CALIFORNIA STATE UNIVERSITY, LONG BEACH
College of Education/Department of Teacher Education
EDSE 457: Reading and Writing in the Secondary School
Spring 2006
Sec. 6 Tuesday 7:00-9:45pm ED 2 158
Sec. 3 Wednesday 4:00-6:45pm ED 2 158
Sec. 5 Thursday 7:00-9:45pm ED 2 158
Dr. Fay Shin
Office: ED 1-70C
Phone: (562) 985-9303
E-mail: fshin@csulb.edu
Office hours:
Tuesday 6:15-6:45pm
Wed 11:30-12:15 pm
Thursday 6:15-6:45pm
Course website: www.csulb.edu/~fshin
Catalog Description: Prerequisite. Admission to the Single Subject Credential Program, or by permission
of the Single Subject Credential Program University Coordinator. Emphasis on assessment and instruction
of individuals and groups; textbook selection and evaluation; vocabulary development; comprehension
strategies; content area reading and study skills; writing instruction; application of decoding skills to new
and technical vocabulary and spelling patterns; transfer of primary language reading skills into English
language skills; English usage in a variety of formal and informal settings; and the special reading needs of
less prepared, English language, and of accelerated learners. Includes individual/tutorial instruction of an
adolescent and issues of diversity and equity. Fifteen hours (15) of field experience are required.
Traditional grading only.
Students with disabilities who need reasonable modifications, special assistance, or accommodations in this
course should promptly direct their request to the course instructor. If a student with a disability feels that
modifications, special assistance, or accommodations offered are inappropriate or insufficient, s/he should
seek the assistance of the Director of Disabled Student Services on campus.
Required Text:
Vacca, R. & Vacca, J. (2005). Content Area Reading: Literacy and Learning Across
the Curriculum. (8th ed.). Boston: Allyn and Bacon.
Recommended Text:
Echevarria, J., Vogt, M.E. & Short, D. (2004). Making Content Comprehensible for
English Language Learners: The SIOP model. Boston: Allyn & Bacon.
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NOTE: Please turn cell phones off or put them on vibrate.
The course addresses a number of SB 2042 Program Standards. The course focuses on two standards: (1)
Standard 7b (Single Subject Reading, Writing and Related Language Instruction in English) and Standard
13 (Preparation To Teach English Learners). The course also incorporates elements of several other
standards: Standard 3 (Relationships Between Theory and Practice), Standard 4 (Pedagogical Thought and
Reflective Practice), Standard 5 (Equity, Diversity and access to the Core Curriculum), Standard 9 (Using
Computer-Based Technology in the Classroom), Standard 11 (Preparation to Use Educational Ideas and
Research), Standard 12 (Professional Perspectives Toward Student Learning and the Teaching Profession),
and Standard 15 (Learning To Teach Through Supervised Fieldwork).
Course Goals:
State Documents, Task Force Reports
Reading in Secondary Schools
(a) Students will have at least a beginning understanding of the relationship of curriculum, instruction, and
assessment.
(b) Students will have an understanding of the importance and necessity of crosscurricular emphases on
reading and writing.
(c) Students will know the impact of state curricular and task force documents on reading and writing
activities in the school.
(d) Students will have a beginning understanding of theoretical approaches to teaching reading and the
resulting practice of these theories.
(e) Students will have an understanding of the relationship of thinking, speaking, reading, and writing.
Technology
a) Students will understand teachers’ uses of computer software and hardware for personal computers and
fundamental vocabulary associated with the use of the Internet.
(b) Students will understand the importance of the computer as a communication tool.
(c) Students will understand at an introductory level legal and ethical issues concerned with the use of
computer-based technology, including flaming, privacy issues, inappropriate web sites, etc.
(d) Students will develop a base for understanding the appropriate use of computer-based technology in
teaching and learning
(e) Students will develop an understanding of computer applications to manage reading and writing
records.
(f) Students will understand how to evaluate software for relevance, effectiveness, alignment with content
standards, and value added to student learning.
Evaluating Instructional Materials
Comprehension
(a) Students will understand the three levels of reading comprehension.
(b) Students will understand the three levels of reading comprehension with respect to Bloom’s Taxonomy
of the Cognitive Domain.
(c) Students will understand the three levels of reading comprehension with respect to Into, Through, and
Beyond Strategies; DRA; and Reciprocal Teaching.
(d) Students will be able to modify text to make it reader-friendly
(e) Students will understand the use of checklists for evaluating instructional materials.
(f) Students will understand the role of readability, cloze tests, standardized tests, and student interest in
evaluating instructional materials.
(g) Students will be introduced to the process of evaluating textbooks.
Vocabulary
(a) Students will understand how to support higher order literacy in the classroom.
(b) Students will be able to develop a lesson plan for teaching vocabulary.
(c) Students will understand the case study approach to diagnosis of students’ strengths and needs in
learning how to read and reading to learn.
(f) Students will experience a group approach to unit and lesson planning
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Literacy in Middle and Secondary
Literacy and Language Processes
Standardized Testing: API scores, SAT scores, NAEP scores
California English Language Development Test (CELDT)
(a) Students will be knowledgeable about literacy practices in middle and secondary schools.
(b) Students will have an understanding of the relationships between reading, writing, and thinking in the
secondary classroom.
(c) Students will have an understanding of how to approach modifying classroom instruction to provide
equal access for all students.
(d) Students will understand ways to encourage and evaluate students’ listening and speaking.
(e) Students will have an understanding of bottom-up, top-down, and interactive theories of reading
acquisition.
(f) Students will understand the reclassification of English learners, including definition of performance in
basic skills, range of performance in basic skills, and pupils of the same age. They will be familiar
with basic skills criteria.
(g) Students will understand accommodations for the CELDT
(h) Students will understand classroom assessment of ELD, using the stages of ELD in the syllabus
packet.
(i) Students will understand how to apply this classroom assessment (i) to their tutoring experience with
an ELD students.
Teaching Bilingual/Bicultural Students Reading across the Curriculum
First and Second Language Acquisition
Overview of Federal and State Requirements English learners in California
(a) Students will be knowledgeable about all-school reading and writing programs
(b) Students will understand approaches to teaching the ELL student.
(c) Students will understand the classroom implications of ELD.
(d) Students will understand district requirements for the ELL student.
(e) Students will understand the meaning of SDAIE, BICS, CALP and other acronyms often used in
conjunction with ELD and ELL.
(f) Students will be familiar with state and federal laws.
(g) Students will be able to develop appropriate instruction and assessment for ELLs.
(h) Students will understand the primary components of each program model.
Writing across the Curriculum
(a) Students will have experience with several scoring rubrics.
(b) Students will be able to respond to narrative, descriptive, and expository writing prompts.
(c) Students will use both holistic and analytic scoring guides.
(d) Students will participate in read-around groups.
(e) Students will identify a unit in their content areas for their course project.
Assessment and Student Progress in Subject Area Reading and
Writing
a) Students will apply knowledge of text structure to writing instruction.
(b) Students will apply what they know about writing to content area reading and writing assignments.
(c) Students will be able to develop a writing rubric appropriate for content area activities.
Diversity in the Classroom
(a) Students will be able to modify instruction for GATE, ELL, and other special needs learners.
(b) Students will be able to construct a lesson plan for the ELL. This may be a SDAIE lesson.
(c) Students will be able to identify six major curriculum organizational models and relate the effects of
each on reading and writing in the content area.
(d) Students will be able to construct differentiated lessons for ELD students through a case study
approach.
(e) Students will describe each program model for ELLs.
(f) Students will participate in a class assignment to develop a lesson in the content area using the
reading/language arts framework and content area standards.
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Developing Lifelong Readers and Writers
Content Learning, Collaboration, and Literacy
Curriculum Models, Reading and Writing
(a) Students will understand the theoretical underpinnings and practical uses of cooperative learning.
(b) Students will understand adult literacy.
(c) Students will understand pleasure reading.
(d) Students will understand the developmental nature of reading.
(e) Students will understand the integrated nature of knowledge.
(f) Students will be able to present a unit and daily lesson plan to the remainder of the class. The focus of
the activities includes reading and writing in the content area.
(g) Students will be able to align curriculum, instruction, and assessment as demonstrated in the course
project.
COURSE REQUIREMENTS
1. The field experience is mandatory. Failure to complete 15 hours of field work in a
middle, junior, or high school will result in a grade of “No Credit” (NC).
2. Students whose points range from 90%-100% will receive the grade of A, 80-89% the
grade of B, 70-79% the grade of C, 60-69% the grade of D, and below 60% the grade
of F.
3. The points are distributed in the following manner:
Literacy Autobiography/Questionnaire
10 points
Video Lab Assignment (mylabschool.com)
15 points
Inspiration & Power Point
10 points
Vocabulary Lesson Plan
10 points
Comprehension Lesson Plan
10 points
Fieldwork observations/student profile
15 points
Course Portfolio
30 points
4. Attendance. As stated in the course catalog, attendance at the first class meeting is
mandatory. On-time attendance is vital and counts toward the course grade. At field
sites, classroom teachers and students will depend on you being there prepared to work.
Much of the instruction involves in-class demonstration, and clarification, which can only
take place by your attending class each day. Also, the fieldwork component requires that
a large number of the assignments be carried out with children at the field site. One
absence is allowed with no points deducted, and 8 points will be deducted for every
absence thereafter. Tardies (more than 2) will also result in points deducted (5 points
deducted beginning the third tardy).
5. Technology.
My website, www.csulb.edu/~fshin will be used to access assignments and
lecture notes.
Other required websites for assignments:
www.mylabschool.com
www.inspiration.com
6. Withdrawls/Incompletes. Adhere to University calendar with regard to
withdrawals. See policy statement 99-19 for University guidelines for an incomplete
grade in the course. Students must provide documentation of “unforseen, but fully
justified” reasons for not completing the class work.
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Reader Response Journals: Assigned readings are indicated on the Course Calendar. A
record of your readings will be kept in a double entry Reader Response Journal. The
form for the journal will be provided. Photocopy the page 10 times to create the journal–
one page for each chapter in the Vacca and Vacca text. You may include insights from
recommended readings as well.
Do the following for each chapter by the date assigned:
a. Read the chapter(s)
b. Write a double entry journal with at least 3 entries (cite the page(s) and
note the topic(s) in the left-hand column of the journal. Write your
personal and theoretical reflections in the right-hand column of the
journal. A single page of reflections is sufficient for each chapter.
c. Peer response in class. Exchange your written response with another
student. Read and respond in writing, sign and date. Assess using the
criteria stated below. Return to other student and discuss, compare
ideas.
d. Assessment. Peer respondent assigns 1 point per chapter according to
the following criteria:
1. At least 3 entries
2. Entries show evidence of thoughtful reflection
3. Response completed on assigned date during time scheduled for
this activity
e. Total points: 10 - 1 point for each chapter with response
completed on assigned date.
Feel free to reflect on the sections that are of significance to you. You need not
respond to every topic in the text. Conduct your readings and written reflections
prior to each class. Beginning with the second class, during the first 5-10 minutes,
you will exchange your journal reflections with a buddy who will read your
reflections and write a signed response at the bottom of the page. The buddy will
also assess whether, or not, the entry meets the stated criteria and apply 1 point
for each chapter reflection. Students arriving late to class may not participate and
thereby may lose a grade point for each chapter. At the end of the semester, the
final respondent will total the grade points and write the total on the front of the
Reader Response Journal. Students will be responsible to maintain an organized
journal. Lost pages will not be included in the total grade for the assignment’s
grade.
The criteria for this assignment includes the following: Minimum 3 citations
(page numbers and topics recorded) from the assigned readings, personal
reflections of each chapter (opinions, feelings, musings); theoretical reflections
based on each chapter (how it relates to practice, comparisons of theories); a
student partner response for each journal page.
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Literacy/Autobiography Questionnaire
Create your own literacy history using the literacy history prompts below.
Chronicle your memories about learning to read and write, and reflect on your success (or
lack thereof) in content area classes that required reading and writing during your
elementary, secondary, and university education. Your history may take a variety of
forms: Written, timeline, 3-dimensional, or however you want to convey it. In your
rationale for submission, explain how reflecting on your own literacy history has helped
you understand students’ diverse literacy backgrounds. (Approximately 2-4 double
spaced pages).
To assist you in preparing your literacy history, consider the following:
 What are your earliest recollections of reading and writing?
 Were you read to as a child? By Whom? What do you remember about being read
to?
 Did you have books, newspapers, and /or magazines in your home? Did you see
people using reading/writing for useful purposes?
 Did you go to the library as a child? If so, what do you remember about going to
the library?
 Can you recall teachers, learning experiences, or educational materials? How did
you feel about reading in elementary school? Junior high? High school? Did
your reading/writing ability impact your feelings about yourself as a person? If
so, how?
 Are you a reader/writer now? If so, describe yourself as a reader; if not, why do
you suppose this is so?
Fieldwork
The purpose of the fieldwork in this class is to provide you with experience in applying
the literacy assessment and instructional strategies you have learned, to assist you in
becoming a reflective content teacher, and to provide tutorial assistance for an adolescent
in a middle or high school. The appropriate forms are in the course packet and available
on the class website. You will meet for 10 hours with at least one student. You will
observe a classroom for the remaining 5 hours. You will submit a 3-5 page, doublespaced case study report (10 points) that includes the following:
 A description of the tutee, including first name only , age, grade level, and school
 A summary of assessment findings, including interest, estimated reading levels,
fluency, vocabulary, ability to read grade level texts; writing abilities and needs;
cognitive and metacognitive strategy use; If allowed to see the student’s
cumulative file, compare the standardized test scores to the informal assessment
data you collected: Is there a match or disconnect in the two types of data? How
do you know?
 A summary of instruction, including specific strategies and activities you taught
during each of the tutoring sessions
 A written reflection on the tutoring experience, including what you learned about
your tutee, as well as what you learned about teaching and learning; how you will
use this experience to guide you in teaching your content to secondary students
with reading difficulties
 Copies of reflection logs, assessment papers, and all student work.
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Fieldwork reflection log (5 points):
This form is in your course packet. You may create your own form/log if you prefer.
Enter the date and time you complete your fieldwork and write a reflection and your
observations. This will be turned in with your portfolio.
POWER POINT PROJECT (5 pts)
This assignment will be developed in-class utilizing a computer lab on the
CSULB campus. You will learn to produce a Power Point presentation based
upon your lessons/thematic unit. The presentation will be printed out (one page
per 1- 3 slides). This will be your work, not the work of the students at the field
site. Depending on the arrangements at the field site, you may have the
opportunity to teach children how to the use the program. This presentation
should be related to your unit/lessons.
The criteria for this project is as follows: a minimum of 10 slides, a title page, two
pictures, and well designed use of visual media.
INSPIRATION PROJECT (5 pts)
Go to www.inspiration.com for a free 30 day trial. We will be in the computer
lab for a demonstration and practice. The graphic organizer should have at least 2
pictures from the internet.
MY LAB SCHOOL ASSIGNMENT (15 POINTS)
You will receive a complimentary one year registration with the purchase of your
textbook. Your registration code is on the inside of your textbook. Go to
www.mylabschool.com to register. You may work with a partner on this assignment
(turn in one paper with both names). This can be completed at home or in the computer
lab (LA1 200). We will meet in the computer lab to register and start the assignment.
This assignment will take approximately 6-8 hours to complete.
Course Project/ Portfolio (30 points)
Requirements will be discussed in class.
 Table of contents
 Tab dividers
 Handout for class presentation
 Reflective self-evaluation (one page reflection on course content,
fieldwork, etc.)
 Set of three integrated and sequential lessons in your content area (you
may turn in the two previous lessons). One lesson (third lesson) must
have the ELD Standards and must be differentiated according to the ELD
Standards. Use appropriate strategies learned in class and from the Vacca
& Vacca text.
 Text set (at least 5 references ) for your unit (including media and internet)
 Double entry journals
 Power point and Inspiration integration
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Independent assignment:
Website Review OR Virtual Field Trip (Choose one)
1. WEBSITE REVIEW:
A. Review at least three educational websites which are good resources
for language arts teachers. Write up a review (1-2 pages total) describing
the website, website address, what you liked about it and why other
teachers could use it for a resource.
B. Print out at least two examples of what you liked about the website
you reviewed (lesson plan, resource list, etc.)
2. VIRTUAL FIELD TRIP
a. You are to write a 1-2 page essay on a field trip you remember taking, what you liked
and did not like about it, and why.
b. You are to outline/discuss your virtual field trip. What is it, what resources will be
used, how will the assignment be evaluated by you, what is its purpose?
SOME RECOMMENDED VIRTUAL FIELD TRIP
RESOURCES
( You may find your own sites )
The National Air and Space Museum
http://www.nasm.edu
The Exploratorium: A Museum of Science, Art, and Human Perception
http://www.exploratorium.edu/
UC, Berkeley’s Museum of Paleontology
http://www.ucmp.berkeley.edu/
The Franklin Institute On-line
http://sln.fi.edu
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