Professional Documents
Culture Documents
Required Reading
All required reading can be found in electronic form on eCommons. You can also find a book
copy of several of the readings on Course Reserve at the library.
Please bring assigned readings to class either in electronic format or print a hard copy.
Grading
Grades will be given using the following criteria:
Preparation and Participation: 10%
Student group presentation: 20%
Check-in for final project: 10 %
Unit Project: 60%
General Information
Logging in to eCommons
To log into eCommons, you must obtain and use a CruzID Gold password. For more
information, and to obtain the password, visit
http://its.ucsc.edu/services/accounts/change_gold_password.php
Once you have your CruzID Gold password, you can log into eCommons by visiting this site:
http://ecommons.ucsc.edu/ Support for Students:The best way for students to request support
for eCommons is to contact the ITS Help Desk: Online: http://itrequest.ucsc.edu/ Phone: (831)
459-HELP, / Email: help@ucsc.edu In-Person: Kerr Hall Rm. 54 - M-F 8am to 5pm
Academic Integrity
By enrolling in the university, students are automatically agreeing to abide by policies, including
those on academic misconduct. Academic integrity and scholarship are core values that should
guide our conduct and decisions as members of the UCSC community. Plagiarism and cheating
contradict these values, and so are very serious academic offenses. Penalties can include a
failing grade in an assignment or in the course, or suspension or expulsion from the university.
Students are expected to familiarize themselves with and follow citation practices
(http://nettrail.ucsc.edu/ethics/index.html) and the university's Rules of Conduct regarding
student conduct and discipline: http://www2.ucsc.edu/judicial/handbook.shtml.
Disability Resource Center
If you qualify for classroom accommodations because of a disability, please get an
Accommodation Authorization from the Disability Resource Center (DRC) and submit it to
Professor Bernasconi or Kipps in person outside of class (e.g., office hours) within the first two
weeks of the quarter. Contact the DRC at 459-2089 (voice), 459-4806 (TTY), or
http://drc.ucsc.edu for more information on the requirements and/or process.
Counseling & Psychological Services
The beginning of a quarter can be a particularly stressful time for students. Counseling and
Psychological Services has support systems in place. Please dont hesitate to contact either of us
if you feel you would benefit from some additional support during the quarter.
Course Assignments:
1. Student Presentation:
Students will work in content area groups to create a student presentation on an
instructional strategy related to the topic of the day. Groups will be expected to think
about the concepts learned in class and design a lesson that incorporates understanding of
those concepts with a specific instructional strategy. The presentation should take about
20-30 minutes and should include demonstration of the instructional method as well as an
explanation of the rationale for using it.
2. Unit Plan check point
Each student must submit work on the final project for review and feedback from the
instructor. You may choose which aspect you would like feedback on prior to turning in
the final project and plan to turn in your work for that aspect on the date listed on the
syllabus.
July 1: choice of texts, annotated bibliography
July 6: reading comprehension strategy
July 8: vocabulary
July 13: writing
Think carefully about which aspect you would like feedback on and sign-up by June 26th.
3. Final Project
The Final Project is a unit plan that addresses literacy in your content area. The unit
should contain the following elements.
a. Objectives aligned to CCSS or NGS standards with a focus on literacy demands
of your content
b. Description of the context of the class which you are teaching (one paragraph)
c. Unit overview (outline of key components and daily agenda)
d. Choice of 4-5 text samples that you will use. Insert an excerpt of the text as well
as an annotated bibliography using the class template.
e. Example of how you will address vocabulary development (may be an entire
lesson plan or a part of a lesson plan)
f. Example of how you will incorporate instruction to support reading
comprehension (may be an entire lesson plan or a part of a lesson plan)
g. Example of how you will incorporate instruction to address writing (may be an
entire lesson plan or a part of a lesson plan)
h. Example of one assessment that addresses literacy goals of the unit
Course Schedule
Date
June
22
Essential
questions
(Topic in
bold)
What is the
role of literacy
in my
content?
What factors
influence
reading
comprehensio
n?
What diverse
and multiple
literacy
experiences
do students
bring to the
classroom?
How do
teachers own
experiences
and
assumptions
about literacy
shape student
learning?
June
29
Assignments
due this
class
What are
content area
teachers
expected to
know and be
able to do to
support all
students
proficiency?
June
24
What makes a
text
Go to the
Common
Core or Next
Generation
Science
Standards
websites and
choose 2-3
standards
that you will
focus on for
a curriculum
unit.
Bring these
to class (can
be
electronically
).
challenging?
What do
students need
to be literate
for my
content?
How does a
teachers
choice of text
shape student
literacy
experiences?
July
1
Student
group
presentation
Reading
comprehensi
on
Check-point
choice of
texts
Choice readings:
1. Aukerman, M. (2006). Who's Afraid of the Big
Bad Answer? Educational Leadership, 64(2),
37-41.
2. Boyles, N. (2012) Closing in on Close Reading.
Educational Leadership, 70(4), 36-41.
3. Or choose one of the comprehension strategies
mentioned in Fisher and Frey and find a related
article or chapter to read for more information.
July
6
What is the
role of
Bring my
multiple
vocabulary in
content area
teaching and
learning?
How can oral
language
development
support
literacy
development?
practices for content classrooms, grades 5-12 (pp. 120). San Francisco: Jossey-Bass.
Oral Language: choose one
1. Horowitz, R. (2015). Oral Language: The
Genesis and Development of Literacy for
Schooling and Everyday Life. In ResearchBased Practices for Teaching Common
Core Literacy (pp. 57-75). New York:
Teachers College Press.
2. Lloyd, S. L. (2004). Using comprehension
strategies as a springboard for student talk.
Journal of Adolescent & Adult Literacy, 48, 114124.
3. Reznitskaya, A. (2012). Dialogic teaching:
Rethinking language use during literature
discussions. The reading teacher, 65(7), 446456.
discourse
map for
discussion
today
Student
group
presentation
Vocabulary
or oral
language
Check-point
reading
strategy
July
How is
Student
writing
instruction
related to
literacy
development?
How can
teachers
support
meaningful
writing tasks?
group
presentation
Writing
instruction
Check-point
vocabulary
How can I
assess literacy
development
in a content
class?
Student
group
presentation
assessment
Check-point
writing
How do I
incorporate
literacy
development
into content
area teaching?
Presentations
of Final
Projects