Reading, Language and Instruction for Diverse Content Area Classrooms

EDSC138A, Sections 2 and 4 - 3.0 Units Spring 2004

Instructor: Lonna Smith, M.A.

Offices: ART118/SH332

Phone: 924-4431

Email: smith@online.sjsu.edu Website: http://www2.sjsu.edu/faculty/lsmith/

Office Hours: Mondays 300-3:50 PM in _____; Tuesdays 6:30-7:00 PM in ______ and 9:45-10:00 PM in SH314

Required and Optional Texts:

1. Burke, Jim, Reading Reminders: Tools, Tips, and Techniques; Required

2. English/Language Arts Content Standards for California Public Schools, CDE, 1998 (available at http://www.cde.ca.gov/standards/reading/) Required

3. Course Reader at Maple Press, 481 E. San Carlos (near 10^th St.) Required

4. One secondary level textbook in your discipline Required

5. Burke, Jim, Writing Reminders: Tools, Tips, and Techniques; Optional

Course Description: This course is designed to assist candidates in becoming effective teachers in their subject areas by helping them use the language arts to develop the background and skills needed to teach diverse (including ELL) middle and/or high school students how to learn from text. Since reading and writing are so closely connected, the development of both as tools for teaching course content will be addressed.

Course Objectives: By the end of this course, students should be able to:

1. Describe the reading and writing processes and how meaningful activities in reading, writing, listening and speaking foster content literacy and English language development for all students, including English language learners.

2. Demonstrate within their content area curricula a variety of activities that help all students learn from text, including techniques that promote vocabulary development, pre-reading skills, comprehension, and study skills.

3. Demonstrate within their content area curricula a variety of writing activities that help students reflect on their reading and demonstrate what they have learned from text.

4. Demonstrate within their content area curricula a variety of reading and writing activities that meet the needs of diverse students.

5. Develop lessons in their content area curricula that demonstrate knowledge, understanding and the effective use of materials, methods, and strategies for English language development.

6. Use technology to access information and develop instructional materials.

Course Requirements:

1. Thoughtfully and actively participate in all class activities.

2. Provide email addresses for inclusion in a class distribution list.

3. Complete assignments on time. Late assignments/exams will not be accepted except for extreme and verifiable emergencies. Written assignments must be typed.

4. Present the final project on the scheduled final day. Final projects will not be accepted prior to the final class session.

Course Evaluations: Grades will be assigned according to points earned in six graded assignments. The table below gives the number of points required for each possible grade:

Grade	Points Earned for Graded Assignments
A+	100
A	93-99
A-	90-92
B+	88-89
B	83-87
B-	80-82
C+	78-79
C	73-77
C-	70-72
D+	68-69
D	63-67
D-	60-62
F	59 or fewer

Participation: Since instruction for this course is presented using interactive models and critical learning-based class discussions and activities, active participation is vital to learning. For this course, active participation is defined as thoughtful listening, sharing ideas when appropriate, and participating in all class activities. Please note that, to be eligible to present and submit the Final Project (Idea Book) for evaluation, you must actively participate in at least 80% of class discussion/activity time. Note: In any given hour, during which class discussion and/or activities take place, the entire hour is counted in the calculation for eligibility.

Major Assignments:

Points for six major assignments will be assigned according to the table below:

Assignment	Total Possible Points
Literacy Story	10
One Day Lesson Plan	15
Group Demonstration	15
Handout Packet	15
Unit Plan	25
Final Project (Idea Book)	20*

* Eligibility for presenting/submitting the Final Project is predicated upon active participation during at least 80% of class discussion/activity time.

Students are encouraged to spend quality time on the assignments and to ask the instructor for clarification and/or help if needed. Once assignments are presented/ submitted, no further revisions will be permitted and the scores will be final.

The major assignments are:

1. Literacy Story: In one or two typewritten pages, tell about a pivotal event in your development as a reader OR a writer. Your paper must tell the story of one event, rather than a series of events, that had a major effect on your literacy development. Since the awareness of oneself as a Reader or a Writer (note the capitals) is part of that development, you may choose to write that moment of awareness. Other appropriate topics would be a sad moment in your literacy development, or an event when a family member or teacher contributed to, or thwarted, your development as a reader or a writer. We will plan this paper in class and you will also receive peer feedback. Please see the rubric for scoring criteria. The rough draft will be due in class on March 1 (Sec. 4) or March 2 (Sec. 2). The final copy will be due in class on March 8 (Sec. 4) or March 9 (Sec. 2). Since prewriting will be done in class, please do not begin this assignment before then.

2. One-Day Lesson Plan: Guided by the English-Language Arts Content Standards, and using the strategies presented in class and through your readings, please develop a lesson plan that incorporates pre-reading and/or pre-writing activities that lead to reading and/or writing assignments, and/or reflective activities connected to reading and/or writing assignments. All activities should be content specific and designed to deliver/enhance/facilitate instruction and develop/facilitate learning in your content area as well as in English language development. NOTE: It will be virtually impossible to incorporate pre-reading AND prewriting AND active reading AND active writing AND reflective activities into a plan for one class period. Do not try to be that ambitious! Please see the “One-Day Lesson Plan Scoring Checklist” for scoring criteria. Due: April 5 (Sec. 4) or April 6 (Sec. 2).

3. Group Demonstrations: Along with your assigned group members, you will develop and present a demonstration of literacy activities appropriate to one of six assigned topics. The topics for the group demonstrations are: 1) Pre-reading activities, 2) Prewriting activities, 3) Vocabulary Development, 4) Notetaking Strategies, 5) English language learners, and 6) Reflection/Response Activities. Each person in the group will be allotted fifteen minutes. An additional 5 minutes will be allotted to the group for the introduction and the wrap-up. Please be aware of the time limit. The presentation should contain appropriate reading and/or writing activities, a short explanation of why these activities are desirable (the rationale), and variations/adaptations of the activities for other content areas and ELL. Be prepared to answer questions for a few minutes within the time limit. All group members must participate in the development and the presentation of the demonstration. Grades will be based on the clarity of the presentation and the value of the activities (see the “Group Demo Scoring Checklist”). NOTE: Although this is a group activity, individual grades will be given. However, the most successful group demonstrations are the products of collaboration. Due dates vary. See calendar.

4. Demonstration Packet: Along with your assigned group members, you will be required to produce a packet to accompany your demonstration. This packet will include detailed directions/plans for all activities presented to the class, any handouts used in the demonstration, resources (including web resources) that teachers can use to find similar activities, and variations of the activities for use in other subject areas and English language learners. Please also include the rationale and the suitable grade level(s) for the activities you demonstrate. Each page must be labeled with the name(s) of its contributor(s). As with the presentation, although this is a group activity, individual grades will be given and collaboration is urged. Your group is required to reproduce this packet and distribute copies to all class members and the instructor. Grades will be based on completeness, clarity of the directions/plans, quality of handouts (K.I.S.S.) and appropriateness of objectives and rationale (see the “Demo Packet Scoring Checklist”). Although you are not expected to decorate this packet, it should be neat. This packet should be concise rather than voluminous. Due at the group presentation.

5. Mini-unit Plan: Please develop a mini-unit of study consisting of four to five consecutive, related lesson plans for a specific topic within your content area and, if you are currently teaching, for your grade level. (If you are not yet teaching, you may choose a grade level.) The purpose of this assignment is to demonstrate your mastery of the objectives for this course (EDSC138A). Guided by the English-Language Arts Content Standards, the lessons should include pre-reading and pre-writing activities that lead to reading and writing assignments, reflective activities connected to the reading and writing assignments, discussion questions/topic guidelines, and discussion activities. All activities must have pedagogical value, be content specific and be designed to deliver/enhance/facilitate instruction and develop/facilitate learning in your content area as well as for English language development. Appropriate modification of materials and methods for the needs of English language learners must be included. Grades will be based on the quality and completeness of the unit (see the “Mini-Unit Plan Scoring Checklist”). Due in class on March 22 (Sec. 4) or March 23 (Sec. 2)

6. Idea Book: This is the Final Project for this course. It can take almost any shape, from a collection of file cards to a loose-leaf binder. The important factor is that it should contain any handouts you collect during this course (from the instructor, fellow students and/or your own work in this course) that you believe might have practical use in your classroom. In addition, this book should contain any “kernels of knowledge” you acquired in this course. Please do not include information from other classes or from your own independent studies. Students will give brief, informal presentations of their Idea Books. This is not an art project. Grades will be based on the usefulness of the “book” in terms of accessibility of information, applicability to your content area, and the clarity of the “kernels of knowledge.” Note: To be eligible to present this Final Project and to submit it for a grade, you must have participated in a minimum of 80% of class discussion/activity time. Due May 24 (Sec. 4) or May 25 (Sec. 2).

In addition, short reading and writing assignments are required and noted in the calendar. Pay close attention to the following:

1. The due dates for the reading assignments are found in the Calendar in this Greensheet. Please come to class prepared to discuss the reading.
2. Special Needs Assignment – Prepare and write about the special educational needs of someone you know. How were these needs met/not met? This paper will be shared with others during class discussion on May 10 (Sec. 4) May 11 (Sec. 2).

Important Statements and Policies

As a member of the faculty of the Department of Secondary Education, the College of Education and San Jose State University, I am committed to the following statements and policies:

College of Education Mission Statement:

The mission of the College of Education at San Jose State University is to prepare educators who have the knowledge, skills, dispositions and ethics that ensure equity and excellence for students in a culturally diverse, technologically complex, global community.

Department of Secondary Education Mission Statement:

The philosophy of the Secondary Education Department at San Jose State University is based on a vision of professional educators who can function effectively and sensitively in the multicultural, multilingual, and technologically complex environment of today's secondary schools. The faculty is committed to preparing teachers who are critical and reflective practitioners who are prepared to:

1) make informed and thoughtful decisions in their daily practice,
2) serve in diverse educational contexts,
3) promote equity, respect for person, and social justice, and
4) provide fair-minded and responsive instruction for ethnically and linguistically diverse populations.

These teachers must also be aware of uses of technology for learning, and they must be well-prepared in current education theory, research, methods, and practice.

Academic Dishonesty:

All students are responsible for knowing and observing University policies regarding academic dishonesty. Se University publication: “Academic Dishonesty and Its Consequences.” This document is available online at http://www.sjsu.edu/student_affairs/academicdishonestyrevisedpolicy.pdf.

Students with Disabilities:

Students with disabilities who need special accommodations must identify themselves as soon as possible. I am committed to providing the most appropriate learning and testing conditions for all students.

Expectations for Candidates:

In accordance with the goals of the Single Subject Credential Program, candidates are expected to demonstrate the following professional dispositions as they progress through course work and field work experiences:

Reflectiveness

Indicators:

• Practices critical questioning
• Is responsive to criticism
• Is responsive to opposing views
• Articulates opposing views
• Examines personal strengths and weaknesses
• Questions own beliefs and practices
• Exhibits flexibility

Responsibility

Indicators:

• Constructively responds to obligations
• Oral and written agreements with others
• Coursework/Assignments
• Timeliness
• Engages actively in program experiences

Commitment to Professionalism

Indicators:

• Demonstrates an understanding of the legal obligations of teaching
• Demonstrates ongoing commitment to professional development
• Practices collaboration and collegiality to reach identified goals

Commitment to Fairmindedness and Equity

Indicators:

• Treats others with equal respect, courtesy, and dignity
• Is intolerant of all forms of harassment, discrimination, and exploitation
• Recognizes the need for differences to ensure equal treatment of all

Calendar

(NOTE: Adjustments may be made as needed.)

Date	Topics/Activities	Assignments Due
Feb. 2/3	Overview of the Reading Process
Feb. 9/10 Note: The assignments in the third column are due by the date in the first column.	Pre-reading Activities Form Demo Groups	Reading Assignment: “An Introduction to Using Reading, Writing and Language…” (online link from website)
Feb. 16/17 Note: In the reading assignments, the numbers following the # sign refer to numbers of reading reminders, not page numbers.	Overview of the Writing Process Pre-writing activities Literacy Story assignment	Reading Assignment: RR pp. 1-3, 29- 30, 173-176; #5, 15, 17, 56, 61, 63, 80
Feb. 23/24 Note: Some of the reading may be review.	Active Reading Oral Reading	Reading Assignment: RR pp. 233-234 ; #2, 17, 76
March 1/2	Reflecting on Reading and Writing Pre-reading Demo Group Meeting with drafts of demos	Reading Assignment: RR # 1, 51, 54, 57, 64, 67, 73 Writing Assignment: Rough Draft of Literacy Story
March 8/9	Sharing of Literacy Stories Discussion groups Schedule Demo Group Conferences	Reading Assignment: RR #7,8,10,13,17,54,55,61,62,68,71 Writing Assignment: Revise and edit literacy story. Literacy Story Due.
March 15/16	Demo Group Meetings (all except Pre-reading Group)	Bring Demo Activity draft. (except for Pre-reading Group)
March 22/23	Writing Discussion Questions Literature in Content Areas Demo: Pre-Reading Activities	One-Day Lesson Plan Due Reading Assignment: RR #10,18, 55, 58, 65, 66
April 5/6	Study Day. No Formal Class Session. Demo Group Meetings	Work on demos and packets
April 12/13	Discussion Questions pt. 2 Demo: Pre-Writing Activities	Reading Assignment: RR pp. 127-129; # 34, 40, 41-44, 46-50, 53, 75, 79
April 19/20	Demo: Vocabulary Development Summary Writing	Reading Assignment: RR # 14,19,52
April 26/27	Demo: Notetaking Strategies Study Reading	Reading Assignment: RR pp. 103-105; #16, 20, 23, 36-39
May 3/4	Demo: Reflection/Response Activities Meta-essays Metacognition revisited	Reading Assignment: RR pp. 83-85, # 24, 56, 57, 59, 60, 61, 64,69,70
May 10/11	Demo: English Language Learners Meeting individual needs Graphic Organizers	Writing Assignment: Write about the special educational needs of someone you know. How were these needs met/not met?
May 17/18	Diversity Issues Classroom/Behavior Management	Reading Assignment: “Each Child that Dies”; RR #25-27,29 Mini-Unit Plan Due
May 24/25	Final Day	Idea Books Due