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TPE 7.2
Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of Universal Design for Learning;
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
1. Week 2 Lecture PPT: UDL MTSS PPT
2. Readings:
· Teaching Reading for the 21st Century, 6th Edition (Dewitz, et.al, 2020): Chap. 14 Reading Instruction for English Learners
· UDL_Guidelines_Version_2.0_(Final)_3
· UDL and Literacy Instruction .pdf
Lectures address Designing Instruction for all Learners & Culturally Responsive Literacy Instruction, specifically:
· Universal Design for Learning
· Multi-Tiered System of Support MTSS
· Differentiation
· Lesson Planning
· Asset-Based Pedagogies
· Culturally Relevant Pedagogy
· Culturally Sustaining Pedagogy
· Culturally and Linguistically Responsive Teaching
· Funds of Knowledge
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
In-class Activities:
1. UDL Three Principals Jigsaw Activity – slide 9
2. UDL Lesson Plan Review – slide 10
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
Assessment:
1. Two structured literacy lessons using the MS_Lesson Plan Template
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Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of an understanding of California’s Multi-Tiered System of Support (Tier 1–Best first instruction, Tier 2–Targeted, supplemental instruction, and Tier 3–Referrals for intensive intervention);
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
1. Week 2 Lecture PPT: UDL MTSS PPT
2. Readings:
· Teaching Reading for the 21st Century, 6th Edition (Dewitz, et.al, 2020) Chap. 14 Reading Instruction for English Learners
· What Is MTSS?
· MTSS Informational Video
· CA Dept. of ED MTSS Information
Lecture topics include:
· Designing Instruction for all Learners & Culturally Responsive Literacy Instruction
· Universal Design for Learning
· Multi-Tiered System of Support MTSS
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
In-class Activities:
1. MTSS classroom teacher interview & grade level presentation – slides 13-14
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
Assessments:
1. MTSS classroom teacher interview & grade level presentation – slides 13-14
2. Two structured literacy lessons using the MS_Lesson Plan Template
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Plan and implement evidence-based literacy instruction (and integrated content and literacy instruction) grounded in an understanding of the California Dyslexia Guidelines, including the definition and characteristics of dyslexia and structured literacy (i.e., instruction for students at risk for and with dyslexia that is comprehensive, systematic, explicit, cumulative, and multimodal and that includes phonology, orthography, phonics, morphology, syntax, and semantics).
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
Readings:
1. Week 3 California Dyslexia Guidelines chs. 1-4 & ch. 6 (establishes the definition and characteristics of dyslexia)
EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
1. Week 6 Lecture PPT: Dyslexia, Lesson Plan #2 PPT (see slide 3, Dyslexia Defined)
2. Readings:
· California Dyslexia Guidelines, ch. 5 (Socio-emotional Factors of Dyslexia, pp. 24-25)
· California Dyslexia Guidelines, ch. 8 (Pre-service and In-service Preparation for Educators, pp. 38-41)
· California Dyslexia Guidelines, ch. 11 (Effective Approaches for Teaching Students with Dyslexia) - defines and explains structured literacy instruction
· California Dyslexia Guidelines - Announcements & Current Issues (CA Dept of Education)
Lectures address Supporting Students with Dyslexia, specifically:
· Socio-Emotional Factors of Dyslexia
· Evidence-Based Instructional Strategies
· Structured Literacy
· Accommodations
· Progress Monitoring
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
In-class Activities:
1. UC/CSU Collaborative Intro to Dyslexia module
EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
In-class Activities:
1. Dyslexia Guidelines Jigsaw Activity – slide 11
2. Small Group Analysis of student case study scenarios & action plan (i.e., instruction plan) creation – slide 13 (While these scenarios focus on students with dyslexia, the use of evidence-based structured literacy instruction for ALL students is emphasized.)
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
Assessment:
Final: Literacy Mini Unit (This task involves creating literacy lessons that are based on comprehensive, systematic, and explicit instruction)
EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
Assessments:
1. Two structured literacy lessons using the MS_Lesson Plan Template
2. Small Group Analysis of student case study scenarios & action plan creation – slide 13
3. Dyslexia Module Reflection – slide 14
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TPE 7.10
Monitor students’ progress in literacy development using formative assessment practices, ongoing progress monitoring, and diagnostic techniques that inform instructional decision-making.
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
1. Week 9 Lecture PPT: Assessment for Decision Making
2. Reading:
•Dewitz et al. (2020) Chapter 5 Classroom Assessment describes various types of assessment for progress monitoring and decision-making
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
In-class Activities:
1. UC/CSU Collaborative Screening and Assessment for Dyslexia Module
2. Week 8 Lecture PPT (starting from slide 5) In-Class Activity (Using Rubrics for Formative Assessment) - Candidates create a rubric for one of their lesson plans.
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
Assessments:
1. Mock Parent Conference
2. Final: Literacy Mini Unit (This task includes artifacts for ongoing assessment- progress monitoring- for each day of the mini-unit, and the artifacts' alignment with objectives and instruction is assessed.)
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Understand how to use screening to determine students’ literacy profiles and identify potential reading and writing difficulties, including students’ risk for dyslexia and other literacy-related disabilities.
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
1. Reading:
Week 3 CA Dyslexia Guidelines ch. 9: Screening and Assessment for Dyslexia & ch. 6: When the Concern May Not Be Dyslexia
2. Week 8 Lecture PPT (slide 14) - In-class Activity: Exploring Reading Screeners
3. Week 9 Lecture PPT: Assessment for Decision Making
4. Reading:
•Dewitz et al. (2020) Chapter 5 Classroom Assessment describes various types of assessment for progress monitoring and decision-making
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
In-class Activities:
1. UC/CSU Collaborative Screening and Assessment for Dyslexia Module
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
Assessments:
1. School Site Literacy Assessment Interview Questions #1-2
EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
Assessments:
1. Mock Parent Conference
2. Final: Literacy Mini Unit
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Understand how to appropriately assess and interpret results for English learner students.
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EDUC 427 Theories, Methods, and Assessment of First and Second Language Acquisition in Schools
1. Week 4 Seminar PPT: Listening and Speaking (see Slides 5-12),
· Assessing Speaking Skills – Introduction to SOLOM Assessment (see Slides 13-17)
· Observe and assess emergent bilinguals’ oral language proficiency samples via Purdue ELL Language Portraits Page (see Slide 17)
2. Week 5 Seminar: Emergent Bilinguals and English Language Arts: Principles of First and Second Language Reading (see Slides 5-25) Assessing Reading Skills
· Observe and assess emergent bilinguals’ reading samples via Purdue ELL Language Portraits Page (see Slides 26-27)
3. Week 5 Seminar: Best Practices for Teaching Writing, Assessing Writing Skills
· Observe and assess emergent bilinguals’ writing samples via Purdue ELL Language Portraits Page (see Slide 33)
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EDUC 427 Theories, Methods, and Assessment of First and Second Language Acquisition in Schools
In-class Activities:
1. Writing Lesson Plan based on ELPAC Scores
2. Assessment of emergent bilinguals’ oral language proficiency samples and discussion of provided feedback on assessment via Purdue ELL Portraits (see Slide 17)
3. Assessment of emergent bilinguals’ reading samples and discussion of provided feedback on assessment via Purdue ELL Portraits (see Slides 26-27)
4. Assessment of emergent bilinguals’ writing samples and discussion of provided feedback on assessment via Purdue ELL Portraits (see Slide 33)
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EDUC 427 Theories, Methods, and Assessment of First and Second Language Acquisition in Schools
Assessments:
1. Writing Lesson Plan based on ELPAC Scores (LP#1)
2. Midterm exam
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If indicated, collaborate with families and guardians as well as with teachers, specialists, other professionals, and administrators from the school or district to facilitate comprehensive assessment for disabilities in English and as appropriate in the home language; plan and provide supplemental instruction in inclusive settings; and initiate referrals for students who need more intensive support.
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
1. Reading: CA Dyslexia Guidelines ch. 8: The Role of the Teacher (includes section on different types of educators who serve learners with dyslexia)
2. Week 10 Lecture PPT: Professionalism PPT
Lectures address:
· Collaborating and communicating with families (slides 3-8) and
· Working with support personnel (slides 10-11)
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EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
In-class Activities:
1. Parent Communication Scenarios – slide 9 (the "sensitive subject" referenced on the slide relates to pursuing assessment for literacy-related disabilities)
2. Paraprofessional Communication Scenario - slide 12 (the "action plan" referenced on the slide specifically relates to an action plan for collaborating to provide supplemental literacy instruction in an inclusive setting)
EDUC 457 Multiple Subject Clinical Practice Seminar 3
3. Homework: Observe/discuss a parent-teacher conference or interaction. Write a reflection on the experience, focusing on the communication techniques of the cooperating teacher. Which techniques do you plan to use when facilitating your own parent/caregiver-teacher conferences?
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EDUC 428 Learning to Teach PK-3 Literacy to Diverse Populations
Assessments:
1. Mock Parent Conference
EDUC 429 Learning to Teach 4-8 Literacy to Diverse Populations
Assessment:
1. School Site Literacy Assessment Interview Question #3
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