Edss540 Syllabus-S18
Edss540 Syllabus-S18
COURSE DESCRIPTION
Hybrid Course Format: Four hours lecture/discussion per week (2 hours/week online; 2 hours/week face-to-f
ace, plus readings and relevant course work).
Prerequisite: Admission to the Single Subject Credential Program.
Corequisite: EDSS 570 (1-2 units); or EDSS 575
Secondary students will learn methods and techniques for reading, writing, language and literacy across the
secondary curriculum including students with varied language backgrounds. Emphasis on how language and
literacy issues and processes are crucial to successful student learning and successful teaching across contexts
and content areas. This course addresses the special needs of proficient readers and adolescents who struggle
as readers. Includes approaches and methods that are consistent with a comprehensive, systematic program,
and are aligned with the state adopted academic content standards for students and the Common Core State
Standards in Literacy in History/Social Studies, Science & Technical Subjects. Includes an emphasis on
teaching in multicultural, multilingual, and inclusive classrooms.
In compliance with the Teaching Performance Expectations, students who successfully complete this
course will:
• Develop a plan to meet selected common core literacy objectives in the content area (TPE 1.4,
1.5, 1.6, 3.1-8, 4.8, 5.7, 5.8).
• Define what comprehension and fluency mean in their content area and explain the
relationship to instruction (TPE 3.1, 3.2, 6.1).
• Use effective, research-based strategies purposefully to help students access content-area texts
and academic vocabulary. Analyze and select appropriate print and non-print texts to support
learning (TPE 1.1, 3.2, 4.3).
• Explain how context and culture affect literacy development (TPE 1.1, 1.3, 2.2, 4.1, 6.2).
• Assess the appropriateness and complexity of reading materials for students in their content
areas (TPE 2.2, 2.4, 2.5, 3.1, 3.2, 5.7, 5.8).
• Plan effective lesson(s) to facilitate student learning through speaking, listening, and language
(TPE 2.5, 3.1-8).
• Apply the writing process to instructional plans for student writing (TPE 3.3, 6.1).
REQUIRED TEXTS
1) All readings and supplemental resources available on CI learn.
2) ONE content area textbook (Your choice, in English, Math, Science, or Social Studies) suitable for
students between grades 6 and 12. Please see the instructor if you have trouble locating one.
3) Copy of the Common Core State Standards for Literacy in History/Social Science or Literacy in
Science & Technical Subjects and Appendix A, B and C.
3. Late Work
All assignments should be submitted by the start of class on the specified due date. Under normal
circumstances, no late assignments will be accepted unless for serious and compelling reasons.
Arrangements for the submission of late work must be discussed with the instructor.
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4. Grading Policy
Pluses and minuses will be utilized in this course. Grade breakdowns are as follows:
A = 93 – 100% B- = 80 - 82 D+ = 67 – 69
A- = 90 - 92 C+ = 77 - 79 D = 63 – 66
B+ = 87 - 89 C = 73 - 76 D- = 60 – 62
B = 83 – 86 C- = 70 - 72 F = 59 or lower
All formal assignments must be typed. All referenced works must be cited using an APA format.
Content and mechanics will be considered when grading formal written assignments. It is expected
that all assignments will reflect university-level composition and exposition. Use of electronic
spelling, grammar checking, and the University Writing Center is encouraged.
6. Class Assumptions
• Learning is constructed in different ways by different individuals. Consequently, the learning
you do will be necessarily enriched by multiple perspectives, voices, experiences, and points of
view.
• Learning is richer, deeper, and lasting not when it is memorization, but when it is an active
examination of a meaningful concept or idea.
• The “bank” from which content is drawn is the social reality of students’ lives and experiences
in conjunction with expert opinion, research and practice.
COURSE REQUIREMENTS
ASSIGNMENTS
1. Attendance, in-class, & electronic participation (32 points, 2 points per session)
Due to the fast pace of an eight-week term, it is essential that you are fully present in mind and
body for every class. Full points are based on: Arriving on time and staying until the class is
dismissed. Turning off cell phones or setting them to silent. Being prepared for in-class activities
that are not otherwise graded (including readings and reading responses). Being a collegial
participant (listening actively, offering supportive suggestions or ideas, asking relevant questions,
leading activities where necessary). Completing all online learning modules for this hybrid class.
Taking a positive attitude and a proactive approach to issues that arise. Unexcused absences,
distracted behavior during class, or arriving without prepared materials will lower your
participation grade, and this is non-negotiable.
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2. Textbook analysis (25 points)
For this paper, you will analyze a content-area textbook for particular elements, including
complexity, quality, and range, according to common core specifications. You will be writing up
your findings and recommendations. Ideally, you will use the textbook from your student
teaching placement.
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Grades Breakdown – TPEs Introduced, Practiced, and/or Assessed
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SCHEDULE OF READINGS AND ASSIGNMENTS
This schedule is subject to change; if you are absent, check to verify the assignment due.
Shaded regions denote ONLINE class meetings.
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9 Antonaccii, Content Area • STRATEGY DEMOS 3.5 A
Vocabulary Vocabulary, pp 1-16 plus your • What role does self-assessment/ 4.3 A
strategies Demo selection metacognition play? 5.1 P
Janet Allen, Vocabulary chapter