EDUC_286

Spring 2017

#50292 Section 01 WEDNESDAYS, 4:00-7:00 p.m. Guadalupe Hall 203 APRIL 5 – June 7, 2017

“A truly good book teaches me better than to read it. I must soon lay it down and commence living on its hint . . . What I began by reading, I must finish by acting.”

Instructor:

Office:

H.D. Thoreau

“Learning to write is a matter of learning to shatter the silences, of making meaning, of learning to learn.”

Greene, M. (1995). Releasing the Imagination. M. Priscilla Myers, Ph.D.

Curriculum and Instruction, Reading Specialization Guadalupe Hall 247 (408) 551-1925

*Office Hours: MW 1:00-4:00 p.m., by email appointment: pmyers@scu.edu from concepts presented in class and in readings, to any details of classroom functioning. The success of our

educational venture this quarter depends on mutual communication and learning.

Rooted in the Jesuit tradition at Santa Clara University, the mission of the Department of Education is to prepare professionals of competence, conscience, and compassion who will promote the common good as they transform lives, schools, and communities. Our core values of reflective practice, scholarship, diversity, ethical conduct, social justice, and collaboration guide both theory and practice.

Faculty, staff, and students in the Department of Education:

• • ̈ Make student learning our central focus.

  • ̈ Engage continuously in reflective and scholarly practice.

  • ̈ Value diversity.

  • ̈ Become leaders who model ethical conduct and a commitment to social justice.

  • ̈ Seek collaboration with others in reaching these goals

    • Master of Arts in Teaching and Teaching Credential [MATTC]: Program Learning Goals The Program Learning Goals (PLGs) represent our commitment to students who earn their Master of Arts in Teaching degrees and the Multiple Subject/Single Subject credentials at Santa Clara University. Beginning teachers prepared in SCU’s MATTC program are ready to:

1) Maximize learning for every student.

Note: Please feel free to ask me or to contact me by e-mail for clarification of anything that is confusing to you,

• • 2) Teach for student understanding.

  • 3) Make evidence-based instructional decisions informed by student assessment data.

  • 4) Improve their practice through critical reflection and collaboration.

  • 5) Create productive, supportive learning environments.

  • 6) Apply ethical principles to their professional practices.

The Program Learning Goals guide our program and are cross-referenced with course objectives. The extended edition of the MATTC PLGs can be found on pp. 8-9 of the MATTC Program Teacher Candidate Handbook.

DISABILITY ACCOMMODATION POLICY:

To request academic accommodations for a disability, students must contact Disability Resources located in The Drahmann Center in Benson, room 214, (408) 554-4109; TTY (408) 554-5445. Students must provide documentation of a disability to Disability Resources prior to receiving accommodations.

ACADEMIC INTEGRITY:

Santa Clara University insists on honesty and integrity from all members of its community. The standards of the University preclude any form of cheating, plagiarism, forgery of signatures, and falsification of data. A student who commits any offense against academic honesty and integrity may receive a failing grade without possibility of withdrawal, suspension, or dismissal from the University. Plagiarism is the practice of claiming, or implying, original authorship of (or incorporating material from) someone else's written or creative work, in whole or in part, into one's own without adequate acknowledgement. Unlike cases of forgery, in which the authenticity of the writing, document, or some other kind of object itself is in question, plagiarism is concerned with the issue of false attribution. See: http://www.scu.edu/studentlife/resources/academicintegrity/

REQUIRED TEXTS: (ENGLISH TEACHERS)

Burke, J. (2013). The English teacher’s companion: A complete guide to classroom, curriculum, and the

profession (4th ed.). Portsmouth, NH: Heinemann. ISBN-13: 978-0-325-02840-8

Smagorinsky, P. (2007). Teaching English by design: How to create and carry out instructional units.

Portsmouth, NH: Heinemann. ISBN 978-0-325-00980-3 / 0-325-00980-5

Online Readings

Purdue University’s Online Writing Lab (1995-2012). [free writing, research, grammar, MLA & APA style online handouts,

writing consultations, workshops, ESL conversation groups]. The OWL at Purdue. Retrieved March 2016, from

http://owl.english.purdue.edu/owl/.

California Dept. of Education (2014). Department of Education Home Page. Retrieved March 2016, from http://www.cde.ca.gov/index.asp California Dept. of Education (March 6, 2014). New Online Tools for Educators. Retrieved March 2016, from

http://www.cde.ca.gov/nr/ne/yr14/yr14rel25.asp

California Dept. of Education (2014). Getting Started with the California English Language Development Standards.

Retrieved March 2016, from http://www.myboe.org/portal/default/Content/Viewer/Content?action=2&scId=509334&sciId=16472

California Dept. of Education (2009). English language development content standards adopted by the State Board of Education. Retrieved March 2016, from http://www.cde.ca.gov/be/st/ss/documents/englangdevstnd.pdf

California Dept. of Education (2007). Reading/language arts framework for California public schools: Kindergarten through grade twelve. Retrieved March 2016, from http://www.cde.ca.gov/ci/rl/cf/documents/elaeldfwintro.pdf

California EL Demographics: “Who are California’s English Learners?” Retrieved March 2016, from

http://www.youtube.com/watch?v=KlbTwaBcs00&feature=youtube

California State Board of Education (August 2010 Updated March 2013: Prepublication Version) Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects for California Public Schools Kindergarten Through Grade Twelve. Retrieved March 2016, from http://www.corestandards.org/ELA-Literacy/CCRA/R/

Cornell University Center for Teaching Excellence: “Inclusive Teaching Strategies.” Retrieved March 2016, from

http://www.cte.cornell.edu/teaching-ideas/building-inclusive-classrooms/inclusive-teaching-strategies.html

Cornell University Center for Teaching Excellence: “Incorporating Diversity.” Retrieved March 2016, from http://www.cte.cornell.edu/teaching-ideas/designing-your-course/incorporating-diversity.html.

Greene, R. (2013, Oct. 30). 5 key strategies for ELL instruction. Teachers’ Voice. Retrieved March 2016, from https://www.teachingchannel.org/blog/2013/10/25/strategies-for-ell-instruction/.

SCU Orradre Library Journals with Articles Related to Teaching Reading and Writing

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CA JOURNAL OF TEACHER EDUCATION COLLEGE ENGLISH

ENGLISH JOURNAL

INSTRUCTOR

JOURNAL OF ADOLESCENT AND ADULT

LITERACY (formerly JOURNAL OF READING) JOURNAL OF EDUCATION

JOURNAL OF EDUCATIONAL PSYCHOLOGY JOURNAL OF SPECIAL EDUCATION JOURNAL OF TEACHER EDUCATION

LANGUAGE ARTS

LIBRARY JOURNAL

PSYCHOLOGY IN SCHOOLS READING RESEARCH QUARTERLY

READING TEACHER

RESEARCH IN THE TEACHING OF ENGLISH SCHOOL LIBRARY JOURNAL

TEACHER EDUCATION QUARTERLY

TEACHING PERFORMANCE ASSESSMENTS (TPAs) and TEACHING PERFORMANCE EXPECTATIONS (TPEs) The TPAs, based on the California Standards for the Teaching Profession as exemplified in the Teaching Performance Expectations (TPEs), assure that multiple and single subject teacher candidates have the knowledge, skills, and abilities required of beginning public school teachers in California. The TPAs comprise four tasks: Subject-Specific Pedagogy, Designing Instruction, Assessing Learning, and the Culminating Teaching Experience. The TPAs are embedded within course content and field experiences and assess candidate mastery of multiple TPEs.

Course Description and Objectives:

EDUC285 and EDUC286 are designed to enable single subject credential candidates to develop the pedagogical content knowledge necessary to teach their specific academic subject, Secondary English/World Lang. Methods, effectively to all students. Special attention is paid to developing candidates’ ability to use Specially Designed Academic Instruction in English (SDAIE) skills to give all students equitable access to curriculum content. All single subject credential candidates are required to take the EDUC285 Methods I and EDUC286 Methods II block in the content area aligned with the credential they are seeking.

Crucial to student success in literacy education are the nurturance and guidance of reflective literacy practitioners--teachers who are compassionate, knowledgeable, mindful, metacognitively aware, morally intuitive decision makers, and who model commitment to lifelong learning. Reflective literacy teachers provide multiple, integrated, practical, problem-solving instructional strategies adapted to the specific needs and interests of individuals in all areas of the language arts: reading, listening, speaking, writing, viewing and representing visually. This course will further your preparation as a reflective literacy practitioner, and, in particular, will help you to:

• 1. develop an understanding of the reading, writing, and oral languaging processes as an interaction between reader, text, and context; (SB2042--Standards 6B, 7B, 8, 8B-d, 10C, 12C, 13C)

  2. learn strategies for organizing and evaluating reading material; use appropriate technology to make judgments about the match between student and text. (SB2042--Standards 6, 7B, 8, 8B-d, 11C)

  3. learn strategies for facilitating reading comprehension and literary response and analysis. (SB2042-- Standards 6B, 7B, 8, 8B-d)

  4. incorporate knowledge of written and oral English-language conventions in comprehending and producing complex text. (SB2042--Standards 6B, 7B, 8, 8B-d)

  5. address foundational skill deficits by using formal and informal assessment tools such as standardized tests, observation, self-evaluation, informal reading inventories, writing samples, interviews, and portfolios. (SB2042—6B, 7, 7B, 8)

  6. learn strategies for systematic instruction in word analysis, fluency, and vocabulary development.

     1. (SB2042— Standards 6B, 7B, 8, 8B-d, 9, 10, 12, 13)

  7. identify and design appropriate listening, speaking, and writing interventions in response to reading.

• • 1. (SB2042--Standards Standards 6B, 7B, 8, 8B-d, 9, 10, 12, 13))

• 8. learn to adapt instructional contexts and learn intensive, systematic strategies to meet struggling

• • 1. pupils’ specific needs in reading, writing, and/or language. (SB2042—9, 10, 12, 13)

• 9. use the ELD Standards and English Language Arts standards to design appropriate learning

• • 1. opportunities for all students, including English language learners. (SB2042—9, 10, 12, 13)

• 10. understand that incorporating and valuing literature from diverse cultures and about pupils with

• • 1. special needs is an integral part of each teacher’s role. (SB2042—9, 10, 12, 13)

• 11. understand techniques to teach advanced skills such as analytical critiques of text and media, and

• • 1. comprehension of research-based discourse. (SB2042--Standards 3A, 4A, 5A, 6, 7B, 8, 11C)

• 12. incorporate technology as a means of research, creating manuscripts, and multimedia presentations.

• • 1. (SB2042--Standards 3A, 4A, 5A, 6, 7B, 8, 11C)

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13. help pupils develop metacognitive skills to become independent learners who apply knowledge creatively and critically. (SB2042--Standards 6, 7, 7B, 8, 9C, 10C, 12C)

14. develop awareness of factors influencing motivation and success in reading and writing. (SB2042-- Standards 9C, 10C, 12C, 13C)

• 1. support students’ learning of ideas and skills while encouraging genuine exploration and self- expression; engage in planning and feedback that supports students’ ownership of ideas; and elicit and respond to student thinking in constructive and productive ways, particularly through discussion. (SB2042—Standards 1A, 2A, 3A, 5A)

  2. develop, in the process of creating lessons for students, critical friendship among peers in order to reflect, revise, and deepen the connection between theory and practice. (SB2042—Standards 1A, 2A, 3A, 4A, 5A, 9C, 10C, 12C, 13C)

TPE 12: Professional, Legal, and Ethical Obligations

• • Candidates take responsibility for student academic learning outcomes. They are aware of their own personal values and biases and recognize ways in which these values and biases affect the teaching and learning of students. They recognize and resist racism and acts of intolerance. Candidates appropriately manage their professional time spent in teaching responsibilities to ensure that academic goals are met. They understand important elements of California and federal laws and procedures pertaining to the education of English learners, gifted students, and individuals with disabilities, including implications for their placement in classrooms. Candidates can identify and appropriately report suspected cases of child abuse, neglect, or sexual harassment. They maintain a non-hostile classroom environment. They carry out laws and district guidelines for reporting such cases. They understand and implement school and district policies and state and federal law in responding to inappropriate or violent student behavior.

  • Candidates understand and honor legal and professional obligations to protect the privacy, health, and safety of students, families, and other school professionals. They are aware of and act in accordance with ethical considerations and they model ethical behaviors for students. Candidates understand and honor all laws relating to professional misconduct and moral fitness, including appropriate and inappropriate uses of digital content and social media. Candidates are aware of the legal and ethical obligations relating to both implementing student assessments, including K-12 standardized assessments, and completing required candidate assessments within the preparation program (e.g., the Teaching Performance Assessment).

    • TPE 13: Professional Growth

• Candidates evaluate their own teaching practices and subject matter knowledge in light of information about the state-adopted academic content standards for students and student learning. They improve their teaching practices by soliciting feedback and engaging in cycles of planning, teaching, reflecting, discerning problems, and applying new strategies. Candidates use reflection and feedback to formulate and prioritize goals for increasing their subject matter knowledge and teaching effectiveness.

COURSE GRADING:

1) Letter grades will be based on percentages (pts. earned divided by total pts.).

2) Letter grades will be assigned values (1.0 - 4.0) and multiplied by the grading weight distribution. 3) Your final grade will be based on the following scale:

A 4.0 (94-100%)

A- 3.7 (90-93%)

B+ 3.3 (87-89%)

B 3.0 (84-86%)

B- 2.7 (80-83%)

NOTE: Teacher Candidate Handbook:

A = Exceeds expectations

B = Meets expectations

• Grading for all assignments will be criterion referenced; i.e., you will receive a grade based on the quality of your work and participation according to criteria outlined in this syllabus and in class, rather than how your work compares to that of your classmates.

C+ 2.3 (77-79%) C 2.0 (74-76%) C- 1.7 (70-73%) D+ 1.3 (67-69%) D 1.0 (64-66%

C = Below expectations

D = Far below expectations

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COURSE ASSIGNMENTS

CLASS PARTICIPATION (100 points) 10%

Attendance is critical to your understanding of course material (see notes above for specific information regarding attendance and punctuality.) Participation points are earned through careful reading and notetaking based on textbooks/articles, attention to and participation in group activities, and completing all course evaluations. You will earn 5 attendance and 5 participation points for each of our 10 meetings.

At the beginning of each class, one person will demonstrate a brief but unique anticipatory set that promotes the skills of LISTENING & SPEAKING. The anticipatory set may be an activity; a grammar, discussion, or writing strategy; a fiction/nonfiction reading or poetry; a joke or other whimsical use of language that pulls students into the lesson. An anticipatory set should stimulate CURIOSITY and a NEED TO KNOW; students should feel intrigued and motivated by your introduction to a day’s lesson. Pay particular attention to adjusting and amending instruction to meet the needs of English learners. Feel free to adapt and document strategies from sources such as your own textbooks, class lectures, or from professional websites.

James Burke, the author of your textbook, emphasizes that “grammar and our language use are inextricably connected—through writing, reading, and speaking—to our own sense of competency and our general identity” (p.271). Focus on the practical applications of grammar through writing by finding or creating a strategy that will make “every sentence matter” (Schultink, 2011, cited p. 278). Check your textbook for print and online strategies (pp. 281-292). Incorporate this strategy within your curriculum unit.

Based on the Teacher Candidate Summative Evaluation form, I will observe and evaluate a lesson you have created as part of your lesson plans required for EDUC285, or as part of your new EDUC286 two- week curriculum unit.

• • Adapted by P.Myers from course text: Smagorinsky, P. (2008). Teaching English by design: How to create and carry out instructional units. Portsmouth, NH: Heinemann; and from accompanying “Virtual Libarary of Conceptual Units” http://smago.coe.uga.edu/ELAN7408/ELAN7408_syllabus.htm

  • Organize your unit around a specific theme or principle firmly grounded in theories of learning and teaching, thus revealing thorough reading and in-depth understanding of the course text.

  • Rather than focusing on the teaching of skills in isolation, the aims of this unit are visibly connected to the construction of personal meaning through reading and writing for real purposes. These connections are thoroughly justified in the unit rationale and objectives (unit and lesson) and are apparent in the accompanying activities and assessment criteria.

  • Lesson plans are theoretically grounded, sensibly sequenced, and well organized, and are designed to enable students to learn to construct meaning in subsequent independent undertakings. Pay particular attention to adjusting and amending instruction to meet the needs of English learners and students with special needs.

  • Materials and procedures are clearly and specifically stated and referenced to published scholarship (e.g., course texts, theory from texts you’ve read in other college courses, credible internet sources, etc.) You may borrow specific instructional ideas from course texts, but should build on those concepts for more original design of lessons and assessments.

  • Maximum points will be awarded to units that are turned in on time, include the minimum components listed in the rubric below, meet highest expectations for each component, reveal an overall theme, reveal evidence that you have read the unit texts/materials carefully, build on concepts outlined in our course texts, and include lessons and activities that are specific, unique, and tied to your rationale.

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ANTICIPATORY SETS (Self-chosen Due Dates) (50 points) 15%

GRAMMAR THROUGH WRITING (50 points) 15%

OBSERVATION (Variable Due Dates) (50 points) 20%

TWO-WEEK CURRICULUM UNIT: (500 pts.) 40%

TENTATIVE COURSE SCHEDULE

SUGGESTED READINGS

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April 5 12

Cognitive Dimensions of Literacy VOCABULARY, GRAMMAR

Cognitive Dimensions of Literacy VOCABULARY, GRAMMAR

Sociocultural Dimensions of Literacy SPEAKING, LISTENING-Poetry, Drama

Sociocultural Dimensions of Literacy VIEWING, REPRESENTING VISUALLY

Teaching and Planning with Students in Mind Scaffolding & Discussion

Ch. 7, Burke

Ch. 7, Burke

Ch. 6, Burke

Ch. 6, Burke

Chs. 1-4, Smagorinsky

Smagorinsky Chs. 5-11

Smagorinsky Chs. 12-14

Burke: Ch. 5

Burke: Ch. 8 (pp. 293-300)

May

May

19 26 3

10 GRAMMAR Assignment Due

17

24

31

UNIT DESIGN

Designing Conceptual Units

UNIT DESIGN

Designing Conceptual Units

Cognitive Dimensions of Literacy READING & COMPREHENSION

UNIT PLAN DUE

Assessment: Informal Reading Inventory

UNIT PLAN PRESENTATIONS

June

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EDUC286 SEC. ENGLISH METHODS II: TWO-WEEK CURRICULUM UNIT: ___/500

• 1. ___/10 CONTEXT

     1. Organize your unit around a specific theme, author, genre, or subject.

  2. ___/15 RATIONALE

• • 1. Justify your selection of topic in student terms. What will students learn as a result of participating in this unit through critical viewing, studying, practicing, discussing, listening, writing, reading, acting and other means of creative expression . . . ?

• 3. ___/25 OVERVIEW

• • 1. Common Core Standards AND General Objectives

D. ___/50 STUDENT “INVENTORY”

Interests

Students’ goals for your class

Prior Knowledge of particular topics to be covered by this unit Language use, including writing

Skills to build on

• 1. ___/10 SPECIAL ISSUES or INSTRUCTIONS [particular to your unit topic]

  2. ___/30 SPECIFIC OBJECTIVES & GOALS

  3. ___/50 SUMMATIVE ASSESSMENTS

  4. ___/10 PERFORMANCE CRITERIA (Attendance & Participation)

  5. ___/25 TEXTS AND MATERIALS

     1. 1. Primary text(s): Annotated Bibliography

        2. Annotated List of supplementary materials (films, internet, periodicals,

           1. reports, etc.)

  6. ___/25 ANTICIPATORY SET FOR UNIT

  7. ___/150 DAILY PLANS

• • 1. 1. Warm-up

    2. 2. Review

    3. 3. LessonObjectives 4. SpecificStrategies:

    4. a) Discussion

    5. b) Reading Workshop (Readings, Aim/purpose, Questions

    6. c) Writing Workshop (Journal, Reflections, Quick Writes, Analysis, Revision) d) Homework (Journal, writing, reading)

Each student will present highlights of his/her unit to the class using examples/modeling, etc. in order to encourage interest in and motivation for implementing the unit in future classes.

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SECTION ONE: INTRODUCTION ___/100

SECTION TWO: GENERAL UNIT GUIDE___/100

SECTION THREE: UNIT DESCRIPTION___/200

SECTION FOUR: APPENDICES___/50

FINAL PRESENTATION ___/50