San Diego State University

School of Teacher Education in Collaboration with the

Department of Policy Studies in Language & Cross-cultural Education

Spring 1999 Rosa Parks Block

 

Course Title: TE 930 A/B (equivalent to PLC 932)

Location: Rosa Parks Elementary School

Days/Times: Thursdays 8:00-3:00 Fridays 12:00-3:00 or as indicated on schedule

Course Instructors:

Evangelina Bustamante Jones, Ph.D.

Office: 594-1836 ejones@mail.sdsu.edu

Jill Kerper Mora, Ed.D.

Office: 594-6110 jmora@mail.sdsu.edu

Office Hours: By Appointment, ED 123-SDSU Dr. Jones or NE 92 Dr. Mora

Or schedule a meeting at Rosa Parks School

 

Required Texts:

CLAD & BCLAD Students

Cunningham. Phonics They Use, 2nd Ed. Harper-Collins.

First Steps. Writing Developmental Continuum. Heinemann.

First Steps. Writing Resource Book. Heinemann.

Mora: PAL Test Materials Packet

930 A/B Course Reader by Dr. Evangelina Jones. Available at Aztec Shops

 

BCLAD Students Only

Costigan et al. (1989). El Sabelotodo. Hampton-Brown Books.

 

Course Overview

The second semester research-based reading/language arts course has been designed to introduce and develop a framework for designing and delivering balanced literacy instruction for all types of learners. It is part of a comprehensive preparation program for CLAD and BCLAD multiple subjects pre-service teachers. This course is taught collaboratively by Dr. Evangelina Jones of the Policy Studies Department and Dr. Jill Kerper Mora of the School of Teacher Education for the Rosa Parks Student Teaching Block. The features of this course are significantly different from other courses currently offered at SDSU.

  • This second semester of TE930 focuses on three major areas of reading/language arts instruction. These are second-language reading and writing and biliteracy, language and literacy assessment for designing effective literacy instruction, and content-area reading. These three components will prepare teacher candidates for BCLAD and CLAD classrooms where they will be able to address the needs of linguistically and culturally diverse learners.
  • Bilingual and monolingual teacher candidates will participate in their language and literacy methods as one group, rather than separately. The foundational concepts and instructional strategies taught in this course that support balanced literacy instruction are the same for bilingual and monolingual classrooms. However, students need to learn about the complexities of teaching English reading to children who are second-language learners are addressed through flexible grouping and activities during all class sessions. Consequently, there is also a focus on characteristics unique to the English and Spanish languages. In general, the mixing of CLAD and BCLAD candidates will enrich the experiences of all.
  • The course will utilize the same texts used by all Rosa Parks teachers. This will enhance the pre-service teachers' understanding of instructional design and processes inherent in the classrooms in which they observe and teach. First Steps offers beginning teachers explicit guidance in assessment-driven instructional planning that is based on a developmental view of literacy. The course material will provide a smooth transition from the theory of their methods classroom to the practice of their student teaching classroom.

 

This course and its place in the larger context of teacher education

The course work is based on three significant concerns.

(1) Components of developmentally-appropriate balanced literacy instruction;

(2) Cognitive development through instruction in the child's primary language (English or Spanish) and/or through English Language Development for English Learners;

(3) BCLAD and CLAD Multiple Subjects Candidates' development of the knowledge, skills, and abilities for effective literacy instruction as specifically defined by the Reading Instruction Competence Assessment (RICA). The course content is driven by one of the six strands of the California Reading Initiative: Improvement in the Preservice Preparation of Teacher Candidates in Reading Instruction. Within that strand, the following factors are considered to be the most central in the preparation of multiple subjects teachers.

(1.0) Instruction based on methodologically sound research premised on a balanced approach to literacy instruction

(2.0) Preparation in teaching comprehension skills to linguistically diverse learners and English speakers

(2.1) literature/independent reading

(2.2) develop student background knowledge, vocabulary

(2.3) oral language, formal & informal

(2.4) writing instruction

(3.0) Instruction & experience in teaching organized, systematic, explicit skills in phonics, phonemic awareness, decoding, & orthography

(4.0) Knowledge of...

(4.1) Role of home/community literacy practices

(4.2) Instructional uses of ongoing diagnosis & early intervention techniques and guided practice of these

(5.0) Structure of English language and diagnosis & intervention strategies for different student populations

(6.0) Theory/Practice connection through field experiences

(7.0) K-3 field experience/student teaching

Please note that where these factors are addressed in the syllabus, their corresponding numbers, i. e., 1.0, 2.0, 2.1, etc. are listed after each item. Also note that these seven factors can be recognized as important elements embedded within the Course Description and Course Objectives.

 

Course Description:

  • This course focuses on a research- and practitioner-based body of knowledge for the teaching of literacy (1.0).
  • It provides a foundation for instruction and curriculum through primary language instruction (Spanish) or English for native speakers (1.0, 2.0, 3.0, 4.0, 5.0);
  • Students will engage with language phases of English Language Development within a bilingual classroom, as well as sheltered strategies for All English instruction (1.0, 2.0, 2.1, 2.2, 2.3, 2.4, 3.0, 4.1, 4.2, 5.0).
  • Literacy development emphasis is on cognitive academic language proficiency (CALP) (1.0, 2.0, 5.0).
  • Students will learn how to design literacy lessons and units that address district-level performance standards and state-mandated content standards (1.0, 2.0, 2.1, 2.2, 2.3, 2.4, 3.0).
  • Student-selected course products that reflect the six California Teaching Standards will be assembled in a Professional Portfolio, an exit requirement for this program. Please note that the portfolio can be used as an effective employment tool and as a component of first year teacher support programs (such as BTSA).

 

Course Objectives:

Upon completion of this course you will be able to:

  1. Identify the main components of a balanced literacy program as informed by research and develop lessons that reflect an array of learning structures and interventions (1.0);
  2. Design literacy tasks in the four language modes through multiple classroom contexts for linguistically diverse learners and English speakers that take into account the prior knowledge and community funds of knowledge with which students enter the classroom (2.0, 2.1, 2.2, 2.3, 2.4);
  3. Produce and present reading comprehension lessons that develop strategies for each of the three cueing systems (3.0, 5.0, 6.0, 7.0);
  4. Collect observational and assessment data for use in the planning of instruction that address the specific needs of second-language readers and writers of English and all levels of literacy development (1.0, 2.0, 5.0, 6.0, 7.0);
  5. Synthesize lived experience, course readings, classroom and community observations, and new learning through reflective journal entries (2.0, 3.0, 4.0, 5.0, 6.0, 7.0).

 

Articulation between the Reading Instruction Competence Assessment (RICA) and this course:

All pre-service candidates who will finish their program after October 1998 are required by state law to take and pass the RICA in order to obtain their standard teaching credentials. Candidates can choose between a "paper-pencil" test or a performance-based test in the form of a videotape. This course has been designed to inform and assist the pre-service teacher in meeting the RICA test requirements.

The Departments of Teacher Education and Policy Studies stand ready to support their candidates by providing course content that is consistent with the information received about the test, and when possible, actual models of "test-quality" videos. In particular, two videotapes of lessons will be developed as course products, and it is hoped that these can serve candidates as test entries. More information about the test itself and the means to produce the videotapes will be forthcoming.

 

Course Requirements and Assigned Value:

Points
Attendance, & Participation (includes discussions, group tasks that demonstrate fulfillment of reading assignments and comprehension of content):

40
Reflective Journal Entries (6 @ 10 pts each)

60
Classroom Observations (3 @ 10 pts. each)

30
Model Lessons (2 @ 30 pts. each)

60
PAL Assessment & Case Study Report

60
Videotaped Lessons (RICA)
  • Domain II (50 points)
  • Domain III (50 points)

100

TOTAL:

350

Points and Grade Equivalents:

329-350 (94-100%) = A

315-328 = A-

300-314 = B+

285-299 = B

270-284= B-

255-269= C+

240-254= C

225-239= C-

210-224= D+

195-209= D

180-194= D-

Below 165= F

 

A Reassuring Word About the Professional Portfolio

The Professional Portfolio will be a simple yet meaningful reflection of your development as a teacher. It is not meant to be a "cute and colorful" wheelbarrow full of all your work; rather, it will be your best and most representative examples of work you have done over the two semesters of the program. Picture a one-inch binder.

 

How the Course Reader is Organized

The purpose of the course reader is to support the basic foundational principles and practices described in the First Steps texts. These excerpts from important texts go into more detail than the basic texts. Furthermore, the course reader is divided into four sections, Domains I, II, III, and IV. Under each domain are Content Areas, numbered 1 through 13. The domains reflect the way the RICA is organized. Please note that the RICA must be taken and passed before a multiple subjects teaching credential is issued to individuals. The domains and related content areas are:

 

I. Planning and Organizing Reading Instruction Based on On-going Assessment

1. Conducting on-going assessment of reading development

2. Planning, organizing, and managing reading instruction

II. Developing Phonological and Other Linguistic Processes Related to Reading

3 Phonemic awareness

4 Concepts about print

5 Systematic, explicit phonics and other word identification strategies

6 Spelling instruction

III. Developing Reading Comprehension and Promoting Independent Reading

7 Reading comprehension

8 Literary response and analysis

9 Content area literacy

10 Student independent reading

IV. Supporting Reading Through Oral and Written Language Development

11 Relationships among reading, writing, and oral language

12 Vocabulary development

13 Structure of the English language

Students who are preparing for the RICA may also consult Dr. Mora's CLAD website at URL <http://coe.sdsu.edu/people/jmora/>. In particular, consult the page for the 4 X 4 Thematic Unit for links to literature and lesson planning websites and the MoraModules on second-language reading and content-area reading.

Following is the schedule of topics and assignments for the course.

 

SCHEDULE

 

 

DATE/SESSION

 

Assignments Due

 

TOPICS/TASKS

 

1-19, P.M./ # 1

 

 

  • Intro to course & syllabus
  • L2 Reading Model

 

1-21, A.M./ # 2

 

  • Read Mora #1
  • Read RDC, Phase 4 Transitional Reading
  • Bring RDC & RRB

 

Spanish Reading Methods

Overview Transitional, Independent, Advanced Reading Phases

Spanish Reading/ELD Curriculum Model, L2 Reading & First Steps Continua

In-class Written Reflection

 

1-21, P.M., # 3

 

  • Bring PAL Test Materials

 

Principles of BICS & CALP

Procedures for PAL Administration

RICA Study Groups

 

1-25, A.M./ # 4

 

  • RRB, Read Ch. 4; Re-read Ch. 5, 137-167; Read 194-196.
  • Read Mora #2

 

Case Studies Based On Multi-tool Assessment

Dialogue, "My experiences with assessment"

Practice in Interpreting a RICA Case Study

 

1-25, P.M.,/ # 5

 

 

  • Overview, Writing Assessment: Holistic & Trait Scoring
  • Collecting Valid Writing Samples

 

1-29, P.M./ # 6

 

  • Schedule & plan language assessment

 

Conduct PAL at Rosa Parks

 

2-04, A.M./ # 7

 

  • WDC, Review First Steps Principles, 1-11; Read 13-19; Skim Phases 1 & 2; Read Phase 3.

 

Overview Phases 3 & 4, Transitional & Conventional Writing

L2 Learners and Writing

Read-Around Groups (RAGs) and Rubrics, Pt. I

 

2-04, P.M./ # 8

 

  • WRB, Read Chs. 2, 3, & 4

 

  • RRB, Review

89-109

 

  • Hands-on w/ Narratives & Recounts Writing Strategies
  • Hands-on w/ Narrative Reading Strategies
  • In-class Written Reflection

 

2-05, P.M./ # 9

 

  • RRB, Read Ch. 3
  • Bring a content-area textbook from your RP class

 

  • Overview, Genres & Text Structures Approach to Writing Development & Planning
  • Developing Genre & Text Structure Schemata

 

 

 

2-11, A.M./ # 10

 

  • WDC, Read Phase 4

 

  • RRB, Review 59-87

 

  • WRB, Read Chs. 5 & 6
  • Bring revised writing sample for RAGS

 

Content-area Strategies & Study/Research Skills

Intervention Strategies & Assessment of Reading and Writing

 

2-11, P.M./ # 11

 

  • RRB, Read 188-213

 

  • WRB, Read 172-193
  • Read Mora #3

 

Hands-on w/ Procedures & Reports Writing Strategies

Additional RAGs & Rubrics, Part II

In-class Written Reflection

 

2-12, P.M./ # 12

 

  • Bring books of children’s poetry

 

Overview, Teaching & Writing Poetry

Hands-on Poetry Strategies

 

2-18, A.M./ # 13

 

  • WRB, Read Ch. 9

 

  • Content-area Comprehension Lesson Plan due

 

Read-around on lesson planning

Overview of the Writing Process & Domains of Writing

 

2-18, P.M./ # 14

 

 

  • Hands-on Strategies for Grammar & Conventions of Writing

 

2-22, P.M/ #15

 

  • Bring PAL Assessment & Writing Samples

 

RICA Case Study Model Answers

Consultation with Rosa Parks Sheltered 3rd grade teachers

 

2-25, A.M./ # 16

 

  • Case Study Due

 

Sharing of PAL Case Study Reports

Becoming Critical Educators

 

2-25, P.M./ # 17

 

  • Read articles # x & y (critical literacy topics)

 

Teaching Culture Through Multicultural Children's Literature

 

2-26, P.M./ # 18

 

  • Bring materials to make books

 

Making Books for Children

 

3-5

 

Vocabulary Development Lesson Plan & revised Content-area Lesson Plan due

*HOA refers to Hands-on Activity

PLEASE NOTE THAT THESE CLASS SESSIONS ARE SUBJECT TO CHANGE, EITHER BECAUSE OF RESCHEDULING TO RESPOND TO UNFORESEEN CIRCUMSTANCES, OR BECAUSE OF PEDAGOGICAL NEEDS. THESE CHANGES WILL BE ANNOUNCED AS PROMPTLY AS POSSIBLE.