Course Syllabus

21F Syllabus.docx

Contact Information

Blanca Loya

3062, Education Building (office)

512-644-7429 (cell)

BL59339@txstate.edu

Course Format

This course meets face-to-face, and you will have work to complete independently online. The assignments and activities will vary from week to week. Course format is subject to change due to the COVID-19 situation.

Class sessions take place from 3:30-6:20 in ED2127. See Catsweb for details on your schedule.

Communicating with Your Instructor and Peers

Email

Please email me via Canvas only. Emailing me through Canvas allows me to respond to you in a more timely manner.

Course Q&A

Use this forum to ask general questions about the course, assignments, or any other things that need clarification during the semester. You all are encouraged to answer each other’s questions. I will check responses for accuracy.

Course Q&A vs. Email

If you have a question about course content or assignments, please post it to the Course Q&A discussion forum. Doing this allows everyone to benefit from answers to your questions. Emails should be sent through Canvas when you have something that pertains specifically to you.

Office Hours

Office hours Monday-Wednesday 6:30-7:30 and by appointment. Please let me know in advance if you’re coming in for office hours (if possible). Use office hours for questions, comments, and as an open line of communication between us.

Do not hesitate to send me an email if we need to talk outside of office hours 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. Only email me through Canvas.

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 (2^nd edition). Portsmouth, NH: Heinemann.

Other Course Materials

American Psychological Association. (2020). Publication manual of the American Psychological Association (7^th ed.). https://doi.org/10.1037/0000165-000

Texas Essential Knowledge and Skills (TEKS): from level I (i.e. English I, Algebra I) and/or the grade level your assigned to for your placement. https://tea.texas.gov/academics/curriculum-standards/teks/texas-essential-knowledge-and-skills

English Language Proficiency Standards and Proficiency Level Descriptors (link provided in our Canvas site).

Office of Educator Prep (OEP) approved TExES certification preparation materials. https://www.certifyteacher.com/

Organization & Online Tools

Modules

The course is organized into weekly modules of instruction, as outlined in the Course Schedule (see below). Each learning module is listed by 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 is 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 may 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

Aug 23-26

Welcome and Course Introduction

Week 2

Aug. 30-Sept. 02

Adolescent Growth and Development

Week 3

Sept 6-9

Identity and Bias

Week 4

Sept 13-16

Reading, Writing to Learn, and Content Area Literacy

Week 5

Sept 20-23

Using Trade Books

Week 6

Sept 27-30

Special Populations Introduction—What is differentiation?

Week 7

Oct 4-7

Diverse Language Learners and EL

Week 8

Oct 11-14

Diverse Language Learners and EL

Week 9

Oct 18-21

Exceptional Learners

Week 10

Oct 25-28

Exceptional Learners

Week 11

Nov 1-4

Exceptional Learners Gifted and Talented

Week 12

Nov 8-11

How to Use Trade books and Textbooks

Week 13

Nov 15-18

Dyslexia

Week 14

Nov 22-25

Academic Language and Academic Vocabulary

Week 15

Nov 29-Dec 2

Course Wrap Up

Finals Week

Dec 6-10

Finals Calendar

https://www.registrar.txstate.edu/persistent-links/final-exam-schedule/final-exam-spring.html

Evaluation Criteria and Feedback

Discussion Participation

A part of your class grade will be based on your participation in discussions on Canvas. It is required that you use the netiquette you learned in the module for week 1.

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 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 many of your assignments—that are submitted on time—you can expect feedback within approximately one week (longer assignments may take up to two weeks). 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. Extra credit will be available throughout the semester, so please take advantage as the opportunities present themselves.

Assignments	Points	Submission Requirements
Quizzes	12	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

Extra Credit

The following events are sponsored by Project Maestros. Please check their website for up-to-date information on the seminars.

https://www.ucollege.txstate.edu/maestros/professional-development.html

1 point-Alumni Panel

September 08, 5:30 PM – 7:30 PM | Location TBA

1 point-Communicating Your Strengths: Tips for Emerging Educator

September 23, 5:30 PM – 7:30 PM | Location TBA

1 point-Professional Communication with Colleagues…

October 7, 5:30 PM – 7:30 PM | Location TBA

1 point-Cultural Responsiveness: Culture and Society

October 12, 2:30 PM – 4:00 PM | Location TBA

1 point-Cultural Responsiveness: Culture in my Classroom

October 20, 2:30 PM – 4:00 PM | Location TBA

1 point-Using Proactive Strategies to Establish Effective

October 21, 5:30 PM – 7:00 PM | Location TBA

1 point-Cultural Responsiveness: Culture and Schools

October 28, 2:30 PM – 4:00 PM | Location TBA

1 point-Community in the Classroom: Cultural Wealth

November 2, 2:00 PM – 3:30 PM | Location TBA

1 point-Community in the Classroom: Identities

November 9, 2:00 PM – 3:30 PM | Location TBA

1 point-Community in the Classroom: Power

November 16, 2:00 PM – 3:30 PM | Location TBA

Any Kappa Delta Pi Professional Development Meetings.

You can accumulate up to 10 points of extra credit this semester. Extra credit will be submitted at the end of the semester to a discussion forum on Canvas.

Late Work Policy

Late work will be accepted according to the following criteria:

Inform me before the assignment is due that you will be turning it in late (via Canvas email please).
Understand that for each day that your assignment is late, 10% of the points for the assignment will be taken off, up to 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 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.

Guidelines for Success

Conduct and Civility

Students and faculty are full partners in fostering a classroom environment which is conducive to learning. Our actions should promote respect for both one another and the traditions of collegiate learning. Class sizes and emphases can create situations in which acceptable behavior in one course may be unsatisfactory in another situation. As the instructor in this class, I will be the judge of behaviors that threaten the civility of the learning environment, and, when appropriate or necessary, I will bring such behavior to the attention of the class or individuals in the class.

Civility in the classroom is very important for the educational process and it is everyone’s responsibility. If you have questions about appropriate behavior in a particular class, please address them with your instructor first. Disciplinary procedures may be implemented for refusing to follow an instructor’s directive. Additionally, the instructor, in consultation with the department chair/school director, may refer the student to the Dean of Students Office for further disciplinary review. Such reviews may result in consequences ranging from warnings to sanctions from the university. For more information regarding conduct in the classroom, please review the following policies at https://policies.txstate.edu/division-policies/academic-affairs/02-03-02.html, Section 03: Courteous and Civil Learning Environment, and https://studenthandbook.txstate.edu/rules-and-policies/code-of-student-conduct.html, number II, Responsibilities of Students, Section 02.02: Conduct Prohibited.

In addition; The Texas State Educator Preparation Program is using a new instrument for assessing and developing students’ dispositions for teaching. Dispositions are your attitudes and beliefs that affect your behavior. Dispositions for teaching reflect your growth as a professional.

Please also see the University Honor Code https://policies.txstate.edu/university-policies/07-10-01.html.

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.

Honor Code

All faculty, staff and students are responsible for supporting the principles of conscientiousness, respectfulness and honesty and demonstrating a commitment to the university’s Academic Honor Code. Plagiarism and other forms of academic dishonesty undermine the very purpose of the university and diminish the value of an education. Specific expectations for academic integrity and sanctions for academic dishonesty are outlined on the Honor Code Council websiteand in UPPS No. 07.10.01.
As members of a community dedicated to learning, inquiry and creation, the students, faculty and administration of our university live by the principles in this Honor Code. These principles require all members of this community to be conscientious, respectful and honest.
WE ARE CONSCIENTIOUS. We complete our work on time and make every effort to do it right. We come to class and meetings prepared and are willing to demonstrate it. We hold ourselves to doing what is required, embrace rigor and shun mediocrity, special requests and excuses.
WE ARE RESPECTFUL. We act civilly toward one another and we cooperate with each other. We will strive to create an environment in which people respect and listen to one another, speaking when appropriate, and permitting other people to participate and express their views.
WE ARE HONEST.We do our own work and are honest with one another in all matters. We understand how various acts of dishonesty, like plagiarizing, falsifying data and giving or receiving assistance to which one is not entitled, conflict as much with academic achievement as with the values of honesty and integrity.

The pledge for Students:

Students at our university recognize that, to ensure honest conduct, more is needed than an expectation of academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work we submit for evaluation: I pledge to uphold the principles of honesty and responsibility at our university.

Honor Code: All students are required to abide by the Texas State University Honor Code. The pledge for students states:

Students at our university recognize that, to insure honest conduct, more is needed than an expectation of academic honesty, and we therefore adopt the practice of affixing the following pledge of honesty to the work we submit for evaluation: I pledge to uphold the principles of honesty and responsibility at our university.

Attendance Policy

After two unexcused absences, you will drop one letter grade. Two taridies/early exits will count as an absence. I will make individual determinations for any medically related absences. You must have the proper documentation to support your medical absences.

Communication Skills & Online Writing Support

Students must be proficient in 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.

Basic Needs and Mental Health Statement

“We learn as whole people. To learn effectively you must have basic security: a roof over your head, a safe place to sleep, enough food to eat. If you’re having trouble with any of those things, please talk with me or with the Dean of Students. Together we can work to make sure those needs are met.” - Yvonne Seale, SUNY-Geneseo

In addition, mental health issues can diminish academic performance and may affect your ability to participate in activities. The Counseling Center at Texas State provides free and confidential mental health services on both its San Marcos and Round Rock campuses. For additional information, visit the Counseling Center’s website or call 512.245.2208. Additional resources are available at mindsmatter.vpsa.txstate.edu.

Accommodation Statement

It is the University’s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, contact the Office of Disability Services as soon as possible at 512.245.3451 to establish reasonable accommodations. Please be aware that the accessible table and chairs in this room should remain available for students who find that standard classroom seating is not usable.

Respect for Diversity Statement

It is my intent that students from all diverse backgrounds and perspectives be well-served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexual orientation, disability, age, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics. Your suggestions about how to improve the value of diversity in this course are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.

In addition, in scheduling exams, I have attempted to avoid conflicts with major religious holidays. If, however, I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements.

COVID-19 Statement

With the surge in COVID-19 cases in Texas we must all be conscientious. I ask that everyone in class follow the statements made by our university in regards to the virus. I encourage you all to get vaccinated, wear a mask, get tested, stay home if you get sick, report to Bobcat trace, isolate if you test positive for COVID-19, and quarantine if you are identified as a close contact. I will deal with these issues on a case-by-case bases. Please make sure that you obtain medical documentation for any visits to the doctor. I will release any new information provided by the university as it is released. For more information visit:

https://www.txstate.edu/coronavirus