LEE 166: DISCIPLINARY LITERACIES & INTEGRATED CURRICULUM

CATALOG DESCRIPTION

Teacher candidates will examine how reading, writing, talking, listening and viewing are tools for learning content across the disciplines. A disciplinary literacy framework will guide an inquiry-based approach to curriculum planning, curriculum implementation, and assessment principles.

COURSE DESCRIPTION

Literacy plays an important role in subject matter instruction and cannot be separated from the learning of academic content. Through literacy practices, students read, investigate, speak, debate and write about the content they study. Recognizing the important role literacy plays in students’ abilities to understand and apply disciplinary knowledge, the California English Language Arts/English Language Development Framework requires teachers to develop students’ literacy abilities across all content areas. Through an inquiry-based approach to learning, candidates will develop a deep understanding of the literacy practices of various discipline areas (i.e., math, science, social studies, visual/performing arts) and how to support children’s understanding of and competence with these disciplinary practices. Applying the 4Es Model of disciplinary literacy instruction (Engage, Engineer, Examine, Evaluate; Moje, 2015), candidates will collaborate to develop and implement a cross-disciplinary inquiry project that blends literacy, technology, visual/performing arts and multiple content areas.

DISCOVERe Course

This is a DISCOVERe course that incorporates the use of mobile technology to promote active learning in and outside of the classroom. You are expected to use your device for course related activities, including reading, note-taking, group discussions, presentations, recording teaching experiences, and reflecting on instructional lessons. You can receive a loaner tablet for one or two semesters through the DISCOVERe Hub.

1

For this course we will be utilizing the following tools and apps. Make sure you can access them from your device and are familiar with them. You can visit the DISCOVERe Hub (first level of Henry Madden Library) for tech support on any of these tools.

• Canvas Student App
• Google Drive
• Google Docs
• Google Slides
• YouTube Video Channel
• Video Ant- annotation software

It is your responsibility to maintain your device throughout the course to fulfill the course requirements. Please take care of and keep your device safe.

It is your responsibility to charge your device and make sure it is operational prior to each class. It is best to come to class with a fully charged device to ensure that you are able to complete all in-class activities. Most classes do not have sufficient outlets to charge your device during class time.

Your instructor is not responsible for providing technical assistance with your device or apps. If you have questions about the performance of your device you should make use of the DISCOVERe Hub located on the first floor of the Henry Madden Library during library hours.

Email: discoverehub@csufresno.edu
Phone: 559.278.1812

REQUIRED COURSE MATERIALS

1. Altieri, J. L. (2011). Content counts!: Developing disciplinary literacy skills, K–6. Newark, DE: International Reading Association. Available for FREE Download through Fresno State E-brary at the following link: Content Counts
2. Brock, C. H., Goatley, V. J., Raphael, T. E., Trost-Shahata, E., & Weber, C. M. (2014). Engaging students in disciplinary literacy, K-6: Reading, writing, and teaching tools for the classroom. New York: Teachers College Press. Available for FREE Download through Fresno State E-brary at the following link: Disciplinary Literacy K-6
3. Schoenbach, R., Greenleaf, C., & Murphy, L. (2012). Reading for understanding: How Reading Apprenticeship improves disciplinary learning in secondary and college classrooms (2nd edition). San Francisco: Jossey-Bass. Available for FREE Download through Fresno State E-brary at the following link: Reading for Understanding
4. Wiggins, G. P., & McTighe, J. (2011). Understanding by design guide to creating high-quality units. Alexandria, VA: ASCD. Available for FREE Download through Fresno State E-brary at the following link: Understanding by Design

2

COURSE GOALS

Develop candidates’ capacity to:

1. Adapt subject matter curriculum, organization, and planning to support the acquisition and use of academic language within learning activities to promote the subject matter knowledge of all students, including the full range of English learners, Standard English learners, students with disabilities, and students with other learning needs TPE 1.1 (P); 1.4 (P); 1.6 (P); 2.2 (P); 3.2 (P); 3.5 (P); 3.6 (P); 4.1 (P); 4.2 (P) 4.3 (P); 4.4 (P); 4.7 (P); 5.7 (P); 5.8 (P); 6.1 (P)
2. Promote students' critical and creative thinking and analysis through activities that provide opportunities for inquiry, problem solving, responding to and framing meaningful questions, and reflection TPE 1.3 (P); 1.5 (P); 4.7 (P)
3. Demonstrate knowledge of subject matter, including the adopted California State Standards and curriculum frameworks TPE 3.1(P)
4. Plan, design and implement disciplinary and cross-disciplinary learning sequences, including integrating the visual and performing arts and digital tools TPE 1.7 (P); 3.3 (P) 3.7 (P); 4.3 (P); 4.8 (P); 6.1 (P)
5. Design and implement assessment practices that reflect the interconnectedness of academic content areas and related student skills development in literacy, mathematics, science, and other disciplines across the curriculum, including multiple means for students to demonstrate their knowledge, and student self-assessment TPE 1.4 (P); 3.4 (P); 4.3 (P); 4.7 (P); 5.1 (P); 5.3 (P); 6.1 (P)
6. Access resources for planning and instruction, including the expertise of community and school colleagues through in-person or virtual collaboration, co-teaching, coaching, and/or networking TPE 4.6 (I,P)

STUDENT LEARNING OUTCOMES

1. Compare how reading, writing, talking, listening and viewing are used within different disciplines. TPE 3.1 (P); 4.3 (P); 4.6 (P)
2. Analyze the student knowledge required for a variety of disciplinary texts and tasks TPE 1.1 (P); 1.4 (P); 3.2 (P); 3.3 (P); 3.5 (P); 3.6 (P); 4.1 (P); 4.2 (P); 4.3 (P); 4.4 (P); 5.7 (P); 5.8 (P)
3. Adapt generic literacy instructional strategies to meet the reading and writing demands of different discipline areas TPE 1.1 (P); 3. 2 (P); 3.3 (P); 3.5 (P); 3.6 (P); 4.3 (P); 4.4 (P); 5.7 (P); 5.8 (P)
4. Design and implement an inquiry project using disciplinary literacy instructional practices that integrates technology, visual/performing arts, and multiple content areas TPE 1.5 (P); 1.7 (P); 3.3 (P); 4.3 (P); 4.8 (P)
5. Design and implement instruction that guides students through the phases of inquiry, including generating questions, gathering and analyzing sources, synthesizing claims and evidence, critically evaluating and revising arguments, and communicating findings TPE 1.5 (P); 3.1 (P); 3.3 (P); 4.7 (P)
6. Design and implement assessment practices that analyze students’ inquiry skills and content knowledge TPE 1.5 (P); 4.1 (P)
7. Use assessment information to design and implement instruction that supports identified student needs TPE 1.8 (P); 2.5 (P); 3.2 (P); 4.1 (P); 4.2 (P); 5.2 (P); 5.3 (P)

3

ASSIGNMENTS AND GRADING

Grades will be posted on Blackboard so you can monitor your progress. Final grades will be determined according to the following scale: 90% (360 points) or better = A, 80-89% (320-359 points) = B, 70-79% (319-280 points) = C, 60-69% (279-240 points) = D, 59% (239 points) or below = F. (See the rubrics in the syllabus for further clarification on grading)

Disciplinary Literacy Project Report & Presentation TPE 3.1; 4.3; 4.6 (A)

Students will collaborate in subject area groups to construct a report and presentation regarding the ways that literacy is used within a particular discipline or content area. The project will focus on broad concepts of literacy to include: reading, writing, and communicating. The report and presentation will be based on information collected through interviews, article reviews, and student reflections.

Instructional Activities

Candidates will complete three assignments using the instructional activity learning cycle. This cycle will involve 4 phases: 1. Learning about the core instructional practice through instructor modeling or examining videos and cases; 2. Preparing for and rehearsing the core instructional practice through collaborative planning and microteaching; 3. Enacting the core instructional practice with students in a classroom through co-teaching; and 4. Analyzing the enactment through video analysis and reflective writing and discussion. The Instructional Activities will assessed based on the candidate’s competence in identifying instructional actions (moves), interpreting the impact of these moves, and reflecting on alternative moves to achieve the learning goals.

The 3 core instructional practice assignments are:

1. Initiating Inquiry IA1 (TPE 1.5; 1.7; 3.1; 3.2; 3.3; 3.5; 3.6; 4.3; 4.4; 4.6; 4.8) (A)
   This assignment will be the first lesson in the Inquiry Unit assignment (described below). Candidates will develop a lesson to stimulate student curiosity around an issue of relevance. Through strategic questioning and discussion, candidates will guide students to develop and refine meaningful questions to investigate further through the service-learning inquiry process.

4

2. Text/Task Analysis IA2 (TPE 1.5; 1.7; 3.1; 3.2; 3.3; 3.5; 3.6; 4.3; 4.4; 4.6; 4.8) (A)
   This assignment will be completed as part of the Inquiry Unit assignment (described below). Candidates will analyze the texts/tasks for one lesson. Through this analysis, candidates will identify the content, textual, language, and disciplinary literacy knowledge demands of the texts/tasks; determine the areas where students will need support; and adapt instruction to support students’ successful learning.
3. Formative Writing Assessment & Instruction IA3 (TPE 1.5; 1.7; 3.2; 3.3; 4.3; 4.8; 5.2; 5.3) (A)
   This assignment will be completed as part of the Inquiry Unit assignment (described below). Candidates will use a rubric to analyze student writing produced during the unit and identify areas of needed support. Candidates will use the state literacy standards and assessment results to guide the development of instruction to support students’ successful learning, implement the instruction, and reflect on the outcomes of their instructional moves.

Interdisciplinary Inquiry Unit (TPE 1.4; 1.5; 1.6; 1.7; 3.1; 3.2; 3.3; 3.4 3.5; 3.6; 4.3; 4.4 4.6; 4.8; 5.1; 5.2; 5.3; 6.1) (A)

Candidates will design a 2-3 week (~ 10 lesson) project focused on student inquiry questions. Applying the 4Es Model of disciplinary literacy instruction (Engage, Engineer, Examine, Evaluate; Moje, 2015), candidates will collaborate to develop and implement a cross-disciplinary structured inquiry project. The project will blend literacy, technology, visual/performing arts and multiple content areas to engage students in authentic disciplinary practices to address meaningful civic/social issues.

COURSE EXPECTATIONS AND POLICIES

Work Submission Policy

All documents submitted via Blackboard must be saved as .doc, .docx, .pdf, .txt, or .rtf files for the work to be accepted. It is the student’s responsibility to verify the submission of any document via Blackboard by clicking on the “!” symbol or “View/Complete Assignment” link in the grade book to ensure that the correct document was submitted. Late assignments may not be accepted. I encourage students to contact me if you have concerns about the course or particular assignments. Please do not hesitate to inform me of extreme emergencies.

Study Expectations

It is usually expected that students will spend approximately two hours of study time outside of class for every hour in class. Since this is a three-unit class, you should expect to study an average of six hours outside of class each week. Some students may need more outside study time and some less. For free tutoring on campus, contact the Learning Center in the Peters Building Annex (phone 278-3052).

Classroom Etiquette

(From the Academic Policy Manual): "The classroom is a special environment in which students and faculty come together to promote learning and growth. It is essential to this learning environment that respect for the rights of others seeking to learn, respect for the professionalism of the instructor, and the general goals of academic freedom are maintained. ... Differences of viewpoint or concerns should be expressed in terms that are supportive of the learning process,

5

creating an environment in which students and faculty may learn to reason with clarity and compassion, to share of themselves without losing their identities, and to develop an understanding of the community in which they live. ... Student conduct which disrupts the learning process shall not be tolerated and may lead to disciplinary action and/or removal from class."

UNIVERSITY POLICIES

For information on the University's policy regarding cheating and plagiarism, refer to the Class Schedule (Legal Notices on Cheating and Plagiarism) or the University Catalog (Policies and Regulations) at the following link:
http://www.csufresno.edu/academics/policies_forms/instruction/syllabus.shtml

Students with Disabilities

Upon identifying themselves to the instructor and the university, students with disabilities will receive reasonable accommodation for learning and evaluation. For more information, contact Services to Students with Disabilities in the Henry Madden Library, Room 1202 (278-2811).

Computers

"At California State University, Fresno, computers and communications links to remote resources are recognized as being integral to the education and research experience. Every student is required to have his/her own computer or have other personal access to a workstation (including a modem and a printer) with all the recommended software. The minimum and recommended standards for the workstations and software, which may vary by academic major, are updated periodically and are available from Information Technology Services (http://www.csufresno.edu/ITS/) or the University Bookstore. In the curriculum and class assignments, students are presumed to have 24-hour access to a computer workstation and the necessary communication links to the University's information resources."

Copyright policy

Copyright laws and fair use policies protect the rights of those who have produced the material. The copy in this course has been provided for private study, scholarship, or research. Other uses may require permission from the copyright holder. The user of this work is responsible for adhering to copyright law of the U.S. (Title 17, U.S. Code). Familiarize yourself with copyright and fair use policies by visiting the University copyright web page.

Technology Innovations for Learning & Teaching (TILT) course web sites contain material protected by copyrights held by the instructor, other individuals or institutions. Such material is used for educational purposes in accord with copyright law and/or with permission given by the owners of the original material. You may download one copy of the materials on any single computer for non-commercial, personal, or educational purposes only, provided that you (1) do not modify it, (2) use it only for the duration of this course, and (3) include both this notice and any copyright notice originally included with the material. Beyond this use, no material from the course web site may be copied, reproduced, re-published, uploaded, posted, transmitted, or distributed in any way without the permission of the original copyright holder. The instructor assumes no responsibility for individuals who improperly use copyrighted material placed on the

6

web site.

TENTATIVE COURSE SCHEDULE

SUBJECT TO CHANGE STATEMENT

The schedule and procedures for this course are subject to change. Changes will be announced in class, on the course Website, and/or by email from the instructor. It is your responsibility for finding out about schedule updates.

7

8

9

10

11

12

13

14

Download the PDF

This PDF is provided as a print-only reference document and may not be fully accessible to users of assistive technology. For more information, please visit Title II Rule on Digital Accessibility page.