language Arts 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 2007 Reading/Language Arts 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
response to what they have read (RICA Competency 13).
(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|T ED 5356 K. Moore
2.
3.
4.
Required assignments turned in on time: No late assignments will be accepted without prior
permission from the instructor.
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.
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 .95 to
100% = A, 90 to 94% = 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
Vocabulary Assignment (in-class)
Content Area Activity
Comprehension Lesson Plan
Johns Section 5 (in-class)
Case Study
16 points (2 points/class)
5 points
4 points
20 points
5 points
50 points
Vocabulary Assignment (5 points) 10/14 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.
Content Area Activity (4 points) due 11/4
Select a content area book (math, science, social studies, etc.) and read this book to your class.
Plan a language arts activity that connects to the book and have students complete this activity.
On 11/4, bring a copy of the book and several samples of student work to share in a small group.
Comprehension Lesson (20 points) due 11/12
Focus on Planning for Instruction: Designing Assessments: Rubric 3
You will turn in two things:
1.) A lesson plan (12 points) which must have the following sections:
Lesson Set-Up
 Time allotted for the lesson
 Prior assessment- Why are you doing this lesson?
 Grade level standard(s) being addressed
 Materials and resources- needed to teach the lesson
Lesson Design
 Anticipatory Set (focus)- How will you get students engaged at the beginning of the
lesson?
 Purpose (objective)- What should students be able to do at the conclusion of your
lesson? Why is this important?
 Input- What do students need to know in order to be successful? (vocabulary, skills,
etc.)
 Guided practice (“follow me”)- How will you guide students through the steps
necessary to perform the skill/s being taught? Use the tri-modal approach: hear, see, do.
3|T ED 5356 K. Moore






Check for understanding (CFU)- How will you determine if students understand?
What questions will you ask students?
Independent practice- How will students practice what was taught?
Closure- Lesson wrap-up to help organize information into a meaningful context. Give
students a brief oral summary of the lesson objective, engage students is a quick
discussion about what they learned, etc.
Assessment*- What specific assessment will you use to determine student success of the
lesson? Does it correlate directly to the objective?
Accommodations- How did you modify the lesson to meet the needs of all students?
Reflection and Next Steps (after the lesson is complete)
2.) *For the assessment you described above: (8 points)
a. Include completed assessments from 3 different students: one EL student, and
two students at different levels. Address what areas they struggled and what they
understand.
b. Write commentary on your assessment using PACT Rubric 3, addressing the
three bullet points under level 3 (see PACT Rubric 3 on page 9 of this syllabus)
Johns Section 5 (5 points) 11/18 in class
1. In pairs, 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.
The Case Study (50 points)
Candidates will complete a case study of a struggling reader. Candidates will: (a) administer
several assessments, (b) identify the child’s strengths and areas of need, and (c) recommend
instructional interventions to help the child become a more proficient reader. Each step of the
case study should be submitted on Discussion Board by the due dates. Final Case Study will be
organized in a binder in sections for each step.
Step One: Select a Student (4 points) due 10/7
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,
health issues, prior school experiences, previous assessments, behavior in class. Write this as a
narrative.
4|T ED 5356 K. Moore
Step Two: Conduct the Assessment (11 total points) due 10/21
Part I – Interest Attitude Survey (2 points)
Administer the Reading Interests Survey posted on BB both written and oral
Part II – Basic Reading Inventory Graded Word Lists and Graded Passages Assessments (5
points)
From the Basic Reading Inventory, administer (a) the Graded Word Lists and (b) the Graded
Passages assessments.
If the 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 (YoppSinger), and (e) Basic Word Knowledge.
Use the summary sheet on p. 150-151 to record all of your data.
Part III – Words Their Way Spelling Inventory (2 points)
From Words Their Way, administer the appropriate Spelling Inventory. Complete the spelling
summary sheet on p. 35 where you determine the student’s spelling level.
Part IV – Writing Sample (2 points)
Collect a writing sample from the student.
Step Three: Analyze the Data (15 points) due 10/28
Analyze the student’s results to determine the student’s areas of strength and needs. Identify 3
areas of needs or strengths that are top priority for the student. Explicitly state why, using the
assessment data. The Case study response for RICA has to be 300-600 words (see page 133 in
RFR- organizing with subtitles.) Format your response in this format.
Step Four: Develop an Instructional Plan Including Rationales (15 points) due 11/25
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.
Step Five: Submit the Case Study Report in a Binder (5 points) due 12/2
Each step must have a tab
Submit all assessment data
5|T ED 5356 K. Moore
Course Calendar
Class 1: 9/30
Read aloud
Quick write- Reflection on student teaching
Syllabus
Meeting the needs of all learners
Flexible grouping, independent reading
Reading Programs
Introduction to Case Study
Johns Section 1
Case Study Step 1
NEXT WEEK:
Case Study Step 1 due
RFR Chapter 11, Johns Section 2
Class 2: 10/7
Read aloud
Quick write- Reflection on student teaching
Case Study Step 1 due
Vocabulary Instruction and Assessment
Technique, contextual redefinition, semantic mapping, cluing, developing word consciousness
Diagnostic Assessment
Administering Reading Inventories
NEXT WEEK:
Vocabulary Activity (in class) please come with ideas to share with your grade-level group.
Johns Section 3 & 4, skim Section 6
Class 3: 10/14
Read aloud
Quick write- Reflection on student teaching
Vocabulary Activity in class with grade-level groups
Diagnostic Strategies
Determining oral, silent, and listening levels through Running Records, Miscue Analysis
Group work: Case Study Step 2 discussion in grade-level groups
NEXT WEEK:
Case Study Step 2 due *bring assessments to class
Tompkins Chapter 8 & RFR Chapter 12 and 13
6|T ED 5356 K. Moore
Class 4: 10/21
Read aloud
Quick write- Reflection on student teaching
Case Study Step 2 due
Comprehension: Reader Factors
Group work: Case Study Step 3 discussion in grade-level groups
NEXT WEEK:
Case Study Step 3 due
Tompkins Chapter 9 & RFR 14 and 15
Class 5: 10/28
Read aloud
Quick write- Reflection on student teaching
Case Study Step 3 due
Comprehension: Text Factors
Group work: Brainstorm ideas for Comprehension Lesson Plan (due 11/11). Discuss evaluation
using PACT Rubric 3.
NEXT WEEK:
Tompkins Chapter 12
Content Area Literacy Activity
Class 6: 11/4
Read aloud
Quick write- Reflection on student teaching
Content Area Literacy
Share your content area activity in small groups.
NEXT WEEK:
ONLINE Class
Comprehension Lesson Plan Due (posted to Blackboard)
11/11 HOLIDAY- campus closed
Class 7: 11/12 ONLINE
Comprehension Lesson Plan Due
NEXT WEEK:
7|T ED 5356 K. Moore
Class 8: 11/18
Read aloud
Quick write- Reflection on student teaching
Targeted Interventions: Data to Instruction
John Section 5: In pairs read the assigned scenario (1-11) and write a response. Participate in
Chalk Talk. Present your scenario to the class.
Case Study Step 4 discussion
NEXT WEEK:
Case Study Step 4 due
RFR Chapters 16, 17, 18
Class 9: 11/25 ONLINE
Read aloud
Quick write- Reflection on student teaching
Case Study Step 4 due
RICA Review: Complete RICA Practice Test Online
NEXT WEEK:
Complete Case Study-Step 5
Class 10: 12/2
Read aloud
Quick write- Reflection on student teaching
Complete Case Study-Step 5 due
Final- Presentation of Case Study in small groups
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.
8|T ED 5356 K. Moore
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.
 It is not clear that
the assessment of
one or more
literacy
standards/objective
s go beyond
surface-level
understandings.
 Opportunities are
provided for
students to learn
what is assessed.
 The assessments
allow students to
show some depth
of understanding
or skill with respect
to the literacy
standards/objectives
.
 The assessments of
literacy access both
productive
(speaking/writing)
and receptive
(listening/reading)
modalities to
monitor student
understanding.
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/objectives
.
Cultural, linguistic, social, economic
In or out of school
Such as strategic groupings of students; circulating to monitor student understanding
during independent or group work; checking on particular students.
Such as multiple ways of representing content; modeling strategies; providing graphic
organizers, rubrics, or sample work.
9|T ED 5356 K. Moore
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
strengths and needs
strengths and needs
students’
of students at
of students at
of students at the
academic language
different levels of
proficiency at
different levels of
full range of
academic language
lower levels is
academic language
academic language
proficiency.
proficiency.
proficiency.
limited to what
they CANNOT do.
 The language
 The language
 The language genre
genre(s) discussed
genre(s) discussed
discussed is clearly
Language
2
genre(s) discussed
are clearly related
are clearly related
related to the
are only
to the academic
to the academic
academic purpose
purposes of the
purpose of the
of the learning
tangentially
learning segment
learning segment
segment and
related to the
and language
and language
language demands
academic purposes
of the learning
demands are
are identified. One
demands are
segment.
identified.
identified. One or
or more genrerelated linguistic
more linguistic
features or textual
features and/or
Candidate
 Candidate
resources of the
textual resources
identifies
identifies
of the genre are
specific
unfamiliar
vocabulary that
tasks/materials are
explicitly
vocabulary without
may be
identified.
explicitly identified
considering other
problematic for
and related to
linguistic features.
students.
students’ varied
 Candidate identifies
levels of academic
OR
essential
language
vocabulary for
proficiency.
students
to
actively
Candidate did not
engage in specific
identify any
 Candidate identifies
language tasks.
language demands
for instruction
of the learning and
related 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.
10 | T E D 5 3 5 6 K . M o o r e
EL12:
Level 1
 The candidate gives
little or sporadic
support to students
to meet the language
demands of the
learning tasks.
OR
 Language and/or
content is
oversimplified to
the point of limiting
student access to the
core content3 of the
curriculum.
ACADEMIC LANGUAGE
DEVELOPING STUDENTS’
ACADEMIC LANGUAGE REPERTOIRE
How do the candidate’s planning, instruction, and assessment
support academic language development? (TPEs 1,4,7,8)
Level 2
Level 3
Level 4
 The candidate uses
 The candidate’s use  The candidate’s use
scaffolding or other
of scaffolding or
of scaffolding or
support 4 to address
other support
other support
provides access to
provides access to
identified gaps
between students’
core content while
core content while
current language
also providing
also providing
abilities and the
explicit models,
explicit models,
language demands
opportunities for
opportunities for
of the learning tasks
practice, and
practice, and
and assessments,
feedback for
feedback for
students to develop
including selected
students to develop
further language
genres and key
further language
proficiency for
proficiency for
linguistic features.
selected genres and
selected genres and
key linguistic
key linguistic
 Candidate
features.
features.
articulates why
 Candidate
instructional
 Candidate
articulates why the
strategies chosen
articulates why the
instructional
are likely to
instructional
strategies chosen are
support aspects of
strategies chosen are
likely to support
students’ language
likely to support
specific aspects of
development.
specific aspects of
students’ language
students’ language
development for the
development for
full range of
different levels of
language
language
proficiency and
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.
11 | T E D 5 3 5 6 K . M o o r e