• Promotes intellectual, personal, and interpersonal growth for all students

• Prepares socially responsible leaders

• Values diversity

• Serves and collaborates with other educators

• Promotes school improvement for all students

• Engages in research, scholarly, and ongoing evaluation

The Department of Teacher Education at California State University, Long Beach prepares knowledgeable, caring, reflective, and highly competent teachers who are advocates for children, adolescents, and families. Our inquiry- and experience-based programs promote educational equity and excellence in contemporary, inclusive urban classrooms.

Course Description

Prerequisite: Admission to the Multiple Subject Credential Program. Content, methods and assessment for teaching language arts to all students, including English language learners, speakers of non-mainstream English and students with special needs in culturally diverse, literature-based classrooms: first and second language acquisition and English language development, relationships among reading, writing, and oral language, spelling instruction, and structure of the English language. Minimum ten hours of field work in elementary classrooms with at least 25% of the students classified as English Language Learners. Traditional grading only.

Course Texts

Required:

Cox, C. (2008). Sixth Edition. Teaching Language Arts: A Student- and Response-Centered Classroom. Boston, MA: Allyn & Bacon.

The following required texts are available at no charge on-line via taskstream.com, California State Dept. of Education website or course website.

California State Department of Education (1999). Reading/Language Arts Framework for California Public Schools, K-12

California State Department of Education (2002) Visual and Performing Arts Framework for California Public Schools, K-12.

California State Department of Education (2004). English Language Development Standards for Public Schools, K-12

Recommended:

Zarrillo, J. (2002). Ready for RICA: A test preparation guide for California’s Reading Instruction Competence Assessment. Colombus, Ohio: Merrill/Prentice Hall.

Cox and Boyd-Batstone. 2008. Engaging English Learners: Exploring Literature, Developing Literacy and Differentiating Instruction Allyn and Bacon.

Shin, F. and Krashen, S. Summer Reading: Program and Evicdence. 2008. Boston, MA: Allyn & Bacon.

Required:

TaskStream Subscription Fee:

Minimum $25.00 to subscribe to TaskStream, an e-portfolio system at http://taskstream.com phone #(800) 311-5656. Students enrolled in EDEL 442 will initiate a web-based e- portfolio. The TaskStream eportfolio system is a Teacher Education Department-wide requirement. The subscription fee applies to all your courses. If you are currently a subscriber, there is no need to re-subscribe, unless your subscription has expired.

TaskStream EDEL 442 Language Arts-self-enrollment code: L2094

Teacher candidates are expected to demonstrate professionalism in the following ways:

v In-Class Course Work

§ Professional behaviors include display of courtesy toward the instructor and classmates, punctual attendance, observance of due dates, flexibility regarding field experience activities, and unanticipated changes in the course calendar.

§ Participation include demonstration of active contribution to small group and whole class discussion, posing clarification, reflective, and/or information-seeking questions, and communicating ideas or concerns with the instructor.

v Field Experience Assignment

§ Professional behaviors include display of appropriate demeanor in interacting with children at all times (e.g., use of oral and written communication, attitude toward teaching, learning, students, and physical space, overall attire), awareness of one’s personal values and biases, and modeling of ethical behaviors.

§ Preparedness for assignments is essential to quality field experience teaching. Creative teaching is encouraged, but teacher candidate must consult with and seek approval from the classroom teacher prior to implementing a lesson and its accompanying activity. Lack of preparation for field experience teaching (e.g., absence of necessary instructional materials, lesson plan, off-topic instruction, and spur-of-the-moment improvisation) may result in loss of grade points and possible removal from field experience.

Student-based Learning Outcomes

Upon successful completion of the course, the student will be able to:

Meet the Needs of the Individual Student

Provide instruction to all students, including English language learners, speakers of non-mainstream English, and students with special needs.
Design instruction, which is characterized by a sensitivity to the culture and language of the students.
Design instruction, which is based on students’ developmental, linguistic, functional, and age-appropriate needs.

Spelling Instruction

Follow a systematic plan for spelling instruction related to reading instruction and based on interpretation of students’ spelling errors, stages of spelling development, temporary/invented spelling, phonics, phoneme awareness, word patterns, and high frequency words.
Provide spelling practice using purposeful, non-repetitious activities and multi-sensory techniques to develop the alphabetic principle (i.e., visual, auditory, and kinesthetic-tactile)
Provide opportunities for students to apply and assess their own spelling skills during the editing phase of writing.
Demonstrate knowledge of the etymology and morphology of words as they relate to orthographic patterns in the English language.
Demonstrate knowledge of the stages of spelling development and their manifestations in written text, phonological awareness, and word identification abilities.
Demonstrate ability to choose words that are examples of phonemes or syllables to be taught in lessons.
Demonstrate ability to identify characteristics of and utilize effective programs, materials, and activities that can be used to develop spelling skills.
Demonstrate ability to utilize students’ writing in the development of spelling instruction.

Vocabulary Development

Select varied material to read aloud to students to increase vocabulary and understanding of language patterns.
Encourage students to analyze the meaning of new words and to practice using new words in a variety of contexts.
Demonstrate knowledge of the varieties of word relationships (e.g. antonyms, synonyms, associations, figures of speech, etc.)
Demonstrate ability to use a variety of engaging materials, activities, and techniques to help students increase their vocabularies (e.g. classification, word banks, word sorts, word walls).

Student Independent Reading and its Relationship to Improved Reading Performance

Promote the independent reading of a wide selection of fiction and nonfiction material, in English and in the primary languages of English language learners.
Organize reading material for a variety of purposes (e.g. area of interest, themes).
Read aloud daily to children from quality material to generate interest in independent reading, build language knowledge, and enhance concept development.

Diagnosis of Reading Development: Use of Assessment and Evaluation Information.

Select and use a variety of appropriate informal and formal assessments to determine students’ English language proficiency, spelling development, and writing development.
Analyze and use assessment data for lesson planning, class organization, and selection of materials.
Monitor individual students’ progress in specific areas on an on-going basis throughout the year.
Collect observational data frequently and use it to plan instruction in reading, writing, and spelling.
Communicate assessment results to parents or guardians.
Demonstrate ability to recognize cultural, linguistic, and lexical bias in assessment.

Relationship Among Reading, Writing, and Oral Language

Provide explicit instruction in letter formation using a variety of engaging activities, materials, and techniques.
Provide daily writing opportunities throughout the curriculum.
Teach student that different forms of writing require different reading skills and strategies.
Provide support to English language learners as they transition to English reading and writing.
Teach students the differences between oral language and written text.
Knowledge of different forms of writing.
Knowledge of how students can transfer literacy competencies from one language to another.
Knowledge of the differences between spoken and written language.
Knowledge of the similarities and differences between Standard English and (1) non-mainstream English and (2) other languages.
Knowledge of the development of students’ writing and its relationship to teaching reading.
Ability to use a variety of engaging activities, materials, and techniques to expand the vocabulary and grammatical structures that students use in their writing.

Structure of the English language

Teach grammatical structures used in written text that are not typically used in oral language.
Teach English grammar and the structure of the English language.
Provide opportunities for students to apply their knowledge of English grammar and the structure of the English language to reading, writing, and speaking.
Demonstrate knowledge of the ways in which academic language differs from conversational language.
Demonstrate knowledge of the systems of the English language (i.e. phonology, semantics, pragmatics, and orthography).
Ability to identify the characteristics of and utilize effective approaches, materials, and programs that can be used to develop students’ understanding of English language structure and syntax (e.g. explicit instruction, meaningful practice, application to daily reading and writing).
Demonstrate knowledge of English grammar.

Computer Applications/Productivity

All weighted assignments will be word processed and printed out, unless otherwise specified.
Integrate electronic correspondence (email) with instructor and other students.
Use the course website to access course documents and materials.

Visual and Performing Arts

Demonstrate ability to interrelate developmentally appropriate visual and performing arts instruction with language arts and literacy instruction
Use specific teaching strategies which address the following in planning instruction: artistic perception, creative expression, cultural and historical origins of the arts, meaning and informed judgments in the arts.

Teaching Performance Expectations (TPE)/California Standards for the Teaching Profession (CSTP): The requirements for this course have been aligned with the Teaching Performance Expectations (TPEs). The chart below identifies each of the TPEs.

TPE Domain/ CSTP	TPE	Description
A – Making Subject Matter Comprehensible to Students	1	Specific Pedagogical Skills for Subject Matter Instruction
B – Assessing Student Learning	2 3	Monitoring Student Learning During Instruction Interpretation and Use of Assessments
C – Engaging and Supporting Students in Learning	4 5 6 7	Making Content Accessible Student Engagement Developmentally Appropriate Tchg. Pract. Teaching English Learners
D – Planning Instruction and Designing Learning Experiences for Students	8 9	Learning about Students Instructional Planning
E – Creating and Maintaining Effective Environments for Student Learning	10 11	Instructional Time Social Environment
F – Developing as a Professional Educator	12 13	Professional, Legal and Ethical Obligations Professional Growth

The TPEs that are introduced, practiced, or mastered in this course are:

A – Making Subject Matter Comprehensible to Students

Master: TPE 1 Subject specific pedagogy

B – Assessing Student Learning

Practice: TPE 2 Monitoring Student Learning During Instruction

Master: TPE 3 Interpretation and Use of Assessments

C – Engaging and Supporting Students in Learning

Master: TPE 4 Making Content Accessible

Practice: TPE 5 Student Engagement

Practice: TPE 6 Developmentally Appropriate Teaching Practice

Master: TPE 7 Teaching English Learners

D – Planning Instruction and Designing Learning Experiences for Students

Practice: TPE 8 Learning about Students

Master: TPE 9 Instructional Planning

E – Creating and Maintaining Effective Environments for Student Learning

Practice: TPE 10 Instructional Time

Practice: TPE 11 Social Environment

F – Developing as a Professional Educator

Practice: TPE 12 Professional, Legal and Ethical Obligations

Practice: TPE 13 Professional Growth

Course Requirements

Syllabus You are responsible for the information and requirements in the syllabus, course calendar, criteria stated in assignment rubrics, and announcements and course material displayed on the course website. The syllabus represents a contractual agreement between the student and the instructor. Maintaining enrollment in this class constitutes your agreement to accept the requirements and responsibilities for this class as stated in the syllabus. Students are referred to as “Teacher Candidates” throughout the syllabus.

Assignments. All assignments are to be word processed except when indicated otherwise. Assignments turned in later than the scheduled class due date will be reduced 20% of the points. Partial or off-topic papers will not be accepted. No late assignment will be accepted after one week of its due date unless there are special circumstances. General criteria for evaluation of assignments includes: quality of conceptualization; grounding in sound theory, research and practice; ability to relate to English-Language Arts Content Standards for California Public Schools, RICA Domains, the California Visual and Performing Arts Framework goals, and meeting the needs of culturally and linguistically diverse students; appropriateness of ideas and experiences; following directions; organization and presentation of written assignments; and creativity and originality. Specific criteria for each assignment is found in the syllabus and on attached assignment criteria sheets. Keep a copy of each assignment. The instructor reserves the right to award work that exceeds criteria with additional grade points. Conversely substandard work will be docked points accordingly.

Rewrites. Rewrites of assignments for extra points will NOT be permitted. However, students may submit an assignment TWO class sessions before it is due if they would like feedback or clarification. This will allow students to rewrite the assignment before it is due.

The instructor reserves the right to refuse assignments turned in later than the following regular class meeting. No assignments or late papers will be accepted on the final day of class, or thereafter. When rewriting an assignment, attend to the comments written on the criteria sheet and/or the assignment itself.

Attendance. As stated in the course catalog, attendance at the first class meeting is mandatory. On-time attendance is vital and counts toward the course grade. At field sites, classroom teachers and students will depend on you being there prepared to work. Much of the instruction involves in-class demonstration, and clarification, which can only take place by your attending class each day. Also, the fieldwork component requires that a large number of the assignments be carried out with children at the field site. If you are unable to attend your fieldwork session, call your host teacher at the field site so that s/he can adjust the classroom instruction. Furthermore, a Reader Response Journal activity will take place at the beginning of selected class periods. One point will be awarded for full participation for a total of 5 points, late students will not participate and thereby not earn grade points. One absence is allowed with no points deducted, and 8 points will be deducted for every absence thereafter. Tardies or leaving early (more than 2) will also result in 5 points deducted beginning the third time.

Students missing 3 or more classes will be advised to drop the class and retake it in a subsequent semester.

Technology.

My website, www.csulb.edu/~fshin will be used to access assignments and lecture notes.

· If you need assistance using TaskStream, you may call their support phone # (800) 311-5656 or use the www.taskstream.com website.

Withdrawls/Incompletes. Adhere to University calendar with regard to withdrawals. See policy statement 99-19 for University guidelines for an incomplete grade in the course. Students must provide documentation of “unforseen, but fully justified” reasons for not completing the class work.

Fieldwork assignment. All students are required to complete a minimum of 10 hours of fieldwork. Most of the course assignments will be part of your fieldwork. .

Always come prepared to work with your student even though you may have completed a given set of assignments for the week. You will supply all necessary materials including paper, pencils, markers, chalk, etc. It is not appropriate to use the host teacher’s classroom materials under any circumstances. In keeping with the professional collaboration with field site schools, please come dressed according to school dress code standards; professional/casual attire is recommended. (Open-toed shoes and shorts are not permitted according to LBUSD dress code. Please use discretion with regard to attire not appropriate for working in an environment with children.)

Students with Disabilities

Students with disabilities who need reasonable modifications, special assistance, or accommodations in this course should promptly direct their request to the course instructor. If a student with a disability feels that modifications, special assistance, or accommodations offered are inappropriate or insufficient, they should seek the assistance of the Director of Disabled Student Services on campus.
Student with disabilities are required to confidentially notify the instructor by the second class meeting in order to adequately implement a semester-long plan of accommodations. The instructor will request a written plan of accommodation that is current and authorized by the Office of Disabled Student Services. Students failing to provide prompt notification and a written plan will be referred for a consultation with the Director of Disabled Student Services.

1.0 LITERATURE UNIT

1.1 Book Selection and Commercial (5 pts): You will select a book of children’s literature around which your teaching will be structured. You will present it to the class in a 2 minute commercial advertisement format. Turn in to the instructor a single cover page for your unit. The cover page will display the book’s title, author, illustrator, year and publisher in bold (18-24 point font); and your name (12 point font) with a paragraph stating how the book meets the selection criteria. Feel free to make the cover page colorful/artistic; however you will not be graded on your artistic prowess.

The criteria for selecting a book will include vivid illustrations; an engaging story; rich vocabulary for English language development possibilities; connections to other curricular areas for content instruction in Social Studies, Mathematics, Science, the Arts; also consider the extent to which the book represents a specific cultural perspective or cultural diversity. One paragraph describing the above features.

1.2 Ripple Effect Diagram (3 pts): Cox defines a “ripple effect” as “... learning themes that flow out of the initial experiences that teachers plan and the books and materials they choose. The focus of each ripple effect is an idea, experience, or subject that becomes a theme and opens up a wealth of instructional possibilities.” Using your selected book of children’s literature, you will generate a one page diagram of a ripple effect to explore the various learning possibilities found in the book. It is highly recommended that you concentrate on the instructional activities the students will do. Avoid simply listing a broad theme such as “study civilizations.” Students will use the software program “Inspiration” to create a ripple effect diagram.

The criteria for the assignment includes a clear presentation of student activities, ELD vocabulary development, response oriented lesson activity, ELD and SDAIE instruction, assessment tools and a minimum of six related children’s literature selections. The ripple effect will diagram the contents of your literature unit and operate as an advanced organizer for the completed unit. Make your diagram specific to your selected book of children’s literature. Linear, outline formats will be accepted for this assignment.

You will write three formal lesson plans for instruction:

1.3ELD-Vocabulary & Concept Development (10pts):You will write an ELD-Vocabulary & Concept Development Lesson. (See the ELD lesson planning guide for the format.) Working with English Learners (students whose first language is other than English) requires demonstrating meaning at a non-verbal level by using real objects, visuals, models, and meaningful actions. Conversely, simply listing words, displaying word cards and/or asking students what they think the meanings are, or having the group look up words in a dictionary, do not qualify as ELD techniques. Assignments that fail to use ELD techniques and materials will be returned for rewriting.

In this assignment, your teaching sequence will have two components: Part 1 will develop meaning by employing a variety of ELD techniques. Activities to make selected vocabulary words come to life meaningfully include tapping the 5 senses, demonstrating meaningful actions with Total Physical Response (TPR), illustrating vocabulary, singing illustrated songs, using cognates and etymologies, relating to background knowledge, providing context clues, dramatizations of key terms. Part 2 will develop fluency with a word game, such as charades, who am I? Or pictionary-like games.

In this lesson, you will select the vocabulary to teach rather than have the students initially generate the words. Using the selected book of children’s literature, identify six or more key words that are essential to the meaning of the story. It is highly recommended that you pick words that are related in some way, such as words from a topic or words that are all verbs. This assignment looks to actively engage students at a concrete level of meaning. The meanings of words are to be grounded in action, the experience of the senses, use of vivid illustrations and/or exploration of historical roots or linguistic connections across languages.

The criteria for this lesson is as follows: all lesson design components in place including Lesson Title; Grade Level; Purpose: specific Content Standards from the California State Framework; Materials & Resources; Access to Background Knowledge/Experience; Teaching sequence; Assessment; Extending activities. Select challenging words, list and define key vocabulary, strategic use of ELD activities, provide a game to develop fluency with the terms.

You are required to turn in a sample of student work when the lesson plan is due. Sample is required for only ONE student.

1.4 Literary Response Lesson (10 pts): You will create a language development lesson that allows students to respond to the story in their own words using a process writing format. In this lesson, the students will generate the words elicited by the story experience, not the teacher. You will choose poetry, song, or drawing & description or media to use as a vehicle for language development. Poetry may be a cinquain, triante, acrostic or bio-poem; songs may be composed using a familiar tune; drawing & description utilizing a language experience format; drama or media may be used to express action. Each format will either be demonstrated by the instructor in class or referred to in the course texts.

The criteria for this lesson includes all Lesson Design Components in place. Also, the lesson provides for meaningful response to the story and reflects creative, student participation. The end product is a process written piece expressing students’ thoughts about the story.

You are required to turn in a sample of student work when the lesson plan is due. Sample is required for only ONE student.

Develop a lesson based on goals found in the Visual and Performing Arts Framework. The lessons will be a SDAIE Visual and Performing Arts lesson.

1.5 Visual and Performing Arts SDAIE- Content (10 pts): Specially Designed Academic Instruction in English (SDAIE) is a collection of strategies designed to develop language while making content area instruction more comprehensible. For this assignment it is applied to a specific goal in the Visual and Performing Arts Framework. Ideally, SDAIE calls for primary language support. This lesson will utilize the vocabulary for an ELD lesson to teach visual and performing arts content. Your lesson will have a problem solving approach, utilize one or more thinking tools and require students to produce a written, illustrated or performance outcome to be evaluated by a rubric.

The criteria for this lesson is as follows: Includes all lesson design components; utilizes vocabulary from previous ELD lesson; provides high level content area instruction; involves grouping strategies; uses thinking tools; (primary language support optional for CLAD); written, illustrated, or performance outcome integral to the lesson; and a rubric assessment.

Student work is not required to be turned in. A completed rubric used for evaluation will be required instead for only ONE student.

2.0 OBSERVATIONAL RECORD

As you teach a small group of students, you will be reading about language arts, conducting ongoing observations of children, collecting data samples and assessing language. This observational record will have three components: reader response journal, anecdotal records & assessment, and a spelling assessment. Forms for each of these components are provided. The observational record will be included in the binder following your literature unit.

2.1 Reader Response Journal (5 pts): Assigned readings are indicated on the Course Calendar. A record of your readings will be kept in a double entry Reader Response Journal. The form for the journal will be provided. Photocopy the page 5 times to create the journal– one page for each chapter in the Cox text. You may include insights from recommended readings as well.

Do the following for each chapter by the date assigned:

a. Read the chapter(s)

b. Write a double entry journal with at least 3 entries (cite the page(s) and note the topic(s) in the left-hand column of the journal. Write your personal and theoretical reflections in the right-hand column of the journal. A single page of reflections is sufficient for each chapter.

c. Peer response in class. Exchange your written response with another student. Read and respond in writing, sign and date. Assess using the criteria stated below. Return to other student and discuss, compare ideas.

d. Assessment. Peer respondent assigns 1 point per chapter according to the

following criteria:

1. At least 3 entries

2. Entries show evidence of thoughtful reflection

3. Response completed on assigned date during time scheduled for this

activity

e. Total points: 5 (1 point for each chapter with response completed on assigned date).

(For example: the first assignment is one chapter, so only one Reader Response Journal page is required; the second assignment is two chapters, therefore only one chapter or Reader Response Journal page is required.) Feel free to reflect on the sections that are of significance to you. You need not respond to every topic in the text. Conduct your readings and written reflections prior to each class. Beginning with the second class, during the first 5-10 minutes, you will exchange your journal reflections with a buddy who will read your reflections and write a signed response at the bottom of the page. The buddy will also assess whether, or not, the entry meets the stated criteria and apply 1 point for each chapter reflection. At the end of the semester, the final respondent will total the grade points and write the total on the front of the Reader Response Journal. Students will be responsible to maintain an organized journal. Lost pages will not be included in the total grade for the assignment’s grade.

The criteria for this assignment includes the following: Minimum 3 citations (page numbers and topics recorded) from the assigned readings, personal reflections of each chapter (opinions, feelings, musings); theoretical reflections based on each chapter (how it relates to practice, comparisons of theories); a student partner response for each journal page.

2.2 Observational record and reflections (5 pts):

You will keep a record of the dates and times of your fieldwork. You will note your observations and reflections for each visit. An observational form is on the course website and the course packet. You may use any form as long as you have the required information (dates, times, observations and reflections).

4.0 Signature Assignment: Developmental Spelling -Writing Assessment and Instruction

(24 pts):

A signature assignment is used for the College of Education Assessment System for program improvement. All sections of EDEL 442 will administer this assignment via TaskStream. Subscribe to www.taskstream.com. Once you have subscribed, or if you are already a subscriber, self-enroll into the signature assignment program with

“Self-Enrollment Code”: L2102

Conduct assessments of developmental spelling of two students (one an English Language Learner and one who presents a challenge). Complete a Word.doc template with the information, analysis or recommendations required. Finish by writing a reflective essay tying your assessment experience to theory and practice referencing course readings and RICA Content Specifications 6 and 13.

TPEs: 3, 4, 7

Example of the NCR paper form that will be filled out with each assignment and turned into the Department Chair.

Evaluation of EDEL 442 Signature Assignment

Teacher Candidate Name__________________________

TPE	Criteria	Score
3	Use of formative assessment tools and reporting assessment data	0	1	2	3	4
3	Summative assessment of identified strengths and needs	0	1	2	3	4
4	Recommended strategies and activities aligned with assessments	0	1	2	3	4
4	Recommended strategies and activities were developmentally appropriate and aligned with state standards	0	1	2	3	4
7	Description of English learners language level, spelling, and writing	0	1	2	3	4
7	Differentiated adaptations match to identified language level and strengths/needs	0	1	2	3	4

Total Score (24 possible) ____________

22—24 = 4

19—23 = 3

16—18 = 2

14—15 = 1

0—13 = 0

RICA Content Specs:

http://www.rica.nesinc.com/RC_contentspecs.asp

5.0 SPECIAL ED OBSERVATION (5 pts)

Students are required to observe a special education class. The form must be completed and signed.

6.0 STUDENT DIALOGUE/INTERACTIVE JOURNAL (8 pts)

A student-teacher dialogue journal will be started. At least 6 entries should be made from each

student and 6 responses from you. You will turn in copies of one student’s journal entries with your responses (please ask the student for permission). You will also be required to bring in the actual journal to show the instructor. Each entry must be dated.

7.0 BOOK PUBLISHING PROJECT (10 Pts)

Published books from at least one student or one group book will be required. In addition, evidence of the writing process (drafts) must be turned in. Requirements include: a bound book (can be done by teacher candidate); a title page which includes the student’s name, school, grade level, city, state and year.

8.0 FINAL PORTFOLIO PRESENTATION (5 pts)

All of your work, including the literature unit assignments and the observational records, will be organized in a single three-ringed binder. A copy of the California English Language Arts Standards for ONE grade level (your fieldwork grade level) must be included. The binders will be on display for viewing and comment. We will take class time to discuss the highlights of each collection of work.

The criteria for the gallery session presentation will include a well organized binder (tabs/dividers), quality presentation of work, all literature unit assignments in place, and all observational record parts in place.

9.0 FIELDWORK VERIFICATION FORM

The fieldwork verification form is required documentation for all methods courses. The form is provided in the EDEL 442 website and course packet. It is to be filled out by the host classroom teacher at the fieldwork site. It is your responsibility, however, to turn the completed and signed form into the course instructor by the last class meeting. Failure to provide a signed fieldwork verification form will result in an incomplete in the course. Fieldwork verification forms, as well as all other assignments, will not be accepted after final class day.

TPA#2 ASSIGNMENT on Taskstream

Teaching Performance Assessment (CalTPA)-Task #2: The CalTPA, required by law as per the Commission on Teacher Credentialing (CTC), is administered only to teacher candidates accepted into the program beginning Summer 2008 and thereafter. (Note the date of issue on your acceptance card from the Department of Teacher Education.) CalTPAs involve anonymous submission and blind scoring. They are evaluated and archived via the TaskStream eportfolio system, www.taskstream.com. A passing score for a CalTPA is either 3 or 4 on a holistic point scale of 0-4. CalTPA scores are not part of the course grade; however, successful submission of this assignment to TaskStream is worth points toward your final grade. Upon submission TaskStream issues a “Completion Certificate” which you will show to your instructor as verification of submission. Failure to submit CalTPA-Task#2 to Taskstream for evaluation will result in a loss of submission grade points, and zero (0) score on the CalTPA-Task#2. No increment of the grade points will be awarded for incomplete submission. The window of submission dates for CalTPAs this semester will be announced. Late submission of the CalTPA will be scored the following semester. TaskStream provides technical assistance (800) 311-5656.

NOTE: Students who are required to complete TPA #2 will not be required to turn in the following assignments:

1. Inspiration (3 pts).

2. ELD/VAPA Lesson (10pts)

Course Evaluation

Attendance, promptness, preparation and professional behavior (respect, attention to other students and instructor, attention to attire and positive school site interactions) are course requirements, and are factors that impact your grade. University policy on Assignment of Grades applies. See current California State University, Long Beach Catalog of Undergraduate and Graduate Studies. Course work will be evaluated according to the following points.

1.0 Literature Unit

1.1 Book selection commercial & cover page 5 points

1.2 ELD-Vocabulary & Concept Dev. Lesson 10 points

1.3 Literary Response Oriented lesson 10 points

1.4 ELD-VAPA lesson and/or TPA 10 points

2.0 Observational record

2.1 Reader Response Journal 5 points

2.2 Observational records & Reflection 5 points

3.0 Inspiration project 3 points

4.0 Spelling /Signature assignment 24 points

5.0 Special Ed Class observation 5 points

6.0 Student Dialogue/Interactive Journal 8 points

7.0 Book Publishing Project 10 points

8.0 Final Portfolio/Notebook 5 points

Total 100 points

9.0 Fieldwork verification form Complete & turned-in

Grades:

A= 90-100 points: Performance of the student has been at the highest level, showing sustained excellence in meeting all course requirements and exhibiting an unusual degree of intellectual initiative.

B= 80-89 points: Performance of the student has been at a high level, showing consistent and effective achievement in meeting course requirements

C= 70-79 points: Performance of the student has been at an adequate level, meeting the basic requirements of the course.

D= 60-69 points: Performance of the student has been less than adequate, meeting only the minimum course requirements.

F= 59 or less points: Performance of the student has been such that minimal course requirements

have not been met.

Spring 2010

Dr. Fay Shin

Student-based Learning Outcomes

Computer Applications/Productivity

Visual and Performing Arts

A – Making Subject Matter Comprehensible to Students

Students with Disabilities