basic information

Information on the Active Learning Classrooms:
The Active Learning Classrooms (ALCs) webpage is a great introduction which explains the ALCs student centered learning environment, equipment set-up, workshops on ALCs, and supporting research for using ALCs.  The ALCs include writeable surface that students can write on with dry erase markers.
Required materials for Active Learning Classrooms:
Our classroom (AS-235) is an ALC. Students will be actively participating in their learning, which includes writing on the tables with dry erase markers (not permanent markers).  Each student is required to purchase a pack of 4 multi-color dry erase markers that are available for purchase in the University  Bookstore (Target, Staples, Office Depot, or other supplies stores).
Required Texts                                                                                                                     
  • Brozo, William G. (2017) Disciplinary and Content Literacy for Today’s Adolescents (6th Edition) New York: Guilford Press.
  • Echevarria, J., Vogt, M.E. & Short, D. (2017).  Making Content Comprehensible for Secondary English Learners: The SIOP model. (3rd Edition)  Boston, MA: Pearson.
  • California Common Core Standards—available from: http://www.cde.ca.gov/re/cc/index.asp
Additional readings, resources and weblinks will be posted on Beachboard







course policies

Technology and Participation This course includes several technology-based requirements/options:  a technology-based 21st century literacy assignment, and online discussion boards.  As 21st century literacies are a key component of the course, we will be piloting the use of this technology to promote our own learning and communication.
 Beachboard Please familiarize yourself with Beachboard. This syllabus, announcements, course lectures, supplementary readings and other relevant material will be posted there.
Annotation I highly recommend that you annotate our shared texts as you read them. Many of our readings in this course will be pdf documents available on Beachboard. Please note that there are several excellent applications that allow you to annotate pdf documents. These include tools you can use through your browser or on your tablet (if you have one) such as Adobe Reader, iAnnotate, AnnotDoc, and PDFescape.
Electronic Devices Please be professional with your use of electronic devices during the course. Silence cell phones during class time. Leave class if there is an emergency and you MUST take a call during class.
Photo/Video Posting Policy: You are welcome to photograph and share any work that we create in class (for personal use or for sharing on social media); however, please do not video, record, or photograph students or me without permission.  I will let you know when I am taking photographs to post publicly and will not post pictures of class members without permission.
Email Please make sure that your BeachBoard account has the most up-to-date email address available for you – the one that you check and use without fail. I will use these addresses as one of my main ways to communicate with you outside of class. Please check your email regularly and to keep your email address current. To facilitate our learning each others’ names as quickly as possible, please upload a photo to your Beachboard profile.
Journal/Discussions (reflections on the reading and online discussions on Beachboard) A written reflection, called a “Journal/Discussion” will be assigned multiple times throughout the semester. Your task is to respond to the reading(s) through a set of prompts, and then post this “journal entry” online in the Discussion Board on Beachboard. In addition to this “journal entry,” your assignment also requires that you respond to at least two of your peers’ entries. This is to be done by noon on the day the assigned unit of reading is due. (I encourage you to have your initial post done 1-3 days prior to our class meeting so that you have time to read your peers’ responses and respond to them.
Withdrawals It is a student’s responsibility to register and withdraw from classes.  Instructors may give permits to students who petition enrollment; instructors have no obligation to withdraw students who do not attend courses. Withdrawals during the final 3 weeks of class are not permitted except in cases such as an accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student’s control.
Incompletes Incompletes are strongly discouraged.  Because of the difficulty in making up work after the fact, it is not in the best interest of students. In order for an incomplete to be granted, a minimum of 2/3 of the course assignments must be completed with a satisfactory grade.
 Academic Dishonesty Policy Academic dishonesty includes plagiarism, cheating, inventing false information or citations, and helping someone else commit an act of academic dishonesty.  ANY misrepresentation of another’s work as your own is considered plagiarism.  This includes a lack of citation for any materials used from another source (including internet-based lesson plans). Serious consequences including forced withdrawal from the course and removal from the university may result from academic dishonesty.  Please refer to the catalog and student handbook for a full description of academic dishonesty policy.  CSULB Student Honor Pledge is assumed.
 Statement on SSCP Fieldwork Policy  Students are reminded that fieldwork hours in this course must be completed independently and that there is no double dipping of module/fieldwork hours between different courses in the Single Subject Credential Program. This policy is to ensure that you meet the minimum requisite number of fieldwork hours required by the California Commission on Teacher Credentialing for receiving a preliminary credential.
Statement on SSCP Attendance Policy Attendance and participation in class is very important. The Single Subject Credential Program has a common attendance policy for all courses. Without an excused absence, students cannot miss more than two classes. In terms of being late on arrival to class, or leaving early, instructors have discretion in determining how much time missed is equivalent to an absence.
Professor’s statement on Attendance & Participation Your engagement and presence are of the utmost importance. I am not the only teacher in the room; we all have life experiences and responses to the shared texts that are worthy of discussion. In order to succeed in this class, you must be here (see above SSCP policy). Students who miss too much class time will be ineligible for credit. Plan to come to class with all readings and assignments done to the best of your ability. Also, come prepared to participate fully as an “interested and concerned citizen” of our course, university, and society.
 Statement Regarding Students with Disabilities Students with a disability or medical restriction who are requesting a classroom or academic accommodation should contact the Bob Murphy Access Center (BMAC) located in the Student Success Center, #110, or by phone at 562-985-5401 or via email at BMAC@csulb.edu. The BMAC will work with the student to identify a reasonable accommodation in partnership with appropriate academic offices and medical providers. We encourage students to reach out to BMAC as soon as possible. It is the student’s responsibility to notify the instructor in advance of the need for accommodation related to a university-verified disability.
 Statement Regarding Campus Programs and Services Please click on http://web.csulb.edu/divisions/students/programs.htmlfor a list of general student supports offered by the Division of Student Affairs.





Course Assignments                                                                                                                        
The requirements for this course have been aligned with the Teaching Performance Expectations (TPEs).  The chart below identifies each of the TPEs.  The TPEs that are introduced, practiced, and/or assessed in this course are:  1-6.
TPE / CSTP Domain
Summary of TPEs addressed
1 – Engaging and Supporting All Students in Learning
Knowledge of students
Relevant connections to support/ extend student learning
Use of appropriate instructional strategies for diverse learners
Promoting critical thinking & problem solving
Promoting language development
Providing access to curriculum through VAPA
Monitoring student learning
2 – Creating and Maintaining Effective Environments for Student Learning
Creating inclusive, safe, environments that reflect the diversity of students in the classroom
Maintain high expectations for all students
3 – Understanding and Organizing Subject Matter for Student Learning
Demonstrate subject matter knowledge
Demonstrate pedagogical content knowledge
Plan and designing disciplinary/ cross-disciplinary learning experiences
Plan individually & through consultation & collaboration
Adapt subject matter appropriately for diverse learners
Use resources to provide curricular access to all students
Model & develop digital literacy
4—Planning Instruction and Designing Learning Experiences for All Students
Understand & use student data for instructional planning
Understand & use adolescent development for planning
Design & implement instruction and assessment that blends disciplinary knowledge & learning skills
Use instructional strategies to promote student learning
Access resources for planning and instruction
Use communication strategies to promote student participation
Use digital tools to support student demo of learning
5 – Assessing Student Learning
Use a variety of assessments
Use multiple measures to modify instruction & monitor student learning
Involve students in self-assessment
Use EL assessment data to plan instruction
Use data for SN students to differentiate instruction
6 – Developing as a Professional Education
Reflect on teaching practice
Recognize & address bias as it affects the classroom


Course Assignments Fall 2019
Due Date
Classroom Participation/ Attendance/ Journal-Discussions
Literate Lives: Self, Students, Society (Visual narrative assignment)
Linked Learning PBL Assessment
Lesson Plan Portfolio – 3 lesson plans (80 points total) (See assignment description for more detail):
·      All 3 plans must integrate appropriate literacy related strategies in the teaching of content as demonstrated through appropriate content & language objectives and instructional planning
·      At least one plan must incorporate critical or digital literacy explicitly, using the ISTE standards or P21 framework
·      At least one plan must address each ELD level (emerging, expanding, bridging) and show appropriate competence with language differentiation. The ELD differentiated lesson plan is the signature assignment for this course**
Plan 1:  10/29
Plan 2: 11/12
Full portfolio (Plan 3; revisions to plan 1 & 2): 12/10
Field Experience Classroom Observation Reflection and Case Study Write-up (15 hours total)***
Final exam week (date/time TBD)
Final reflection
Final exam week (date/time TBD)
 *All assignments MUST be typed (12 point font, Times New Roman); All assignments be submitted via Beachboard Dropbox by 11:59pm on the due date. More specific information about all course assignments will be discussed in class and are posted to Beachboard*
*** Students will complete 15 hours of structured fieldwork in diverse classroom settings.   NOTE:  FIELD EXPERIENCES MUST BE EXPLICITLY LINKED TO THE TEACHING PERFORMANCE EXPECTATIONS (TPEs) and reflection done on fieldwork experiences should be consistent with the course objectives.
Total points earned (of the 200 total possible points) for the assignments listed above will be calculated and divided by the total points possible, with the course grade based on the following scale:
·      180-200  points (90-100%) : A
·      160-178 points (80-89%) : B
·      140-158 points (70-79%) : C
·      120-138 points (60-69%) : D
·      137 points or lower : F
Late Work Policy_______________________________________
Late work is accepted in this course up to five (5) days after the original due date of an assignment.  Each day late that work is submitted will result in a 5% overall grade deduction.  Work will not be accepted after 5 days without the advanced consent of the professor.








EDSE 457 lesson plan assignments (3)

General information about all 3 lesson plans
Each lesson plan must include:
  • Content and language objectives
    • What will students be able to do/ communicate/ demonstrate in relation to your content/ disciplinary standards in your field?
    • What will students be doing with language that can support them meeting your content objectives?
  • Instructional strategies related to the literacy focus of the lesson plan (general, 21st century or SDAIE/ ELL) (at least 3 strategies per plan)
  • Rationale for all choices of instructional strategies (including student grouping)
  • All instructional documents (handouts, powerpoint, etc.) related to the lesson plan
One of the 3 lesson plans must connect to your PBL assessment
You may use any strategy modeled in class, from the textbooks or from your own knowledge/ the internet, but you must explain how your strategies supports content understanding through language and/or literacy development
Focus of each lesson plan
 Lesson Plan 1:  General literacy strategies
  • Any content or disciplinary literacy strategies
  • Lesson Plan 2: 21st century literacy strategies
  • Draws from 1 of the 21st century frameworks discussed in class to support content knowledge through literacy strategies
  • Lesson Plan 3: Language Differentiated Lesson Plan (signature assignment)






EDSE 457 fieldwork module

Log Sheet of Hours: Your Name _________________________
Classroom Observation FOCUS QUESTIONS: How does language & literacy inform the classroom practice of teachers in your discipline? If there is limited evidence that teachers are thinking through a lens of language & literacy, how could students’ language backgrounds and literacies be better supported in the classrooms you’ve observed (i.e. what opportunities are there for integration of language/ literacy related practices or strategies that would best support student learning in your field)?
Tutorial FOCUS QUESTIONS: What are the needs of your specific student in relation to content, language & literacy? How do the student’s literacy needs and/or literacy strengths inform your work with the student? What are the (literacy-based instructional) strategies you employ in your work with the student? How can your work with this student, in the context of this course, help inform your future teaching in your discipline?
This module requires 15 hours total fieldwork with a minimum of 5 hours observing 1 or more teachers and a minimum of 5 tutorial hours with a single student (tutorial hours should not be spent with multiple students). The remaining 5 hours can be spent in a classroom or tutoring.  Record info below about the teachers observed.  Strongly Recommended: If possible, please allow the teacher candidate to teach 15-20 minutes of a lesson integrating a literacy-based strategy or facilitating instruction related to vocabulary, reading comprehension, or writing.




literacy-informed PBL design & presentation

During week 8 of the course, in groups of 3-4, students will present a project-based learning assessment that incorporates literacy and content standards related to their content area across multiple grade levels, similar to work done in a vertical team. You should think of this assignment as a “pitch” to an administrative team about a series of Linked Learning based CTE-aligned assessments that meet content standards and help students develop professional skills. This assessment will inform at least 1 of the 3 lesson plans you design for the course so be thoughtful in your design of the project.  Each presentation should be 5-7 minutes in length. Groups MUST bring their own materials.




EDSE 457 signature assignment: ELD lesson

Directions to the Student for Completing the Assignment
You are to develop a content specific lesson that demonstrates your proficiency at engaging and supporting all students in learning.  The lesson will include some content-related text and focus on a specific strategy learned in this class.  The lesson plan includes the following:  a SDAIE lesson plan demonstrating differentiation for ELLs (based on the ELD California Common Core Standards). The lesson will respond to the following questions:
  • Objective/ELD Standards and Content Standards: What are the objectives of your lesson? (Cite appropriate Content and ELD Standards for each proficiency level)
  • Anticipatory Set: How will you prepare/engage the minds of ALL students so that they can have full engagement?
  • Check for understanding: What will ALL students do to show you that they are with you as they progress through the lesson?
  • Input: How will you make the input comprehensible for ALL students?
  • Guided Instruction: Is there a place in the lesson for ALL students to talk to each other or otherwise practice the learning?
  • Closure/Assessment/Independent practice: How will ALL students show you their new learning or knowledge?