TE 930 Teaching Reading and Language Arts in Elementary

Schools
Spring 2018 •Semester 2• 3SB Block
Dr. Ixchel Samson
Office: EBA 205A
Office hours: By appointment
Email: cappello@mail.sdsu.edu

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, and viewing. Topics over the two
semesters are not mutually exclusive. We will be reviewing topics including
comprehension as well as the relationship between reading and writing. Areas of
emphasis this semester will include disciplinary literacy (information text), writing
instruction and development, technology, 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. This
semester the School of Teacher Education at SDSU will be offering a FREE (to
current students) RICA Boot Camp to help you prepare for the exam. The RICA
Boot Camp will be held over two Saturdays in February (2/3 & 2/10). Please see
flyer in the RICA tab on Blackboard for more information.

The literacy tasks you design to satisfy the edTPA will also be graded as partial
requirement for TE 930. Your course assignment is structured the same way as
your official Teaching Event and no additional components are required for
class. However, your assignment grade will be earned against a scoring guide
and not the official rubrics.

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 1
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)
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.

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 2
TPE 13: Candidates for a Teaching Credential evaluate their own teaching
practices and subject matter knowledge in light of information about the state-
adopted 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.
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.

Course Materials/Required Texts:

Grande, R. (2012). The distance between us. NY: Washington Square Press.

Cappello, M. & Moss, B. (Eds.) (2010). Contemporary readings in literacy

education. Thousand Oaks, CA: Sage Publications.

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.

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 3
Course Materials/Recommended Texts:
Bobrow, J. and Anderson-Perak, B. (2010). CliffsNotes RICA, 2nd ed. Boston:
Houghton Mifflin Harcourt
Zarrillo, J. J. (2017). Ready for RICA: A test preparation guide for California's
reading instruction competence assessment, 4th ed. Boston: Prentice
Hall.

Expected Learning Outcomes:

1) Participation (5 points):
Come on time and prepared for class having completed the assigned readings
and the appropriate literacy strategies. This includes active participation in
reading and discussing The Distance Between Us and any class presentations
and activities.

Your Participation grade will also include a brief Picture Book Presentation and 1
page handout that which you will select a picture book that is appropriate for
the grade level you are teaching and will write a synopsis (1 paragraph) of the
book and will list curricular connections or standards and possible literacy
activities that can be used with the book. This will be posted on Blackboard so
that you will have a collection of literacy ideas and books that you can use in
your future classroom.

2) Task Analysis Planning Matrix and Lesson Plan (10 points):

Students will be asked to plan a literacy learning segment (2-3 consecutive
lessons) in which students will identify the essential literacy strategy, summative
assessment, learning objectives for each instructional activity and informal
assessments. The learning segment “should include learning tasks in which
students have opportunities to develop an essential strategy for
comprehending or composing text and the requisite skills that directly
support that strategy.” Students will also submit one full lesson plan from the
learning segment using the TLC lesson plan template. Students will receive
feedback from their peers and the instructor. This will serve as preparation and
practice for the edTPA.

3) Mash Up Technology and Corresponding Lesson Plan (20 points)

This assignment requires you to use technology for both RECEPTIVE and
PRODUCTIVE literacy purposes. In other words, you are required to include

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 4
technology as a tool for literacy instruction AND your students will use
technology to demonstrate learning.

3) Best Practices Notebook (15 points):

Students will keep a notebook of the literacy strategy experiences offered in
class and as a result of the assigned reading. I will not be providing a template.
However, your notebook must be well organized, provide examples when
relevant, and make the information easily accessible. A sentence or two on each
tool will NOT suffice. Decide how you can best make use of this collection of
strategies for your teaching. The Best Practice 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) edTPA Literacy Tasks (50 points):

Successful completion of the edTPA Literacy Tasks is required to earn your
teaching credential this semester. Since the Tasks are so demanding, you will
earn course credit for this work as well. Your course assignment is structured the
same way as your official edTPA and no additional components are required for
class. However, your assignment grade will be earned against a scoring guide
(see Blackboard) and not the official rubrics.

You will plan, teach, and assess “3–5 consecutive literacy lessons (or, if
teaching within a large time block, 3–5 hours of connected instruction) referred
to as a learning segment. Consistent with the Common Core State Standards for
English-Language Arts and Literacy and recommendations provided by the
International Reading Association (2010) for literacy professionals, a learning
segment prepared for this assessment should reflect a balanced literacy
curriculum. This means your learning segment should include learning tasks in
which students have opportunities to develop an essential strategy for
comprehending or composing text and the requisite skills that directly
support that strategy.”

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 5
Assessment and Grading:
All assignments except for the Best Practice Notebook will be submitted via Blackboad.
ASSIGNMENT DUE DATES
Task Matrix Analysis & Lesson plan (10) January 24 and 31, 2018
RICA Recommended 2/12-3/11/18
edTPA Literacy Tasks (50) March 29, 2018*
Picture Book Presentations & handout April 4, 11, & 18, 2018
(5)
Best Practice Notebook (15) April 25, 2018
Mash Up Technology (20) May 2, 2018
*Make sure you also upload your work to Pearson!

NO WORK WILL BE ACCCEPTED AFTER MAY 3, 2017!

NO EXCEPTIONS!

Grading Grid Translation

Participation/Picture Book Presentation 5 points 100-94 A
Technology Mash Up 20 points 93-89 A-
Best Practices Notebook 15 points 88-85 B+
Teaching Event 50 points 84-80 B
Task Analysis Planning Matrix 10 points
79-77 B-
100 points 76-70 C
69-65 C-
Less 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!

Course Structure and 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.

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 6
Assignments are due on the assigned day. Problems with the policy should
be discussed and negotiated in 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.

Writing Style Guidelines:

It is not typical for me to correct your papers for grammatical errors. HOWEVER,
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.

Students with Disabilities:

If you are a student with a disability and believe you will need accommodations
for this class, it is your responsibility to contact Student Disability Services at
(619) 594-6473. To avoid any delay in the receipt of your accommodations, you
should contact Student Disability Services as soon as possible. Please note that
accommodations are not retroactive, and that accommodations based upon
disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is
appreciated.

SDSU’s Student Conduct Code prohibits:

• Conduct that threatens or endangers the health or safety of any person
within or related to the University community, including
o physical abuse, threats, intimidation, or harassment.
• Participating in an activity that substantially and materially disrupts the
normal operations of the University or infringes on the rights of
members of the University community.
• Unauthorized recording, dissemination, or publication of academic
presentations for commercial purposes.

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 7
Academic Honesty
The University adheres to a strict policy regarding cheating and plagiarism.
These activities will not be tolerated in this class. Become familiar with the policy
and what constitutes plagiarism (http://studentaffairs.sdsu.edu/srr/cheating-
plagiarism.html). Any cheating or plagiarism will result in failing this class and a
disciplinary review by the University. These actions may lead to probation,
suspension, or expulsion.

Examples of Plagiarism include but are not limited to:

•Using sources verbatim or paraphrasing without giving proper attribution (this
can include phrases, sentences, paragraphs and/or pages of work)
•Copying and pasting work from an online or offline source directly and calling it
your own
•Using information you find from an online or offline source without giving the
author credit
•Replacing words or phrases from another source and inserting your own words
or phrases

CSU Statement on Inclusivity

“The CSU has affirmed its commitment to ‘protecting access, affordability,
intellectual freedom, inclusivity, and diversity for all students . . . including
supporting DACA students.’  Discrimination, harassment, or retaliation against
students, faculty, and staff on the basis of race, religion, gender, sexuality,
disability, nationality, immigration status and other categories of identity is
prohibited.  If you have concerns about your status at the university, please
visithttp://studentaffairs.sdsu.edu/EOP/ for information or contact the Dean of
Students or the Assistant Dean for Student Affairs in your College.”

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 blocked out before turning in any assignment.
Use of the student’s first name is acceptable.

RICA BOOT CAMP:

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The current literacy professors have joined forces to provide you with some extra
support for taking the RICA. The following sessions will be available free this
semester. They are not required but we do encourage you to participate to
increase your potential for passing. All workshops will be held in West
Commons 220. For more information see flyer in RICA tab on Blackboard.

Saturday 2.3.17 Sat. 2.10.17

Morning Session (9:00-12:00) Domain II Word Analysis Domain III Fluency
Dr. Kelly Johnson Dr. Virginia Loh-Hagen
Lunch (12:00-12:30)

Afternoon Session (12:30-3:30) Domain IV Academic Domain V Comprehension

Language Dr. Virginia Loh-Hagen
Dr. Marva Cappello

MAY 3, 2018 IS THE LAST DAY TO SUBMIT WORK!

NO EXCEPTIONS!

Class Schedule – SPRING 2018

ALL CLASSES MEET AT NORTHMONT ELEMENTARY UNLESS OTHEWISE NOTED!
DATE TOPICS ASSIGNMENTS DUE

TE 930B Teaching Reading and Language Arts in Elementary School SP18 Page 9
1 1.17.18 Intro/Overview
4:00-6:4 Balanced Literacy
0 pm Objective-Assessment
Connection
Task Analysis Matrix
2 1.24.18 Task Analysis Part Two
4:00-6:4 RICA Introduction with Guest
0 pm speaker,Dr. Marva Cappello
4:45pm
edTPA Breakdown
3 1.31.18 Modeled, Shared, Guided and
4:00-6:4 Interactive Writing
0 pm
Writer’s Workshop
2.3.18 RICA BOOT CAMP PART
ONE
4 2.7.18 Academic Language and
4:00-6:4 Vocabulary
0 pm
2.10.18 RICA BOOT CAMP PART TWO
5 2.14.18 Non-Fiction Comprehension
4:00-6:4 Teaching ELs
0 pm The Distance Between Us
6 2.21.18 Looking at & Learning From
4:00-6:4 Texts:
0 pm Using the Context
Expository Text Structures
7 2.28.18 Non-fiction/Expository text
4:00-6:4 circles
0 pm DRTA, Reciprocal Teaching,
Scaffolding Expository text
TE 930B Teaching Reading and Language Arts in Elementary School SP18
10
Valencia & Buly (2004) Article 6
Reread Fisher & Frey (2012)
Article 3
Task Analysis Matrix Draft due
Chap. 3 & 4, IDI & UBD
Tomlinson & McTighe. 2006 (Bb)
Conversation Roundtable
Task Analysis Matrix and lesson
plan due*
Cappello (2005) Article 24
https://cli.org/resource/reading-
writing-workshop/
Concept Guide
-ELA/ELD Framework Executive
Summary
-Zwiers (2007) Article 17
-Bromley (2007) Article14
-10 Important Words Plus
-Reread Pardo (2004) Article 18
-Moss (2004) Article 20
Cloze
-Krashen (2008) Article 27
-Goldenberg (2008) Article 28
-Akhondi et al. (2011)
Dual Entry Journal
Grande, The Distance Between
Us
-Expository Text structures
Palinscar and Brown, 1984
-Sejnost and Thiese (2010) (Bb)
Page
 Work on your edTPA. Don’t leave it the last minute.
8 3.7.18 21st
Century Literacy Hassett & Schieble (2007) Article 34
4:00-6:4 Multiliteracies -Cappello & Walker ( )
0 Visual Literacy -Dalton et al. (2015)
Guest speaker: Dr. Marva STLWFA
Cappello
10 3.21.18 App Smashing (Tech Mash up) Lucking, Christmann & Whiting
8:30-11: (2008) BB
15 Green (2014) BB
Exclusion Brainstorming
11 3.28.18 NO CLASS EDTPA DUE TO PEARSON
4:00-6:4 SDSU SPRING BREAK 3.29.18 11:59pm
0 (Be sure to allow at least a few days to
upload your files)

12 4.4.18 Readers Workshop Serafini & Youngs (2013) BB

4:00-6:4 DRTA Herringbone
0 Picture Book Presentations Picture Book Presentations
13 4.11.18 Questioning: QAR, Reciprocal Rafael & Au (2005) BB
4:00-6:4 Teaching, etc FQR
0 Picture Book Presentations Picture Book Presentations
14 4.18.18 Tech Mash Up TBD
4:00-6:4 Picture Book Presentations
0 Reflecting on Literacy instruction: Picture Book Presentations
15 4.25.18 Focus Groups By Appointment Best Practices Notebook Due
4:00-6:4 Exit Interviews
0
5.2.18 Tech Mash Up Due

*The instructor reserves the right to make changes to the syllabus at any time but will
inform students of any changes.

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