COURSE NUMBER, TITLE and CREDITS EDSU 533-1: Effective English/Language Arts Instruction for Single Subject BULLETIN

COURSE DESCRIPTION This course provides candidates an opportunity to study teaching and learning in English/Language Arts. As students examine and explore teaching English/Language Arts, they will focus on methods to apply their learning in the multilingual, multicultural, diverse secondary classroom. They will design and present selected lessons that are aligned with Californias Common Core Content Standards for English Language Arts and the California Reading/Language Arts Framework which connect reading, writing and oral language processes in an integrated fashion. Candidates will have multiple opportunities to learn and practice ways to differentiate instruction based on the needs and strengths of the range of learners in the classroom, including English learners, struggling readers and writers, advanced learners, ones who use non-standard English and students with special needs. Additionally, these lessons will reflect mastery of English Language Arts content pedagogy. Also, students will learn about the use of multiple measures to assess student progress toward reaching state-adopted Common Core English Language Arts standards. Protocols for using assessment information to inform instruction will be utilized. Strategies for communicating this assessment information to caregivers in order to improve student performance will be addressed. Online professional journals and organization information will be critiqued and utilized. Further, a dialectical journal or learning log will be maintained by each candidate. 3 units

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LEARNING OUTCOMES and ASSESSMENT: Learning Outcomes are statements that specify what learners will know, understand, or be able to demonstrate at the end of a learning experience. Types of Learning Outcomes include:
Course Learning Outcome Result of finishing a course. Program Learning Outcome Result of finishing a program. Institutional Learning Outcome Result of finishing a degree at an institution, reflecting the core learning values and experiences of all graduates.

A Signature Assignment is an assignment used to measure a students mastery of a program or institutional learning outcome. If a course you are taking includes a Signature Assignment, it will be clearly marked (**SIGNATURE ASSIGNMENT**). Access the following link(s) for information on the Program Learning Outcomes (PLOs) and Curriculum Map related to this course:
Click Here for MA Teaching, Secondary Education - PLO Click Here for Credential, Single Subject Teaching - PLO

Access the following link(s) for information on the Institutional Learning Outcomes (ILOs) and Curriculum Map related to this course:
Click Here for Learning Outcomes

PREREQUISITES EDUU 510: Introduction to Teaching EDUU 511: Collaboration for Inclusion EDUU 512: The Art and Craft of Teaching RESTRICTIONS None ESSENTIAL EQUIPMENT AND FACILITIES For the blended version of this course, the room must be conducive to flexible grouping with appropriate teaching/learning tools available to include LCD, white boards, TV/VCR/DVD, overhead projector/screen, computer with Internet access and presentation capabilities. This course is taught in a blended instructional format meaning that all students must have reliable access to a working computer with Internet access throughout each week of the class. Each student will need to be able to access and work in Brandman University's online portal, Blackboard. For the fully online version of this course, if available, all students must have reliable access to a working computer with Internet access throughout each week of the class. Each student will need to be able to access and work in Brandman University's online portal, Blackboard. COURSE LEARNING OBJECTIVES

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By the end of the course the candidate should be able to 1. Create a semester curriculum map applying knowledge of the California Common Core Standards for English/Language Arts, the California Reading/Language Arts Framework, and the Standards for English Language Development; (TPE 1B, 4, 7, & 9) 2. Design systematic instruction to meet the Common Core Standards for English Language Arts in explicit vocabulary development, reading of informational texts and literature, writing, speaking, and listening to build students' academic language proficiency (TPE1B, 4, &9). 3. Plan age appropriate lessons using differentiated instruction to address the academic levels and needs of all students, including English learners, students with special needs, struggling readers and writers, advanced learners, and students who use non-standard English; (TPE 4, 6B, 6C, 7 & 9) 4. Evaluate the effectiveness of English and Language Arts curriculum, literature, and literacy programs in meeting individual needs based on content standards and desired student learning outcomes; (TPE 3, 4, & 6) 5. Use a variety of instructional strategies that promote equity, build respect for multiple perspectives, incorporate students background knowledge and cultural experiences, and reflect the social, cultural, and linguistic demographics of Californias diverse population; (TPE 5, 7, 8, & 9) 6. Use instructional time effectively to create a cooperative and supportive classroom community and engage students in active learning, collaboration, self-discipline, creativity, and intellectual and physical risk-taking; (TPE 5, 9, 10, & 11) 7. Collaborate with specialists, paraprofessionals, other community members, and parents/caregivers in advocating for and supporting their students needs and strengths in achieving academic, social-emotional, and language goals; (TPE 7, 8 & 9) 8. Design multiple measures of assessment to guide instruction, monitor progress toward meeting academic and language proficiency learning goals, and provide students with the necessary feedback to improve performance; (TPE 2, 3, & 5) 9. Integrate a variety of technologies into teaching and assessment and incorporate innovative digital tools into student learning activities for online research, publishing, oral presentations, and online communication and collaboration; (TPE 1B, 5, & 9) 10. Examine peer-reviewed research and demonstrate knowledge of age appropriate English/Language Arts educational pedagogy, adolescent psychology, brain-based research, and constructivist learning theory; (TPE 1B, 5, 6, & 13) 11. Demonstrate progress toward becoming a reflective practitioner through critical analysis of educational research and evaluation of professional organizations, active participation in online interactivity and peer collaboration, and professional portfolio preparation; (TPE 12 & 13) 12. Demonstrate mastery in applying the California Standards of the Teaching Profession to the curriculum, instruction, and assessment process. (TPE 13) English/Language Arts Specific Objectives 1. Provide systematic instruction in vocabulary development for academic language which include word analysis, fluency and which demonstrate the use of phonological,

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2.

3. 4. 5.

6.

morphological and derivational systems of orthographic development; (TPE 1, 1B, 4, 6, 7) Provide instruction in reading comprehension, including promoting students abilities to access grade-level texts of increasing depth and complexity and active background knowledge, make connections, synthesize information and evaluate texts; (TPE 1, 1B, 4, 7) Know the purposes and characteristics of major genres of literature; (TPE 1, 4) Strategies to assist students in the selection of texts to reinforcement independent reading habits and skills; (TPE 1, 4, 7) Demonstrate knowledge of how to teach literary response and analysis through the critique of texts and media for point of view, bias, power, validity, truthfulness, persuasive techniques and appeal to both friendly and critical audiences; (TPE 1, 2,3, 4, 7) Provide writing instruction reflective of the writing process on conventions, domains, conducting research and applications which encourage students to produce complex texts which reflect growing mastery of academic structures and language; (TPE 1, 3,4, 6, 7, 9)

PURPOSES OF THE COURSE The major purposes of this course are as follows: 1. To provide opportunities for students to apply theory in their teaching practices; 2. To utilize the writing process, reading process, metacognitive strategies, question answer relationship questioning strategies, and reciprocal teaching as a part of the strategies known to positively influence literacy development in all students; 3. To acquaint students with current trends and issues in English-Language Arts instruction and to provide them with ways to remain current; 4. To provide students with opportunities to practice specified planning, teaching, classroom management, and assessment behaviors they will need to master in order to become effective English-Language Arts teachers for all students; 5. To enhance understanding of English-Language Arts instruction for diverse student populations, including English learners and students with special needs; 6. To promote voice, equity and social justice through the planning and instruction in English-Language Arts; 7. To learn protocols for looking at student work that will inform instruction for all students; 8. To further acquaint teacher candidates with the realities of teaching as a career choice; 9. To connect candidates with professional organizations that support English-Language Arts teaching, including the California Writing Project and the California Reading and Literature Project. LIVETEXT All students in Brandman University School of Education programs are required to purchase a LiveText account. This account will be used to assess candidate performance and progress

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towards meeting program learning outcomes. This is a one-time purchase and candidates will have access to their account for five years. REQUIRED TEXTBOOKS http://www.brandmanuniversity.bkstr.com Burke, Jim. (2013). The English Teachers Companion: A Completely New Guide to Classroom, Curriculum, and the Profession (4th Ed.) Portsmouth, NA: Heinemann. ISBN-10:0-32502840-0. ISBN-13:978-0-325-02840-8. CALIFORNIA STANDARDS AND FRAMEWORKS California's Common Core Content Standards (2013) http://www.cde.ca.gov/be/st/ss/documents/finalccsselamar2013.doc California Department of Education Common Core State Standards http://www.cde.ca.gov/re/cc/ English Language Development Standards for California Public Schools (2012) http://www.cde.ca.gov/sp/el/er/eldstandards.asp California Smarter Balanced Assessment Consortium http://www.cde.ca.gov/ta/tg/sa/smarterbalanced.asp California Department of Education. (2007). Reading/Language Arts Framework. Sacramento, CA: California Department of Education http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf

NATIONAL ORGANIZATIONS International Reading Association (IRA) - http://www.reading.org/General/Default.aspx National Council for Teachers of English (NCTE) - http://www.ncte.org/

MAJOR STUDY UNITS Week One: Common Core State Standards for English Language Arts and Literacy Common Core State Standards (CCSS) for English Language Arts (ELA) and Literacy California Standards for the Teaching Profession: Teacher Performance Expectations Professional Organizations and Advocacy Developmental Factors of Middle and High School Students

Week Two: Curriculum - What do I teach? CCSS for ELA Key Points: Reading, Writing, Speaking & Listening, Language, Media & Technology Informational Text Effective Instructional Approaches Curriculum Mapping and Planning

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Essential Questions and Bloom's Taxonomy Learning Theories, Multiple Intelligences, and Student Diversity

Week Three: Instruction - How do I teach effectively? Lesson Planning Cognitive Rigor and Depth of Knowledge (DOK) Writing Lesson Objectives Teaching Writing SDAIE: Specially Designed Academic Instruction in English

Week Four: Sheltered Instruction Observation Protocol (SIOP) Lesson Planning and CCSS SIOP Model of Sheltered Instruction and CCSS for ELA and Literacy Teaching Reading Close Reading for Complex Texts Making Meaning in Literature Scaffolding with Graphic Organizers Developmentally Appropriate Pedagogy

Week Five: Specially Designed Academic Instruction in English (SDAIE) Common Core State Standards for ELA and Literacy: Speaking and Listening SDAIE: Specially Designed Academic Instruction in English Constructivism, Project-based Inquiry Learning Performance Assessment and Rubrics Backwards Design Multimedia Presentations Lesson Planning with Technology Week Six: Universal Access Common Core State Standards for ELA Anchor Standards for Language Specific Pedagogy for Students with Special Needs Students with Instructional Challenges Universal Access and Universal Design for Learning (UDL) Accommodations, Adaptations, and Modifications Inclusion and Disabilities

Week Seven: Assessment: How do I know if my teaching was effective? Smarter Balanced Assessments Multiple Measures of Assessment Student Assessment Data Testing Formats and Designing Test Items Technology in Assessment 6

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Week Eight: Making Connections: 21st Century Skills, CCSS, Portfolio, TPEs, and TPAs 21st Century Skills and Common Core State Standards Teacher Performance Expectations and Assessments Exit Portfolio Planning Assessment Adaptations for Focus Students Writing Reflections

INSTRUCTIONAL STRATEGIES This course is delivered in an 8-week format. The blended class meets on campus each week and that learning environment is extended through weekly online collaborative and independent learning activities. Classroom instructional strategies include experiential activities, large and small group activities, presentations, and discussions. The online instructional strategies for the blended course, delivered through Blackboard, include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. The fully online version of this course, if offered, requires that each student take personal responsibility for completing all required readings and assignments independently, as well as actively participating in online discussions and collaborative activities each week throughout the 8-week term. Online instructional strategies through Blackboard include threaded discussions, journals, wikis, blogs, readings, videos, links to web research and resources, and the use of audio/video synchronous and asynchronous multimedia tools. Some courses will have scheduled synchronous meetings.

METHODS OF EVALUATION FOR DETERMINING GRADES Weekly Discussion (online threaded discussion board in Blackboard including responses to classroom videos on developing writers, teaching grammar, making meaning in literature, 21st Century Skills, and Universal Access) Blackboard Journal Entries (Common Core State Standards (CCSS), professional organizations, informational text, lesson objectives using Webbs Depth of Knowledge (DOK) and Blooms Taxonomy, universal design for learning, analysis of Smarter Balanced Assessment items, teaching case) *Curriculum Map: Long-range planning of one semester secondary English Language Arts class based on California Common Core English Language Arts Standards. Includes four unit themes, essential questions, vocabulary and terminology, literary and informational texts, art, media and interdisciplinary connections, learning activities, and assessments. *Reflective Paper on the Impact of the Common Core English Language Arts and Literacy standards on the secondary English Language Arts Classroom: 2-3 page APA paper reviewing key shifts in ELA curriculum and instruction.

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*Diverse English/Language Arts Classroom Observation - Observe an English/Language Arts classroom, grades 7-12 in preparation for designing a SDAIE lesson for group of students including an EL learner and a student with special needs or instructional challenge *SIOP Lesson Plan and Graphic Organizer for Scaffolding Student Learning. Lesson plan based on Sheltered Instruction Observation Protocol (SIOP): standards, essential questions, content and language objectives, learning strategies, key vocabulary, lesson sequence: motivation (building background), presentation (comprehensible input, strategies, interaction, feedback; modeling), practice and application, assessment, and extensions. *Signature Assignment: Submitted in LiveText o *Lesson Design Lesson Plan Curriculum: Connection Between Content Standard and Learning Goals and Depth of Knowledge Instruction: Communication of Goals/Standards - Lesson Sequence, Teaching Strategies and Scaffolding for EL and Special Needs Student Activities: Student Grouping. Student Engagement, Materials, Technology, Resources Needed Assessment: Progress Monitoring, Summative, Student Performance Assessment Rubric Reflection: Anticipated Problems, Adaptations for EL and Special Needs, Next Step, Plan B o *Student Rubric Assessment - Table with 4 categories and 4 criteria for evaluation of project-based lesson assignment Prezi Multimedia Presentation: Anticipatory set introducing lesson topic using multimedia technology to tap into prior knowledge, build vocabulary, and engage students. *SIOP Classroom Observation - Observe an English/Language Arts classroom, grades 712 using the Sheltered Instruction Observation Protocol and reflect on teaching, learning, and assessment strategies used. *English/Language Arts Student Test for Assessment - Create a test using a combination of structure responses and constructed responses and include a brief discussion (one paragraph) of how you will use this assessment - entry level, progress monitoring, or summative and how you might adapt this assessment for two focus students - English learner and a student with an instructional challenge. Exit Portfolio Planning and Reflections List 2-3 artifacts from credential coursework for each of the Teacher Performance Expectations (TPE) standards sections that you will include in the final exit portfolio. Include a 1-2 paragraph reflection explaining how these artifacts demonstrate your competency for each standard.

*Suggested Portfolio Artifact COURSE CONNECTION TO PROFESSIONAL TEACHING PORTFOLIO Candidates should choose one or more of their assignments from this course as an artifact for their professional teaching portfolio in LiveText. Artifacts can take many forms but should assist

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candidates in demonstrating their competence in the Teaching Performance Expectation (TPE) domains. For each artifact candidates write a reflection that: a) provides a description of the artifact b) describes the specific TPE addressed by the artifact c) explains how the artifact demonstrates competence in the TPE area and d) describes what the candidate learned from completing the assignment. POINT SYSTEM Please refer to the information posted inside your Blackboard course shell. STUDENT PERFORMANCE REQUIREMENTS Grading System (Percentages of Total Points)* ** A = 94-100 B = 84-86 C = 74-76 A- = 90-93 B- = 80-83 C- = 70-73 B+ = 87-89 C+ = 77-79 F = 69 and below *For Credential Classes: A grade of C+ or lower is considered unacceptable and the course must be repeated **For Masters Classes: No grade below a C is acceptable for a Masters degree ATTENDANCE AND OTHER CLASS POLICIES Class Attendance policies are determined by each instructor and shall be included on the course outline distributed during the first week of each class. The university recommends as a minimal policy that students who are absent 20% of the course should be failed. This recommendation applies to "nonparticipation" in the face-to-face as well as online portion of a blended or fully online course. Synchronous Meeting Attendance Policy: This online course meets weekly for one hour in Adobe Connect. Students are required to attend all weekly synchronous class meetings. It is the students responsibility to contact the instructor, in advance, if they will be absent. Points will be earned for weekly participation at the synchronous meetings. Students who are not in attendance for at least 75 percent of any scheduled synchronous class meeting will be considered absent from that synchronous class meeting. Online Late Work Policy: Unless arranged with the instructor prior to the due date, no work will be accepted beyond one week past the due date. A 10% penalty per day will be applied for each day the assignment is late. BRANDMAN UNIVERSITY ACADEMIC WRITING STANDARDS Specific writing standards differ from discipline to discipline, and learning to write persuasively in any genre is a complex process, both individual and social, that takes place over time with continued practice and guidance. Nonetheless, Brandman University has identified some common assumptions and practices that apply to most academic writing done at the university level. These generally understood elements are articulated here to help students see how they

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can best express their ideas effectively, regardless of their discipline or any particular writing assignment. Venues for writing include the widespread use of e-mail, electronic chat spaces and interactive blackboards. Brandman University is committed to guaranteeing that students can expect all electronic communication to meet Federal and State regulations concerning harassment or other hate speech. Individual integrity and social decency require common courtesies and a mutual understanding that writing--in all its educational configurations--is an attempt to share information, knowledge, opinions and insights in fruitful ways. Academic writing (as commonly understood in the university) always aims at correct Standard English grammar, punctuation, and spelling. The following details are meant to give students accurate, useful, and practical assistance for writing across the curriculum of Brandman University. Students can assume that successful collegiate writing will generally: Delineate the relationships among writer, purpose and audience by means of a clear focus (thesis statements, hypotheses or instructor-posed questions are examples of such focusing methods, but are by no means the only ones) and a topic thats managed and developed appropriately for the specific task. Display a familiarity with and understanding of the particular discourse styles of the discipline and/or particular assignment. Demonstrate the analytical skills of the writer rather than just repeating what others have said by summarizing or paraphrasing Substantiate abstractions, judgments, and assertions with evidence specifically applicable for the occasion whether illustrations, quotations, or relevant data. Draw upon contextualized research whenever necessary, properly acknowledging the explicit work or intellectual property of others. Require more than one carefully proofread and documented draft, typed or computer printed unless otherwise specified. DOCUMENTATION Any material not original to the student must be cited according to the American Psychological Association (APA) documentation format. Deliberate use of information or material from outside sources without proper citation is considered plagiarism and can be grounds for disciplinary action. See the explanation of Academic Integrity below. ACADEMIC INTEGRITY As a learning community of scholars, Brandman University emphasizes the ethical responsibility of all its members to seek knowledge honestly and in good faith. Students are responsible for doing their own work, and academic dishonesty of any kind will not be tolerated. "Violations of academic integrity include, but are not limited to, cheating, plagiarism, or misrepresentation of information in oral or written form. Such violations will be dealt with severely by the instructor, the dean/center director, and the standards committee. Plagiarism means presenting someone

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else's idea or writing as if it were your own. If you use someone else's idea or writing, be sure the source is clearly documented." Other guidelines for acceptable student behavior are specified in the Brandman University Catalog. On-line Brandman University library resources: http://www.brandman.edu/library AMERICANS WITH DISABILITIES ACT STATEMENT Any personal learning accommodations that may be needed by a student covered by the Americans with Disabilities Act must be made known to the Campus Director or Advisor as soon as possible. This is the student's responsibility. Information about services, academic modifications and documentation requirements can be obtained from the Director of a Brandman University campus. BIBLIOGRAPHY Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: ASCD. Brooks, J. & Brooks, M. (1999). In search of understanding: The case for constructivist classrooms. Alexandria, VA: ASCD. Gardner, H., Kornhaber, M, Wake, W. (1996). Intelligence: Multiple perspectives. New York: Harcourt Brace. Gunter, M., Estes, T., & Schwab, J. (1999). Instruction: A models approach (3rd ed.). Boston: Allyn & Bacon. Jensen, B. (1998). Teaching with the brain in mind. Alexandria, VA: ASCD. Joyce, B., & Weil, M. (2000). Models of teaching (6th ed.) Boston: Allyn & Bacon. Shalaway, L. (1997). Learning to teachnot just for beginners: The essential guide for all teachers. New York: Scholastic Professional Books. Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: ASCD. RECOMMENDED WEBSITES PROFESSIONAL ORGANIZATIONS International Reading Association - http://www.reading.org/ California Reading Association - http://www.californiareads.org/\ California Association of Teachers of English - http://www.cateweb.org/index.html National Writing Project - http://writingproject.org/ California Reading and Literature Project - http://csmp.ucop.edu/crlp/

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California Association of Teachers of English to Speakers of Other Languages (CATESOL) - http://www.catesol.org/

WEBSITES

Bartleby: Great Books Online - http://www.bartleby.com/ California Poets in the Schools - http://www.cpits.org/ California Recommended Literature Search Engine: http://www.cde.ca.gov/ci/rl/ll/ California Digital Library - http://www.oac.cdlib.org/ Center for Media Literacy - http://www.medialit.org/ Common Core State Standards Initiative for English Language Arts and Literacy http://www.corestandards.org/ELA-Literacy CREDE: Center for Research on Education, Diversity, and Excellence http://crede.berkeley.edu/ Educational Paperback Association - http://www.edupaperback.org/resources.cfm Englishcompanion.com - http://www.englishcompanion.com/ Folger Shakespeare Gallery - http://www.folger.edu/index.cfm Glencoe Literature Library - http://www.glencoe.com/sec/literature/litlibrary/index.html Guide to Grammar and Writing - http://grammar.ccc.commnet.edu/grammar/ Holt Literature and Language Arts Program - http://hlla.hrw.com/hlla/ Merriam Webster Online - http://www.m-w.com/ MCREL Graphic Organizers http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1grorg.htm National Institute for Literacy - http://www.nifl.gov/ Norton Anthology of American Literature - http://www.wwnorton.com/naal/ Office of English Language Acquisition - http://www.ncela.gwu.edu/ Onestopenglish.com - http://www.onestopenglish.com/ Online Poetry Classroom - http://www.onlinepoetryclassroom.org/ P21 Common Core Toolkit http://www.p21.org/storage/documents/P21CommonCoreToolkit.pdf The Partnership for 21st Century Skills - http://www.p21.org/ PBS: American Masters in Literature Database http://www.pbs.org/wnet/americanmasters/database/database_literature.html PBS Teacher Source: Arts and Literature - http://www.pbs.org/teachersource/arts_lit.htm Pinkmonkey.com Book Notes - http://www.pinkmonkey.com/booknotes/notesA.asp Purdues Online Writing Lab - http://owl.english.purdue.edu/ Random House Teachers Guides http://www.randomhouse.com/acmart/?view=teacherguides Read, Write, Think - http://www.readwritethink.org/ Secondary English.com - http://www.secondaryenglish.com/ Smarter Balanced Assessment Consortium - http://www.smarterbalanced.org/smarterbalanced-assessments/ Urban Dreams Project, Oakland High Schools English-Language Arts http://urbandreams.ousd.k12.ca.us/language_arts/index.html Vocabulary University - http://www.vocabulary.com/ The Web English Teacher - http://www.webenglishteacher.com

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Webbs Depth of Knowledge Guide http://www.aps.edu/rda/documents/resources/Webbs_DOK_Guide.pdf Write Design Online - http://www.writedesignonline.com/organizers/ The Write Site - http://writesite.org/ Writing Strategies Grades 6-12 - http://www.gse.buffalo.edu/org/writingstrategies/612.htm Wired for Books - http://wiredforbooks.org/ Worldwide School - http://www.worldwideschool.org

COURSE SCHEDULE Please refer to the "Course at a Glance" document provided in Blackboard for this course.

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