Course Syllabus

Contact Information

Name: Blanca Loya

Contact information:

3062, Education Building

Virtual office hours Monday-Thursday 6:30-7:30 and by appointment.

512-644-7429 (cell)

BL59339@txstate.edu

Course Format

This is a synchronous and asynchronous course; we will meet virtually via Zoom and you will have work to complete independently online. The assignments and activities will vary from week to week.

 

When they are held, class sessions take place from 3:30-6:20 on Zoom. See the schedule below for more information.

Communicating with Your Instructor

Course Q&A Versus Email

If you have a question about course content or assignments, please to post it to the Course Q&A discussion forum. Doing allows everyone to benefit from answers to your questions.

Office Hours

Do not hesitate to send me an email if we need to talk so we can agree on a convenient time for a phone call or online meeting.

 

Email Response Time

Generally, I will respond to emails within 2 days of receiving them. If I plan to be away from my computer for more than a couple of days, I will let you know in advance.

 

Please include the day of the week you have this class with parenthesis in the subject line of your email so I will know to attend to it quickly. For example: “Missing Assignment (Tuesday)”

Course Description

This course provides information about reading in secondary content areas emphasizing selection and use of materials, including textbooks in print and electronic formats. Topics include instructional strategies, assessment of comprehension, and adapting instruction to meet student needs.

 

Prerequisites

3325 Adolescent Growth and Development (for most degree plans). (3-0) Study of biological, cognitive, and psychological theories and processes of adolescence. Prepares prospective teachers to understand abilities, behaviors, and needs of learners. Roles of family, peer groups, and culture examined with the aid of contem­porary adolescent literature. Prerequisite: 2.75

 

4332 Secondary Teaching: Curriculum and Technology. (3-0) This course investigates secondary curriculum, its history, organization, development, and representation in instruc­tional materials. Students learn how curriculum is decided, impacted, and assessed, and the role of technology in cur­riculum. Topics include local, state, and national standards, trends, and roles of culture and technology in teaching and learning. Prerequisite: 2.75 Overall GPA. Junior classifica­tion required. Must be declared in a degree program that leads to teacher certification.

Overall GPA. Junior classification required. Must be declared in a degree program that leads to teacher certification.

Course Goals

  • Develop an informed theory of literacy
  • Relation of literacy to teaching and learning
  • Examine the role that literacy plays in secondary content areas
  • Learn techniques that support and enhance students’ literacy development

 

Course Objectives

  • Develop and demonstrate knowledge of content-area literacy through writing, class discussion, and individual learning assignments. 
  • Identify and classify content-area literacy strategies as they relate to reading, writing, speaking, listening, and viewing
  • Describe ways to draw on students’ identities and literacy practices to engage students in content-area learning 
  • Curate a text resource collection aligned with disciplinary literacies 
  • Draw connections between the Danielson Framework and strategies for developing content area literacy
  • Demonstrate ability to plan and implement content-area literacy strategies 

 

Required Materials

Textbook

Daniels, Harvey., & Zemelman, Steven. (2014). Subjects matter: Exceeding standards through powerful content-area reading (2nd edition). Portsmouth, NH: Heinemann.

Other Course Materials

Texas Essential Knowledge and Skills (TEKS): from level I (i.e. English I, Algebra I) and the grade level your assigned to for your internship

 

English Language Proficiency Standards and Proficiency Level Descriptors

Texas Examinations of Educator Standards (TExES) Program Preparation Manual Pedagogy and Professional Responsibilities EC–12 (160)

http://cms.texes-ets.org/texes/

https://www.certifyteacher.com/

 

Organization & Online Tools

Modules

The course is organized into modules of instruction, as outlined in the Course Schedule. Each learning module is listed by its main topic and contains a variety of the following; required readings, videos, mini lectures, discussion forum assignments, essay and framework assignments, that you complete individually.

 

Note: Most materials used in conjunction with the course are subject to copyright protection.

 

Discussion Forums

You will find the following discussion forums in the course site:

  • Course Q&A: Post any questions or comments you may have about course content, assignments, other issues to this forum.
  • Discussions: These forums address course topics. Response requirements are indicated in the discussion prompts.

My role in discussions that of a facilitator. As such, I will read the messages you post, but will not be responding to every post. Instead, I want the class to be the driving force behind the discussion. I will occasionally correct misconceptions and/or redirect conversations that need redirecting. I may also post comments following the completion of discussion indicating my general impressions of the comments and conclusions.

Zoom

In addition to the learning activities noted above, I will also hold Zoom sessions during the semester at dates and times to be announced. For more information about this tool, visit https://doit.txstate.edu/services/online-meetings.

Assignments

Unless otherwise indicated in Learning Modules, you will submit assignments using the Assignments tool. The due dates in Assignments match the due dates in the Canvas Calendar.

 

 

 

 

Course Schedule

 

Module

Topics

Week 1

 

Welcome: Begin Here! Module

Week 2

 

Adolescent Growth and Development

Week 3

 

Reading, Writing in your Content Area, and, Literacy

Week 4

 

Identity and Bias

Week 5

 

Academic Language and Academic Vocabulary

Week 6

 

 

Writing to Learn

Week 7

 

Special Populations Introduction

Week 8

 

Diverse Language Learners and EL

Week 9

 

Diverse Language Learners and EL

Week 10

Special Education

Week 11

Gifted and Talented

Week 12

How to Use Tradebooks and Textbooks

Week 13

504/Dyslexia

Week 14

No Module

Week 15

Digital Literacy

Finals Week

Final

Evaluation Criteria and Feedback

Discussion Participation

A part of your class grade will be based on your participation in discussion. It is required that you use the netiquette you learned.  

Assignments

For your assignments in this class you will be required to submit electronic documents to Canvas (one assignment will need to be posted in ePortfolio: see the chart below). Please make sure that you follow the general APA guidelines for formatting of your assignments. If you are provided a template for the assignment, please use the provided template. Rubrics will be available for assignments that are worth more than five points. You can refer to Modules, Assignments, or the Canvas Course Calendar for due dates.

Feedback

For the majority of your assignments—that are submitted on time—you can expect feedback within one week. If your assignment is submitted late by even one day, it may take two-three weeks to get your feedback. Quizzes will give you immediate feedback.

Assignments and Weights

Your overall course grade will be based on the assignments listed below. There are 100 total points available. No extra credit this semester.

 

Assignments

Points

Submission Requirements

Quizzes

13

Quizzes (completed electronically on Canvas)

Discussion Posts

3

Discussions (on Canvas)

Scenario Responses

15

Assignments (on Canvas)

Special Populations Cornell Notes

10

Assignments (on Canvas)

Special Populations Quiz

10

Quizzes (completed electronically on Canvas)

Literacy Observations

10

Assignments (on Canvas)

Disciplinary Literacy Resource Collection

20

Assignments (on Canvas) and ePortfolio

Final

20

Assignments (on Canvas)

 

A: 90-100 points

B: 80-89 points

C: 70-79 points

D: 60-69 points

F: below points

Late Work Policy

Late work will be accepted according to the following criteria:

  1. Inform me before the assignment is due that you will be turning it in late (via email please).
  2. Understand that for each day that your assignment is late, 10% of the points for the assignment will be taken off, up until 7 days. After 7 days, the assignment will not be accepted.

 

In other words, you may turn in assignments late, but you will not be able to receive full credit if you do. In addition, assignments will not be accepted more than 7 days after the due date unless you have a documented illness or emergency and you inform me of it, and we agree upon a different due date.

 

Naming and Submitting Documents

Before you submit a document, name your file according to the format below. Avoid special characters and spaces in file names. Use a single underline _ to separate words.

 

LastName_FirstName_Assignment Title

Example:

 

Loya_Blanca_Observations

Guidelines for Success

Conduct and Civility

Students should create a learning environment and refrain from interfering with the learning of fellow students. When students voice opinions with which you do not agree, feel free to voice your opinion in a polite and civil manner. There is a section in our “Welcome: Begin Here!” module that outlines more detail on conduct and civility.

Investment in Learning

Each student is expected to demonstrate investment in learning through your attitude and work ethic. Specifically, each class member will be expected to submit assignments in a timely and correct manner, seek help promptly when necessary, and treat others with respect.

Communication Skills & Online Writing Support

Students must be proficient in their written presentations including strategies for developing ideas, citing scholarly references, writing style, wording, phrasing, and using language conventions. Students must use non-racist and non-sexist language and include sufficient references to support their answers. There is a section in our “Welcome: Begin Here!” module that further address where you can find help in these areas.