Kirkman,

EDMS 319A, Fall 2021

California State University, Sacramento
Teaching Credentials/College of Education
EDMS 319A: Language and Literacy for the Diverse K-8 Classroom

Instructor: Johanna Kirkman

Class Time & Location: Monday 4:30-7:20 pm Eureka 107

Office Hours: Monday 7:30 – 8:15 or by appointment (Zoom: 897 1851 6681)

Phone: (916) 416-8029

Email: johanna.kirkman@csus.edu

Communication preferences: email for nonurgent (NOTE: the program expects that you will
use your Sac State email for all professional email communication); text/call for urgent

Social Justice Defined: Social Justice encompasses educational, economic, and political arenas.
Social Justice is a commitment to equity and fairness in treatment and access to opportunities
and resource for everyone, recognizing that all is not equal. Social Justice means that we work
actively to eradicate structural and institutional racism, sexism, classism, linguicism, ableism,
ageism, heterosexism, religious bias, and xenophobia. Social Justice means that we as
educators are responsible for the collective good of society, not simply our own individual
interests. (California Teachers’ Association)
Course Description: This course produces a working definition of literacy with implications for
practice, and explores developmentally appropriate methods of materials for all learners
including adaptations for English Learners and students with special needs. Course explores a
variety of instructional strategies for teaching literacy, including concepts of print, phonemic
awareness, phonics, fluency, vocabulary, emergent and developing writing, and comprehension
of various text types. The course also covers how assessment of literacy informs instruction,
instruments to monitor literacy strengths, needs, interests, attitudes, and language
development as well as motivational factors that stimulate literacy development and academic
engagement for all students.

Course objectives: Course objectives, each followed by California Teaching Performance

Expectations (TPE) met.

Note: For full text of the TPEs go to: https://www.ctc.ca.gov/docs/default-source/educator-

prep/standards/education-specialist-standards-pdf.pdf?sfvrsn=729750b1_30

1. Demonstrate the ability to design and deliver instruction in reading, writing, speaking,
listening, and language designed to provide all students, including English Learners and
students with special needs access to the California Common Core State Standards
(TPEs, U1.1, U3.1, & U3.2).

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Kirkman, EDMS 319A, Fall 2021

2. Develop working knowledge of the California English Language Arts/English Language
Development Framework and its use in lesson design (TPEs U3.1, U3.2, U3.5, & U4.4).
3. Learn how to integrate literacy instruction with various content areas such as History-
Social Science, Science, and Technical Studies (TPE U3.1, U3.2, & U4.3).
4. Develop literacy lessons that introduce students to a wide range of complex literary and
informational texts across various disciplines (TPEs U3.1 U3.2, & U4.3).
5. Promote a positive environment for literacy development by using student backgrounds
and interests as a tool for lesson design (TPEs, U1.1, U1.4, & U4.1).
6. Use appropriate teaching strategies that build on students’ skills to develop their
abilities to find textual evidence to make a claim and write more sophisticated texts
(TPEs U3.2, U3.5, & U4.3).
7. Provide students with opportunities to write purposefully and speak attentively across
disciplines and content areas (TPEs U3.1, U3.2, & U4.3).
8. Develop methods for making language foundations comprehensible to students (TPEs
U1.4, U3.1, U3.2, & U4.1)
9. Allow students multiple opportunities for oral and written discourse to apply their
developing knowledge of how English works (TPEs U1.4, U2.2, U3.4, U3.5, & U4.3).
10. Use a variety of literacy assessments to gather data about student strengths and areas
of need to guide lesson design and classroom activities (TPEs U5.1, & U5.2).
11. Identify methods to enhance the collaboration among students, educators (including
classroom teachers, specialists, and school and district administrators), families, and
diverse communities (TPEs U3.4 & U6.1).

Required Texts & Readings

• California English Language Development Standards, adopted on November 7, 2012. At

http://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

• California Reading and Literature Project. (2014). CRLP RESULTS: Word Recognition and
Fluency: Assessment, Instruction, and Intervention, Supporting Implementation of the
Common Core State Standards Foundation Skills. Santa Cruz: Toucan Education.
This will be available for purchase from the instructor in class. The cost is $50.00. You
may pay with cash, a check, or Venmo. Be prepared to purchase the book at the first
class session on August 30.

• California State Board of Education (2013). California Common Core State Standards:
English Language Arts & Literacy in History/Social Studies, Science, and Technical
Subjects: http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

• edTPA (2017). Elementary Education: Mathematics with Literacy Task 4

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Kirkman, EDMS 319A, Fall 2021

Recommended Texts:

Anderson-Perak, B. (2019). CliffsNotes RICA Test Prep (3rd edition). Hoboken, NJ: Wiley
Publishing, Inc.

Cecil, N. L., Baker, S., & Lozano, A. (2015). Striking a Balance: A Comprehensive Approach to
Early Literacy (5th edition). Scottsdale, AZ: Holcomb-Hathaway.

Zarrillo, J.J. (2016). Ready for Revised RICA: A test preparation guide for California’s Reading
Instruction Competence Assessment (fourth edition). New York: Houghton Mifflin.

Other Course Materials: Additional readings will be available on Canvas.

Method of Instruction: The course will consist of lecture, discussion, teacher and student
demonstrations.

Online Component: Course assignments, supplemental readings, and additional content

material posted on Canvas.

Expectations for Student Conduct

1. All CSUS credential students will be required to participate in classroom demonstrations,

discussions, and instruction.
2. All assignments must be turned in on the due date specified to be considered on time.
All work must be of graduate level quality. As stated above, all work must adhere to
APA guidelines. All assignments must be double spaced, typed, 12 font, and no use of
contractions or slang and proofread for errors. Spelling and grammatical errors will
affect your assignment grade.
3. Students are required to have an e-mail account. CSUS provides free accounts to all
students. E-mail must be checked daily.
4. Students are expected to leave the host teacher’s classroom in good clean order.
5. Students are expected to dress appropriately at the host school site.
6. Students must conduct themselves professionally at all times. Students are
representatives of CSUS College of Education.
7. Students are expected to call their host school and notify their host teacher if they will
not be present.

Course Assignments: A description of each assignment is available on Canvas. I will not accept
assignments more than two weeks after the due date. If you anticipate problems or run into
technical difficulties (e.g., printer isn’t working), please inform me. The course assignments are:

1. Attendance and Participation (15 points). You are expected to come to all class sessions
prepared, having done all required readings and assignments, and ready to make
thoughtful contributions to discussions and activities. In both whole and small group

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discussions, please monitor your own participation regarding amount of airtime, tone,
and respectful consideration of others’ ideas.

2. Processing Activities, Group Work, and Exit Tickets (20 pts.) These activities will be
done during class. Exit tickets will be turned in at the end of each class.

3. Phonics Test (15 pts.) In order to be an effective teacher of beginning reading, it will be
important to understand the content of phonics. The test will include the major
sound/spelling patterns that are taught across phonics programs.

4. Data set responses x 2 (10 pts. each). Sets of assessments will be provided for you to
interpret. You will submit a summary for each data set that describes the areas of
strengths and needs citing evidence from assessments together with instructional
implications.

5. Lesson Adaptation (10 pts.) You will modify a foundation skills lesson from the core
language arts program to match instructional practices taught and practiced in the
course.

6. Micro Literacy Lesson (20 pts.) You will construct a Micro Literacy Lesson. This lesson
plan, which will focus on reading comprehension, simulates what you may teach for
your edTPA.

7. Case study (30 pts.) This is the signature assignment for this course and the one you will
upload to Taskstream. You will assess one of your students using appropriate reading
assessments (guidelines will be provided), interpret the results, cite evidence from the
data to determine areas of strength and need, and explain the instructional
implications. There will be some in-class work time.

Written Work: Written work must follow APA format. Please refer to the websites below for
examples of APA format.

• The APA Website (http://www.apa.org/)

• Purdue University Online Writing Lab – OWL (http://owl.english.purdue.edu/)
• Sac State Library (http://library.csus.edu/)
• Sac State Research Guides (http://db.lib.csus.edu/guides/)
• Etc. - Any other resources relevant to your course

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Grading Criteria for Course Grade: The grading scheme for the course is below:

EDMS 319B Assignments Due Points

Attendance and Participation Each Class 15
Processing Activities: group work, class presentations, exit tickets Various 20
Data Set #1 9/22 10
Data Set #2 9/29 10
Phonics Test 10/4 15
Lesson Adaptation 11/15 10
Micro Literacy Lesson 12/13 20
Case Study 12/19 30
Total: 130

Course Policies

COVID Policy:

If you are sick, stay home and do not attend class. Notify your instructor. If you are experiencing
any COVID- like symptoms (fever, cough, sore throat, muscle aches, loss of smell or taste,
nausea, diarrhea, or headache) or have had exposure to someone who has tested positive for
COVID contact Student Health & Counseling Services (SHCS) at 916-278-6461 to receive
guidance and/or medical care. You are asked to report any possible COVID related
illnesses/exposures to SHCS via this link COVID-19 Illness/Exposure Report Form. Expect a call
from SHCS within 24 hours.

Attendance

Course attendance is essential and it is required that students attend all class sessions. You may
miss one class session without penalty; each subsequent absence will be an automatic three-
point deduction from your total points. If you become ill, please contact me immediately so
that we can make arrangements for course work make-ups. If you know you will be late for
class, or must leave early, please notify the instructor via email or inform the instructor in
person. If you are late consistently (e.g., 10-minutes late three or more times), it will be
counted as an absence. You will not pass the course with more than three absences.

Make-Up Exams and Make Up Assignments

If you inadvertently miss a class or activity, please inform the professor immediately. You are
allowed to make-up a missed discussion or activity. There will be no make-up or extra
assignments for missing class and/or assignments.

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Late Work

All assignments not turned in by the due date are considered late. Two points will
automatically be deducted for each day it is late. Assignments will not be accepted if turned
more than two weeks after the deadline. Please note, the case study cannot be turned in two
weeks after the due date because that would occur after final grades are due.

Note: ALL assignments must be submitted in order to earn a passing grade for the course.
Assignments turned in more than two weeks after the deadline will not be accepted.

Revised Assignments and Feedback

Candidates may be allowed to resubmit an assignment if the initial submission did not meet the
stated criteria for a passing grade. Only ONE resubmission per assignment will be permitted.
Moreover, it is important to preview your submissions for English grammar errors (e.g.,
Spellcheck), and thus NO additional points for correcting grammar errors will be given.

Incompletes

Incompletes are granted only in extreme cases (e.g., sickness or a death in the immediate
family.) It is the student’s responsibility to request a grade of Incomplete. An instructor may or
may not grant this request and will consider such factors as student’s work to-date and
amount of work still to be completed in making a determination. This instructor follows the
details of the university’s grading policy for incompletes: http://catalog.csus.edu/academic-
policies/

Grading Criteria for Final Course Grade

Letter Letter
Percentage Percentage
Equivalent Equivalent

95 – 100 A 77 – 79 C+
90 – 94 A- 73 – 76 C
87 – 89 B+ 70 – 72 C-
83 – 86 B 62 – 69 D
80 – 82 B- 61 and below F

Advising

I am available for individual advising throughout the semester. Candidates can also arrange for
telephone advising and/or E-mail advising. Please don’t hesitate to contact me if you need to
meet individually or having challenges.

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University Policies

Academic Honesty

Students are expected to be familiar with the University’s Academic Honesty, Policy &
Procedures. The policy on Academic Honesty and other information regarding student conduct
can be accessed from the University Policy Manual:
(http://www.csus.edu/umanual/index.htm).

Plagiarism. Plagiarism, as a form of cheating, is the use of distinctive ideas or works belonging
to another person without providing adequate acknowledgement of that person’s contribution.
Regardless of the means of appropriation, incorporation of another’s work into one’s own
requires adequate identification and acknowledgement. Plagiarism is doubly unethical because
it deprives the author of rightful credit and gives credit to someone who has not earned it.
Acknowledgement is not necessary when the material used is common knowledge. Plagiarism
at Sacramento State includes but is not limited to:

The act of incorporating into one’s own work the ideas, words, sentences, paragraphs, or parts
thereof, or the specific substance of another’s work without giving appropriate credit thereby
representing the product as entirely one's own. Examples include not only word-for-word
copying, but also the "mosaic" (i.e., interspersing a few of one’s own words while, in essence,
copying another’s work), the paraphrase (i.e., rewriting another’s work while still using the
other’s fundamental idea or theory); fabrication (i.e., inventing or counterfeiting sources),
ghost-writing (i.e., submitting another’s work as one’s own) and failure to include quotation
marks on material that is otherwise acknowledged; and representing as one’s own another’s
artistic or scholarly works such as musical compositions, computer programs, photographs,
paintings, drawing, sculptures, or similar works.

Reasonable Accommodation Policy

Sacramento State is committed to ensuring an accessible learning environment where course

or instructional content are usable by all students and faculty. If you believe that you require
disability-related academic adjustments for this class, please immediately contact Services for
Students with Disabilities (SSWD) to discuss eligibility. A current accommodation letter from
SSWD is required before any modifications, above and beyond what is otherwise available for
all other students in this class will be provided. For more information, please visit the SSWD
website (http://www.csus.edu/sswd/). They are located in Lassen Hall 1008 and can be
contacted by phone at (916) 278-6955 (Voice) (916) 278-7239 (TDD only) or via email at
sswd@csus.edu. Once you have met with staff in the SSWD, please share any documentation
with me and discuss your accommodation needs with me after class or during my office hours
early in the semester.

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University Resources

Student Health and Counseling Services

Your physical and mental health are important to your success as a college student. Student
Health and Counseling Services (SHCS) in The WELL offers medical, counseling, and wellness
services to help you get and stay healthy during your time at Sac State. SHCS offers: Primary
Care medical services, including sexual and reproductive healthcare, transgender care, and
immunizations; urgent care for acute illness, injuries, and urgent counseling needs; pharmacy
for prescriptions and over-the-counter products; mental health counseling, including individual
sessions, group counseling, support groups, mindfulness training, and peer counseling; athletic
training for sports injury rehabilitation; wellness services, including nutrition counseling, peer
led health education and wellness workshops, and free safer sex supplies; violence and sexual
assault support services. Most services are covered by the Health Services fee and available at
no additional cost.

Crisis Assistance & Resource Education Support (CARES)

If you are experiencing challenges in the area of food and/or stable housing, help is just a click,
email or phone call away! Sacramento State offers basic needs support for students who are
experiencing challenges in these areas. Please visit our Basic Needs website to learn more
about your options and resources available. https://www.csus.edu/student-affairs/crisis-
assistance-resource-education-support/

Sac State Library

As a Sac State student, you have access to the various resources offered by the library such as
book checkout, study areas, computer labs, online tutorials, research databases, etc. To learn
more about available resources visit the Sac State Library website (http://library.csus.edu/).

Information about accessing databases and articles on campus:

Both full text articles and the research databases used to find them are subscription
products. CSUS Library subscribes on behalf of our students, faculty, and staff. When on
campus, these resources can be used from any computer or laptop. You will be prompted for
your Saclink ID and password (the same ones you use to access My SacState) when accessing an
article or database.

Here is a page that you can link to for article searching information:

http://csus.libguides.com/findfulltext

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Information about accessing databases and articles from off campus:
In order to use Library databases from off campus, go to the Library Home page
at http://library.csus.edu. It is also listed under “Quick Links” at the top right of the campus
home page www.csus.edu. Then click on the link "Database and Article Searching" in the upper
left of the screen. Your three choices are:

"Basic Search" -- do not use this one

"Databases by Title" --use this one if you know the name of the database you want "Databases
by Subject" --click on Education to see a list of the best databases to use for education-related
topics.

As soon as you click on a database, you will be prompted for your Saclink ID and password.
Then the search form will appear.

Student Computer Labs

Students can use any of the IRT managed student computer labs on campus. Visit the University
Labs website (http://www.csus.edu/uccs/labs/generalinfo/about.stm) for information about
locations, hours, and resources available.

Canvas

Canvas is the course management system used for online courses or for courses that have some
component online. To access a course on Canvas, you must login from via mysacstate.edu
portal. https://my.csus.edu/uPortal/f/welcome/normal/render.uP

To learn more about Canvas visit the Canvas Transition Center at

http://csus.edu/canvas/students.html.

Writing Center

The University Reading and Writing Center is an excellent resource for Sacramento State
students who would like assistance from peer tutors with reading and writing tasks. See the link
below for more information about how to access reading and writing support:

http://www.csus.edu/writingcenter/

Borrowing Materials: Students are allowed to borrow texts and/or materials from the
instructor. Texts can be checked out from the instructor’s office; failure to return materials will
result in a grade of incomplete.

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Course Schedule

This syllabus is a tentative syllabus. The instructor reserves the right to change it to meet the
needs and interests of the students.

Readings to be
Week
Topics completed at start of During-class activities Assignments
Date
session
Module 1
1
-Introductions “Your Information”
-Syllabus form
8/30 -Literacy Framework
- Cueing Systems
-RICA overview
-edTPA overview

2
No Class – Labor Day Holiday
9/6
Module 2 - Results Tab 2: - Plan and share Print
3
-Theories of Reading Pg. 51 to top of 57. Concepts lesson (in
9/13 acquisition - Results Tab 2: Print groups)
-Foundation Skills Standards: Concepts, pgs. 28-30

Four components - California Common
Core State Standards Exit Ticket #1
- Foundation Skills #1: Print
Concepts (background, pgs. 17-19
instruction, & related
assessments)
Module 3 Phonological Awareness, - Phonological - Data Set #1 (10
4
- Foundation Skills #2: pgs. 30-35 Awareness Sort (in pts.) due by
9/20 Phonological Awareness groups) midnight 9/22

(background, instruction, Listen to the podcast, - Plan and share
and related assessments) “Hard Words” (in Canvas) Phonological Done in class 9/27
Awareness lesson (in
groups)
- Exit Ticket #2
Module 4 Results Tab 2: Word - Regular/ irregular - Data Set #2 (10
5
- Foundation Skills #3: Recognition, pgs. 39- top words quiz (in groups) pts.) due by
9/27 Phonics and Word of page 47 midnight 9/29
- Feasible vs. Unfeasible
Recognition (background & activity (in groups) 11/1
related assessments)
- Exit Ticket #3

6 Module 5 Results Tab 2: Fluency, - Evaluate Fluency ê Case Study:

- Foundation Skills #3: pgs. 59- top of 74. Assessment (in groups) Identify a
10/4 student for
Phonics and Word - Phonics Test (15 pts.)
Recognition - CONT. your case
Moved to 10/11
study.
- Foundation Skills #4:
Fluency (background,
assessment, & instruction)

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- Case Study Overview

7 Module 6 - Case Study Directions - Class Analysis – ê Case Study:

- Fluency CONT - Assessment (on Canvas) grouping students for Determine &
10/11 phonics instruction organize
- Comprehension
Assessment (BPST IV & Fluency) assessments
Move to 10/18 needed for the
- Interpreting and Organizing
case study.
assessment data
- Case Study – review of
assessments
Module 7 - Results Tab 2: pgs. 47-
8
50
- Four Levels of
10/18 - Results Tab 4: pgs. 147-
Word/Recognition/Spelling
159.
Instruction (Print Concepts &
Alphabetic Level)
Module 8 - Results Tab 4: pgs. 160-
9
- Four levels of Word 164.
10/25
Recognition/Spelling - Decomposition of HLP
Instruction (continued) Modeling and Explaining
Spelling Pattern level (on Canvas)
- Introduce HLP: Modeling
and Explaining

10 Module 9 - Results Tab 4: pgs. 165- ê Case Study- Bring a copy of

- Four levels of Word 169. practice using data an upcoming
11/1 to write a case Word
Recognition/Spelling
Instruction (continued) study. Recognition
Polysyllabic/ Morphemic lesson (K-2) or
level Comprehension
Selection (3-6)
ê - Case Study practice
Module 10 - Fisher, D., Frey N., & - Adapt lessons (in
11
Lapp, D. (2012). Text groups)
- Adapting Word
11/8 complexity is the new
Recognition/Spelling lessons
black. (on Canvas)
- Comprehension: Text
Complexity - Supplemental edTPA
- edTPA Task 4: introduction material (on Canvas)
- Micro Literacy Assignment

Module 11 - California State Board of - Standards sort (in - Lesson

12
Education (2013). groups) Adaptation (10
- Reading Comprehension: A
11/15 California Common Core pts) due at
look at the standards
State Standards: English beginning of
Language Arts & Literacy class.
- Reading Comprehension in History/Social Studies,
(assessment and instruction) Science, and Technical
Subjects:
http://www.cde.ca.gov/b
- Model Lesson: Reading
e/st/ss/documents/finalel
Comprehension

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accssstandards.pdf

* Read the literature and
informational text
standards for your grade
level
Module 12 - Supplemental edTPA ê Case Study – share ê Case Study –
13
material (on Canvas) data in groups and bring your
ê Case Study practice
11/22 discuss data to class
- Reading Comprehension
instructional
(instruction continued)
implications/plan
- Model Lesson: Reading
Comprehension

14 Module 13 - Features vs.

- Reading Comprehension Structures sort (in
11/29 groups)
(instruction continued)
-Model Lesson: Reading
Comprehension

15 Module 14 Five Key Principles for

- Vocabulary Development Effective Vocabulary
12/6 Instruction
https://www.readingroc
kets.org/article/five-key-
principles-effective-
vocabulary-instruction
Choosing Words to
Teach
https://www.readingroc
kets.org/article/choosin
g-words-teach
Finals Week: 12/13/21 The instructor will be available by appointment.
DUE:
- Micro literacy assignment (20 pts.) by midnight on 12/13/21
ê Case study (30 pts.) due by midnight on 12/19/21.

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Resource of Internet Sites:

1. Literacy Practices
http://www.edutopia.org/blog/literacy-instruction-across-curriculum-importance
http://www.readingrockets.org For teachers (on left side of screen)
http://www.readwritethink.org (/lessons/index)
http://www.colorincolorado.org/educators/teaching/writing_ells/
http://fdf.readingrecovery.org/effective-literacy-practices
http://www.studentsatthecenter.org/sites/scl.dl-
dev.com/files/Literacy%20Practices.pdf
http://www.sacs.k12.in.us/Page/4880\
http://www.literacy.uconn.edu/compre.htm
http://www.ed.psu.edu/goodling-institute/family-literacy-resources/annoated-website-
list-3-28-11
http://www.earlyliteracylearning.org/
http://www.medialit.org/best-practices
http://www.rif.org/
http://literacyconnections.com/

2. Assessment

http://www.wested.org/area_of_work/english-language-learners/
http://www.cal.org/
www.wida.us
https://www.wida.us/assessment/ACCESS/
https://www.wida.us/assessment/

3. Children’s Literature Web Guides:
http://latinosinkidlit.com/tag/national-latino-childrens-literature-conference/
http://ccb.lis.illinois.edu/Projects/Additions%20on%209-20-
07/CCB/CCB/mhommel2/latinoresource.htm
http://www.ucalgary.ca/~dkbrown/index.html
http://www.artepublicopress.com
http://childrensbooks.about.com/od/culturalhispanic/tp/hispanic_latino.htm
http://latinas4latinolit.org/2013/12/remarkable-latino-childrens-literature-of-2013/
http://nbclatino.com/2012/12/07/authors-work-to-reflect-latino-culture-in-
childrens- books/
http://latinas4latinolit.org/2014/11/remarkable-latino-childrens-literature-2014/

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http://www.goodreads.com/list/show/6583.Children_s_Books_with_Hispanic_Characters
http://megmedina.com/tag/latino-childrens-literature/
http://www.patmora.com/
http://almaflorada.com/
http://www.carmentafolla.com/
http://www.colorincolorado.org/read/meet/alarcon/
http://www.scu.edu/cas/modernlanguages/facultystaff/jimenezhomepage.cfm
http://ccbc.education.wisc.edu/books/multicultural.asp
http://www.jstart.org/resources/books-support-socio-emotional-development


4. State and National Resources:

US Department of Education/Ed. Publications/Ordering On-Line:
http://www.ed.gov/pubs/edpubs.html
http://www.ncela.us/
http://www.cde.ca.gov/ci/cr/cf/grlevelcurriculum.asp
http://www.cde.ca.gov/sp/el/er/documents/sbeapdaliteracy.pdf
http://csefel.vanderbilt.edu/resources/strategies.html
http://projectglad.com/
http://www.eldstrategies.com/projectglad.html

5. Professional Organizations

National Association for Bilingual Education (NABE):
http://www.nabe.org/decide.html

California Association for Bilingual Education (CABE)
http://www.bilingualeducation.org/

National Council of Teachers of English
http://www.ncte.org/

International Reading Association
http://www.reading.org

National Writing Project
http://www.nwp.org/

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