SINGLE SUBJECT TEACHER CREDENTIAL PROGRAM

CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS

EDSS 540 Literacy in the Content Areas (2 units)

Instructor: Lorna Gonzalez

Telephone: 805-443-7183
E-mail: lorna.gonzalez442@csuci.edu
Office hours: flexible; email me to make an appointment
Zoom Meeting: https://csuci.zoom.us/my/lornagonzalez
Class Meeting Time: Tuesdays, 6:00-7:50 AND 2 hours/week online
Face-to-Face Location: TBD

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.

STUDENT LEARNING OBJECTIVES

This course also critically addresses several of the core California Teacher Credentialing
Commission’s Teaching Performance Expectations (TPEs), which are incorporated into the
objectives of the course.

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.

UNIVERSITY MISSION STATEMENT

Placing students at the center of the educational experience, California State University Channel
Islands provides undergraduate and graduate education that facilitates learning within and across
disciplines through integrative approaches, emphasizes experiential and service learning, and
graduates students with multicultural and international perspectives.

ALIGNMENT OF STANDARDS FOR EDUCATOR DEVELOPMENT TO FOSTER STUDENT

LEARNING
In our preparation of professional educators, we have given extensive consideration to the alignment
of professional standards and assessments as articulated by professional associations, certification
agencies and learned societies. In particular, this course aligns with standards established by the
National Council for the Accreditation of Teacher Education (NCATE) and the California
Commission on Teacher Credentialing (CCTC).

COMMITMENT TO INFUSION OF COMPETENCIES TO ADDRESS THE NEEDS OF ALL

CHILDREN
The Teacher Education Program faculty is committed to infusing language, culture, special
education/exceptionality, and technology and gender competencies across the curriculum.

COURSE POLICIES AND PROCEDURES

1. Professionalism, Collegiality, Attendance, and Participation
In this class, you will be expected to demonstrate that you are both a professional and a good
colleague to your peers. You will do this through punctual and regular attendance as well as through
a high level of engagement and positive participation. See “Course Assignments” for specifics.

2. Academic Honesty and Integrity

Students are expected to maintain the highest professional standards of academic honesty and
integrity. Academic dishonesty (cheating, fabrications, plagiarism, forgery, etc.) will result in a grade
of “F” for the assignment, project, or test. In cases where the cheating or plagiarism was premeditated
or planned, students may receive an “F” for the course. Submit your own work that has been
specifically completed for this course unless you are directed to use a lesson from your content
area methods course. Also, be sure to cite your sources when referencing the work of others. Please
see the instructor if you have questions or concerns. Plagiarism includes copying lesson plans found
on the Internet; again, be sure to cite any sources that have contributed to your work.

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.

5. Students with Special Needs

Students with disabilities needing accommodation should make requests to Disability
Accommodation Services, Bell Tower, East Wing, Room 1796 (805-437-8528). All requests for
accommodation require appropriate advance notice to avoid a delay in services. Please discuss
approved accommodations with me.

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.

• Writing and thinking are processes that improve with time.

• 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.

3. Text-dependent Question Set (25 points)

For this assignment, you will select one self-contained section from your textbook and design a
sequence of text-dependent questions that you would be able to use verbally and in writing to
check student understanding. The questions need to require students to use academic language in
their responses. They need to be sequenced to support deeper understanding as students
progress. Ideally, you’ll do this on a text you’ll actually use in your student teaching. See CI learn
for discipline-specific rubrics.

4. Strategy Demonstrations (50 points)

• #1 Strategy: 25 points Reading Comprehension
• #2 Strategy: 25 points Vocabulary
In strategy demonstration, you will provide your classmates with a practical demonstration of a
particular technique or strategy as well as a more theoretical description of why this technique
works, when it works, and what some drawbacks are. These demos may be done independently
or in pairs. You are expected to demonstrate thorough knowledge of this technique (including
out-of-class reading of an article devoted to it). You’ll be asked to provide some specific
information on our class googledoc or blog in advance of your demonstration. A model will be
provided.

5. Performance Task (25 points)

• Performance Task (10 points task/10 points rubric/5 points verbal explanation)
With a group, you will create a performance task and rubric to address the writing standards
in your subject area. Verbally, you will explain your task and discuss how you would prepare
students to succeed.

6. PDP (Pre-reading/task, During reading/task, and Post-reading/task) Plan (50 points)

• You will write a plan that lays out intentional ways you can support students in
reading/doing text-dependent tasks in your content area. You may choose to focus on one
full-length text, one difficult but important chapter, or one genre, such as word problems or
laboratory reports. You will need four subheadings: Pre-reading/task; During-reading/task; post-
reading/task; and Handling of Academic Language. Specific examples of strategies, instructional
methods, and/or activities need to be included, and you must discuss the structure and
vocabulary of the text or genre. You are encouraged to draw from materials and activities used
in our class. This plan must be original and not using lessons already written for your 54- class.

**See Grades Breakdown (p. 5) for TPEs introduced/practiced/assessed by each assignment**

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Grades Breakdown – TPEs Introduced, Practiced, and/or Assessed

TPE = Teacher Performance Expectations; IPA = Introduced/Practiced/Assessed

Assignment Point Objectives TPE IPA
s
Attendance, in- 32 • Define what comprehension and fluency mean in your All TPEs
identified in the
class, electronic content area and explain the relationship to instruction Student Learning
participation • Explain how context and culture affect literacy development. Objectives (p. 1)
are introduced
• Other objectives as applicable. and/or practiced
through reading
preparation and
active
participation in
class.
Textbook 25 • Assess the appropriateness and complexity of reading 2.2 P
analysis materials for students in their content areas. 2.4 P
2.5 P/A
• Analyze and select appropriate print and non-print texts to
3.1 P/A
support learning.
3.2 P/A
5.7 P
5.8 P
Text-dependent 25 • Develop a plan to meet selected common core literacy 1.1 I/P
Question Set objectives in the content area 1.4 P/A
1.5 A
• Use effective, research-based strategies purposefully to help
1.6 I/P
students access content-area texts and academic vocabulary.
3.1-8 IPA
4.3 P
4.8 P
5.7 P
5.8 P
Strategy 50 • Plan effective lesson(s) to facilitate student learning through 1.1 P/A
Demonstrations speaking, listening, and language. 2.5 P/A
3.1-8 P/A
• Use effective, research-based strategies purposefully to help
4.3 P/A
students access content-area texts and academic vocabulary.
Writing 25 • Apply the writing process to instructional plans for student 1.4 P/A
Performance writing 1.5 P/A
1.6 P/A
Task • Develop a plan to meet selected common core literacy
3.1-8 P/A
objectives in the content area
4.8 P
5.7 P/A
5.8 P/A
6.1 P/A
PDP Plan 50 • Develop a plan to meet selected common core literacy 1.4 A
objectives in the content area 1.5 A
1.6 P/A
• Plan effective lesson(s) to facilitate student learning through
2.5 A
speaking, listening, and language.
3.1-8 P/A
4.8 P
5.7 P/A
5.8 P/A
Total 207

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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.

Session Assignment due for class Topics/Activities in Class TPE I/P/A

1 First class assignment posted on • Introduction 3.1 I
Literacy Blackboard. • Review of syllabus/course 3.5 I
Overview • Discuss Common Core/our 6.3 P
expectations for literacy in content
areas
2 Read: Rethinking English • What is academic language (AL)? 4.3 I
Academic Language Instruction. Susana • What are the functions, forms and 5.7 I
language Dutro and Carrol Moran. fluency of language in my content 5.8 I
(AL) Complete: online module area?
(Canvas)
3 Read: pacttpa.org Academic • Applying knowledge of academic 1.4 I
Applying language doc for your subject & language to lesson planning 1.6 I
knowledge of more from Dutro & Moran. objectives and activities 1.8 I, P
AL to lesson Bring lesson plan in your 3.1 P
plans content area. Identify the forms,
functions, & fluency required to
succeed.
4 Complete: Online module • How do we create text dependent 1.4 I, P
Text (including reading) questions? 1.5 I, P
Dependent Respond: Try the steps on the • How do we assess our questions?
questions sample text provided.
5 Read: Marzano, “Analyzing • Bring TDQs from session 4. 1.5 P
Text Complex Texts” (web); • What are typical text structures?
structures Optional: Lapp & Flood pp. 61- • What strategies help students
74 understand those structures?
6 Read Common Core Appendix • Text dependent question set due 1.1 A
Textbook A, pages 1-9 only. • What are the strengths and 1.5 A
analysis Complete: online module, limitations of the texts we use? 3.1 A
including textbook analysis • What problems do these texts pose
for underprepared students?
7 Hirai, Borrego, Garza & Kloock, • Which reading strategies improve 3.2 P
Reading & pp. 75-96 comprehension? 3.5 P
Vocabulary • How/when do they work? 5.1 I
Strategies • How do you use the course blog?
8 Apprenticing for Reading • Role of content vocabulary 3.2 A
Reading & Engagement (Cribb); THINK • Discuss & critique common 3.6 P
Vocabulary LITERACY: Cross-Curricular vocabulary strategies
Strategies Approaches, Grades 7-12, pp.
66-74

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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

10 Read your discipline-specific • How does my discipline use 4.4 I

Writing in chapter on teaching writing (see writing? 5.1 I, P
the Content BB Session 11). • What are the challenges?
Areas Cross-cutting concepts • In what ways can I integrate
writing to learn as well as learning
to write?
11 Read materials in the • Begin Performance Task (in class) 1.1
Performance Performance Task folder 1.3
Tasks designated “all” plus for your 4.4 P
discipline. 5.1 P
Depth of Knowledge chart
12 Read Disciplinary Literacy and 4.4 A
Using talk to Accountable Talk - Completed Performance Task due 4.6 P
develop (Zygouris-Coe) - Common Core State Standards 5.1 A
thinking Look at strategies for talk in Listening and Speaking
your discipline - Questioning as a strategy

13 • Rake & Smith: Assessing - PDP Draft due 1.1 A

Using Reading in Content Areas. 4.4 A
assessment to • Review Depth of knowledge 4.7 P, A
deepen levels 5.5 P, A
learning 5.7 P
5.8 P, A
14 • Read Teaching Academic • Putting it all together 6.1 P, A
Applying Content & Literacy to ELs in 6.2 P
and Elementary and Middle School 6.3 P
integrating & The Core Six
literacy • Complete online module
strategies to w/recommendations for
curriculum teachers
15 Excerpt from How Writing • PDP Final (soft deadline)
Responding Shapes Thinking
to needs:
Plans for
student
teaching
• PDP Final Due (hard deadline)