Megan Eberhardt-Alstot, MA
Multiple Subject Teacher Credentialing Program
Location: Mar Vista Elementary, Room 804,
Time: 8:30 - 11:50
Phone: (805) 701-8284
PLEASE CALL ME MEGAN! Welcome to the field of Education! Language arts is my passion! I hope to share my love for teaching reading, writing, and critical thinking as we 'dig in' for the next 8 weeks. I
During my 10 years in the classroom, I taught grades K, 1, 3, and 4. I earned my Master's in Educational Leadership from CSUCI in 2008.
This is my second year with CSUCI and I love working with future teachers as both a fieldwork supervisor and an instructor.
It's going to be a busy 8 weeks! This document is meant to clarify expectations and let you know what you can expect. Included are links to our Google Classroom and other course resources.
In preparation for teaching English Language Arts in the Multiple Subject Classroom and to prepare for the Reading instruction Competency Assessment (RICA). Students will learn the content knowledge and pedagogy necessary to plan, implement, and assess a balanced literacy program in the elementary (K-5) classroom. Students will plan, teach, and assess English Language Arts content as determined by the California Common Core State Standards (CCSS). Students will learn to analyze student assessment data to design and implement lesson plans specific to the needs of students in elementary classrooms. Students will leave this course prepared to teach Native English Speakers, English Language Learners, Students in need of intervention, and Students with exceptional abilities. Students will be able to administer and analyze a variety of student assessment data to monitor student learning, drive instructional decisions, and evaluate the instructional program.
1 Course x 2 Classrooms = Twice the Learning
Effective teaching requires
sensitivity to the needs of the Learner. The CSUCI Credentialing program is fast paced. As a student and a teacher you must develop
English Language Arts Content knowledge and the Craft or pedagogy necessary to
be an effective teacher.
To support you
in this outcome, we have ‘Two’ Classrooms:
1. Mar Vista Elementary School for Face to Face Sessions
2. Google Classroom Accessible 24/7
Google = Content
Technology provides an engaging and interactive tool that places multi sensory experiences right at your fingertips anytime and anywhere. You are in a unique situation in which you are a student and a teacher at the same time. Your time is divided and each role has it's own set of responsibilities.
Our Google Classroom allows you to . . .
- Access Content from anywhere anytime
- Engage in multimedia learning experiences
- Flexibility to manage your time
- Continuous Feedback/support from your instructor and peers
- Asynchronous Interaction/Discussion in a professional community that fits your schedule
Face to Face = Craft
Teaching in the K-5 setting is a 'people centered' profession. Supporting your students requires BOTH consideration and intentional knowledge and preparation for Academic Content (what you are teaching) and effective instructional delivery (how you teach your content).
Our Face to Face Sessions allow you to . . .
- Participate in lessons modeled by the instructor
- Develop/practice instructional strategies with instructor and peer support
- Engage in collaborative projects focused on developmentally appropriate lesson planning
- Disaggregate and analyze student assessment data with immediate support of peers and instructor
- Receive differentiated support/instruction while completing assignments
Your Responsibilities as a Learner:
- Actively Engage and Participate: To gain the most from both online homework and face to face time, you need to keep up with and complete the activities on the modules. All online responses are monitored and graded on a credit/no credit basis. Other activities online are self-directed and do not have a 'tangible' assignment. However, the design of this course has been carefully sequenced to build your understanding of both literacy content and literacy instruction. Omitting activities will be detrimental to your own understanding.
- Homework: Set aside 2 to 4 hours per week for Homework. Participate in all asynchronous assignments/ discussions presented through Google Classroom BEFORE coming to class.
- F2F: Bring your required texts, CCSS in digital or hardcopy, personal tablet/laptop (university laptops available in class), and classroom supplies
- Proactive Communication. I understand that as both a student AND teacher, you have many unique demands, schedules, and responsibilities. Communication prior to any absence or specific need is an essential professional skill. It is your responsibility to communicate your needs in advance. My flexibility will depend on the level of communication demonstrated.
- Work Quality: You are graduate students entering the field of education. Your written work and participation in group activities and discussions online and F2F should demonstrate superior commitment to professional development. Genius, according to Thomas Edison is 1% inspiration and 99% perspiration. This is my expectation. You are not expected to know everything, but you are expected to ask questions and utilize resources necessary to support professional work.
Your Responsibilities as a Colleague
Contribute positively and constructively to all discussions (online and Face to Face). If you are unable to attend a class session or encounter a conflict/illness that interferes in your ability to participate in a group presentation/activity, please notify your group members and me as soon as possible. If you have any concerns regarding online interaction with your colleagues, contact me directly via Email. Do not raise your concerns with your classmate(s). We are all in the process of learning. Questions are welcomed and encouraged. Our goal is to engage in collegial collaboration and develop our own professional learning community. This is good training for working with your future grade level teams, faculty members, and administrators.
Teacher Performance Expectations (TPE's)
This course is designed to
help teachers seeking the Multiple Subjects Teaching Credential to develop the
skills, knowledge, and attitudes necessary to assist schools and districts in
implementing an effective program for all students.
The successful candidate will be able to
merge theory and practice in order to realize a comprehensive and extensive
educational program for all students.
The following TPE’s are addressed in this course:
Student Learning Outcomes
Learning objectives are focused on developing your understanding of literacy content knowledge and pedagogy or ‘best practice’ when planning and implementing literacy instruction.
Upon completion of this course, you will be provided with instruction and materials for your preparation to take the Reading Instruction Competency Assessment (RICA)
required to earn your credential.
Learning Objectives are separated into 5 Categories and state what you will be able to do by the end of this course.
Planning, Organizing and Managing Reading Instruction
- Select specific English Language Arts California Common Core Standards to justify instructional objectives
- Identify and develop measurable standard based student learning objectives when analyzing and creating lesson plans
- List and describe phases in the instructional sequence including anticipatory set, input, modeling, guided practice, checking for understanding, transitions, independent practice, closure, extension/enrichment
- Develop English Language Arts lesson plans using the part-time and full-time CSUCI lesson plan format
- Identify and describe purpose and examples of formative, interim, and summative assessments
- Use and evaluate common diagnostic assessments to determine instructional needs of primary students presented in a case study format
- Analyze the results of formal and informal assessments of children’s reading and writing behaviors
- Develop lesson plans to support student need based on assessment data
Universal Design for diverse student populations
- Identify research based foundational models of reading and writing instruction that support support literacy development of all students in culturally and linguistically diverse elementary school classrooms
- Describe specific instructional strategies that support the literacy needs of English Language Learners, students with special needs, and students with exceptional abilities when developing lesson plans
- Compare and contrast how children learn to read, write and speak in 1st and 2nd language acquisition.
- Explain and demonstrate the ability to plan and organize strategies that differentiate instruction in a classroom of learners with diverse needs and abilities.
Content knowledge in Word Analysis, Spelling Development, Fluency, Vocabulary, Comprehension, Writing Development
- Demonstrate ability to apply knowledge of word analysis, spelling, fluency, vocabulary, reading comprehension and writing through lesson plans and in case study format
- Define and select appropriate language arts materials and methodologies to support the reading, writing, and language development of all learners
- Acquire an in-depth knowledge of RICA domains that are correlated to the teaching of reading and writing.
- Select and apply learning technologies that support instructional objectives
- Use learning technologies to support universal design for learning by providing students multiple means of representation, expression, and engagement
Policy on Late Work
All Assignments (online and Face to Face) must be submitted by the specified due date. Assignments submitted late will be deducted at the discretion of the instructor. If you know in advance of any potential conflicts, contact me via email or talk to me in class well in advance of the due date.
If technical issues prevent you from submitting an assignment, notify me by Email, before the specified due date and TIME. I will let you know how you can complete the assignment.
Proactive Communication is your BEST Course of Action!
Points are earned through a variety of homework activities, assignments, and projects. Specific scoring is explained in the sections below. The total number of points earned will determine your course grade. You must earn a C+ or higher to remain in the credentialing program. If an assignment earns a score you deem 'unsatisfactory' contact me to discuss options for resubmission. We are focused on LEARNING not Product. My mantra is A, B or DO OVER! However, you must request the option to resubmit.
- 99-90% is an A
- 89-80% is a B
- 79-70% is a C
- 69-60% is a D
- less than 60% is an F.
An online module will proceed each face to face session. You can expect to spend 1 to 2 hours on each module. You will also collect student data during your time in your student-teaching placement. Data collected will be brought to class to analyze and discuss. Homework will be graded as follows:
- Response activities/discussions will be assigned in the module. These are credit/no credit tasks. (1pt/response/task)
- Case Study Assessments - you will be given a series of assessments to administer to 2 case study students in your student-teaching placement. A due date will be set for completing and bringing assessments to class. (1pt)
- Anecdotal Notes - You will be asked to create an anecdotal noting system to apply to your 2 case study students. Anecdotal notes will be taken in your placement. Anecdotal notes will be due in class - date announced in class. (1 pt)
- SOLOM Observations - You will observe an ELL student in your placement. You will observe the student at least 3 times over the period of two weeks and record your observations on a MATRIX (provided in class). The Matrix and observations will be due in class - date announced in class. (1pt)
Lesson Plan Projects
You will create a series of lesson plans that reflect course content. You will be given time in class to collaborate and begin lesson plans. You can expect between 3 and 4 Lesson Plan Assignments (worth between 33 and 39 points each).
Plans are scored based on the CSUCI Lesson Plan Rubric.
Plans will be scored and returned with feedback. You always have the option to correct and resubmit for a better score.
Getting READY for RICA (Reading Instruction Competency Assessment)
The RICA is comprised of approximately 70 multiple choice questions, 3 short answer questions, and one Case Study Essay. You must pass the RICA in order to earn your credential. It is suggested you plan to take the RICA in the weeks following the completion of your first semester of student teaching. To help you prepare to take the RICA, you will engage in the following activities:
RICA Preparation Tasks
Weekly Multiple Choice 'Quizzes'
In your Homework Module Beginning in Week 3, you will be assigned a series of multiple choice questions from RICA Practice Tests each week. These are 'open note/open web' questions and you are expected to review content in class materials and readings to complete these quizzes. Responses will be collected using Google Forms and applications such as kahoot.it.com and quizlet.com. Quizzes are graded on a credit/no credit basis and will be reviewed in class.
Short Answer Practice Questions:
You can expect to be assigned 2 to 3 Short Answer practice questions in which you will be given a scenario and asked to write a response based on the information provided. They will be assigned in various Homework Modules and/or class sessions. It is expected that you Consult course materials, discussion notes, and readings in constructing your responses. You will engage in Peer Review and points will be assigned based on a scoring rubric to be provided in class.
RICA CASE STUDY PRACTICE:
As a group, we will engage in the process of analyzing student assessment data, construct a graphic organizer for formatting a response, and collaboratively construct a written response. This will occur through Homework Modules, Shared Google Docs, Peer Review, AND Time In Class. Specific details will be provided in class. Your contributions will be scored on a Credit No Credit Basis. Your individual competency will be assessed when you complete your own Case Study Project, explained below.
You will have 3 written projects. You will engage in a writer's workshop during several class sessions to support project completion. Final projects will be due AFTER the 8 Weeks of instruction to allow you time to revise/publish your final drafts for submission. You will be able to use the Case Study Data you collect in your placement on ALL 3 Assignments. The format of these projects is intentionally designed to prepare you for the Case Study you will encounter on the RICA State Assessment.
- Case Study: You will select 2 students in your student teaching placement. One should be a struggling reader and one should be an English Language Learner. Over several weeks you will gather information on the students in your class, and administer a series of diagnostic assessments to evaluate each student's literacy knowledge. You will also design and keep anecdotal notes/observations about ONLY these 2 students. In class, you will write a 7 to 10 paragraph Case Study for each student. Graphic organizers, a rubric, and supporting documents will be throughly reviewed in class prior to writing your case studies. (100 pts)
- SOLOM Report: You will observe the English Language Learner you selected for your case study and note your observations according to the SOLOM Oral Language Matrix. You will be able to record your observations in the SAME anecdotal noting system you are using for your Case Study. This assignment will focus specifically on oral language production in an English Language Learning in academic, whole group, small group, and social settings. You will complete a composition in a question/answer format. A scoring rubric and supporting documents will be reviewed and provided in class prior to completing this assignment. (100 Pts)
- Content Area Task: Assessment (CAT): As required in your other 2 Methods Courses, you will need to complete a CAT project. Our focus is on assessment. You will need to teach a lesson that generates writing samples from all students in your placement. You WILL NOT need to submit a lesson plan for this assignment, but you will need to provide copies of student work. You will need to create an account in Taskstream. The cost is approximately $42 for a 1 year subscription. You will use Taskstream for all 3 CAT assignments (1st semester) and PACT (2nd Semester). A screencast showing you how to create a Taskstream account will be provided in a Homework Module. (100 pts)
Sounds like a lot, but I PROMISE, I have intentionally designed homework, assignments and projects that support our learning objectives. Each task is meant to prepare you for the next, the RICA, the CAT, and your chosen career. WE WILL GET THIS DONE!
You will need to purchase a copy of Fountas and Pinnell's Guiding Readers and Writers. ISBN number and publishing details are in the download below. This is ALSO the TEXT the Second Semester of Literacy with Dr. Rummell. It is a text I used REGULARLY in my elementary school classroom. It is available in the bookstore and on reserve in the library. Amazon sells new editions fo $30 to $40.
Although not required, it is strongly recommended you purchase and read, Ready for RICA: A Test Preparation Guide for California's Reading Instruction Competence Assessment (3rd Edition)
4th Edition, by James J. Zarillo. ISBN-13: 978-0134146355 (an image of the book is available for download below)
You will also need to download the RICA practice test and the Common Core Standards. You can print a copy of each or keep them as a digital reference. You will need all TEXTS in class. Links will be provided in Google classroom!
You need a 2'' to 2 1/2 '' binder. You can recycle an old binder! Inside you will need 8 tabs. The details are provided in the 'supplies' pdf below. You will be provided many handouts in class and file each into specific sections in the binder. Former students have commented on how often they have referenced and used the materials in this binder in student teaching and in preparation for RICA. The idea is to supply you with a 'go to' resource notebook that you can place on your shelf when you get your first teaching position.
I recommend you keep a pencil box or pouch with the following materials:
Colored pencils, crayons, markers, highlighter, scissors, glue stick, dry erase marker, post its, and a sock to use as a an eraser
Accommodations for Students with Disabilities
Cal State Channel Islands is committed to equal educational opportunities for qualified students with disabilities in compliance with Section 504 of the Federal Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990. The purpose of Disability Resource Program is to assist students with disabilities to realize their academic and personal potential. Students with disabilities needing accommodation are required to contact the Disability Program office at (805) 437-3331. All requests for accommodations need appropriate advance notice by the student to avoid a delay in services. Please discuss approved accommodations with faculty.
- Access to a computer (not a mobile device). If you plan to use a tablet, get the App for Google Classroom and Google Docs. Google Classroom DOES NOT WORK WELL on a Smart Phone
- Regular access to the internet
- A recently upgraded web browser
- Laptops are available in class EACH DAY!
We will be using VoiceThread. An invite to our group will be available via our Homework Module.
- For VoiceThread Support: http://tlinnovations.cikeys.com/voicethread-support/
- For tech general support:
- Clear your browser’s cache
- Try a different browser (Internet Explorer, Firefox, Safari or Chrome)
- Shut down and restart your computer
Contact the University Help desk email@example.com or 805-437-8552