Developed by Dr.

Stan Swartz






CaliIornia State University
San Bernardino

College oI Education
Special Education Program

Course Syllabus

Course Title and Number: Seminar in Literacy Learning Ior Students with Disabilities
- ESPE 613

Course Web page and Message Board: http://www.stanswartz.com/courses.htm
Instructor: Stanley L. Swartz, www.stanswartz.com. sswartzcsusb.edu
Guest Lecturer: Kathy PitchIord, kathypitchyahoo.com
Office: College oI Education, 362
Office Hours: Tuesdays 2-6pm and by appointment
Office Telephone: 909-537-5601

Catalog Description of Course:
Methods, materials and strategies Ior exceptional learners in the areas oI language arts:
reading, writing instruction, speaking, and listening. Prerequisites: ESPE 530, 531

Course Goals/Objectives
1. Understand the interrelationship between language arts and other curriculum areas.
2. IdentiIy instructional approaches and materials currently used with special needs
learners.
3. Understand the process oI written communication.
4. IdentiIy and utilize current research and trends in the development oI language arts
instruction.
5. Describe current models used in literacy instruction.
6. Demonstrate strategies Ior the integration oI language arts instruction throughout
the curriculum.
7. Formulate criteria Ior evaluating students and materials.
8. IdentiIy the components necessary Ior eIIective collaborative learning communities.
9. Demonstrate techniques Ior study skill instruction.
10.Demonstrate an understanding oI appropriate adaptation oI the core curriculum Ior
learners with special needs.
11.Describe instructional strategies that enable special needs students to access the
core curriculum in general education classrooms.
12.Demonstrate an understanding oI emergent literacy development.

College of Education Mission Statement
The College oI Education oI CaliIornia State University, San Bernardino (CSUSB) is
dedicated to the development and support oI wise, reIlective proIessional educators who
Developed by Dr. Stan Swartz




will work toward a just and diverse society that embraces democratic principles. The wise
teacher:

O Possesses rich subject matter knowledge.
O Uses sound pedagogical judgment.
O as practical knowledge oI context and culture.
O cknowledges the relativism associated with variations in the values and
priorities oI both their peers and their students.
O Is comIortable with the uncertainty oI the outcomes oI instructional decisions.
(College oI Education Conceptual Framework, 2000)

Commitment to Diversity
In our commitment to the Iurthering oI knowledge and IulIilling our educational mission,
CaliIornia State University, San Bernardino seeks a campus climate that welcomes,
celebrates, and promotes respect Ior the entire variety oI human experience. In our
commitment to diversity, we welcome people Irom all backgrounds and we seek to
include knowledge and values Irom many cultures in the curriculum and extra-curricular
liIe oI the campus community. Dimensions oI diversity shall include, but are not limited
to, the Iollowing: race, ethnicity, religious belieI, sexual orientation, sex/gender,
disability, socioeconomic status, cultural orientation, national origin, and age. (Irom the
CSU San Bernardino University Diversity Committee Statement oI Commitment to
Diversity, 1995)

In keeping with the university's Commitment to Diversity, the Iaculty oI the College oI
Education Iully support the mericans with Disabilities ct (D). Faculty will provide
reasonable accommodation to any student with a disability who is registered with the
OIIice oI Services to Students with Disabilities and who needs and requests
accommodation.

ON THE TEACHING OF READING IN CALIFORNIA
The state has requirements Ior multiple subject and special education specialist credential
candidates regarding reading instruction. These requirements include speciIic university
instruction and classroom-based experiences that will help candidates develop their
knowledge, skills, and abilities in reading education. dditionally, candidates must
demonstrate their knowledge oI reading and reading instruction by passing a state-
developed test, the RIC, in order to apply Ior a teaching credential.

They provide preparation that addresses the Iollowing:
a) Phonemic awareness instruction
b) Systematic, explicit phonics instruction
c) Decoding instruction and the diagnosis oI a pupil's ability to decode
d) Word attack skills instruction
e) Spelling and vocabulary instruction
I) EIIective classroom and schoolwide interventions Ior low-perIorming readers
g) Research on how reading skills are acquired
Developed by Dr. Stan Swartz




h) EIIective reading instruction Ior English language learners
i) Structure oI the English language
j) EIIective integration oI listening, speaking, reading and writing
k) Planning and delivery oI appropriate reading instruction based on assessment and
evaluation
l) Explicit instruction oI comprehension and higher order reading skills
m) Ways to promote extensive, independent selI-selected reading oI a variety oI
genres Ior a variety oI purposes, including both Iiction and non-Iiction texts
n) Text handling and strategic reading strategies Ior text use across the curriculum
Ior a variety oI purposes

Reading Instructional Competency Assessment
This course is designed to provide the knowledge and skills for you to reach mastery on
the competencies assigned by the State of California Reading Instruction Competence
Assessment (RICA). All lectures, readings, profects and activities will directly relate to
the following competencies.

The RIC is divided into Iour domains:
Domain I Planning and Organizing Reading Instruction Based on Ongoing
ssessment
Domain II Developing Phonological and Other Linguistic Processes Related to
Reading
Domain III Developing Reading Comprehension and Promoting Independent Reading
Domain IV Supporting Reading Through Oral and Written Language Development

COURSE MATERIAL TO BE COVERED
Upon completion of this course, the student will demonstrate:
1.0 Knowledge oI the linguistic and cognitive basis oI reading.
2.0 Knowledge oI oral and written language development and ability to develop
lessons which explicitly teach transIer skills Irom oral to written language.
3.0 bility to use a variety oI inIormal measures to determine students' independent, i
instructional and Irustration levels oI reading.
4.0 bility to plan and organize reading instruction based on ongoing assessment Ior
individuals, small, and large groups oI students.
5.0 Knowledge oI the role oI phonemic awareness, concepts oI print, vocabulary,
Iluency and spelling in the development oI reading and writing proIiciency and
the ability to develop curriculum which explicitly teaches these skills.
6.0 bility to model and explicitly teach word identiIication and comprehension
strategies.
7.0 Knowledge oI diIIerent types and Iunctions oI text and skills and strategies
necessary Ior reading and comprehending diIIerent types oI text.
8.0 Knowledge oI research on eIIective teaching oI reading and the ability to apply
this research in classroom situations.
9.0 Familiarity with the current CaliIornia State Department oI Education English-
Language rts Framework.
Developed by Dr. Stan Swartz




10.0 Knowledge oI environmental, psychological, physical, cultural, and linguistic
Iactors that inIluence motivation and ability to learn to read, and ability to develop
curriculum which reIlects this knowledge.
11.0 Knowledge oI the interrelatedness oI oral and written language development with
proIiciency in reading and writing
12.0 Knowledge oI stages oI the writing process and ability to assess student writing.
13.0 Knowledge oI the structure oI the English language.
14.0 bility to develop curriculum which instructs students to interpret and apply
English grammar and language conventions in authentic reading, writing,
listening, and speaking contexts.

NCATE STANDARDS TO BE COVERED
Elementary Education Standards (1999 ed-rev. 2003) - Summary

DEVELOPMENT, LERNING ND MOTIVTION
1. Development, Learning and Motivation--Candidates know, understand, and use the
major concepts, principles, theories, and research related to development oI children and
young adolescents to construct learning opportunities that support individual students'
development, acquisition oI knowledge, and motivation.

CURRICULUM
2.1. English language arts-Candidates demonstrate a high level oI competence in use oI
English language arts and they know, understand, and use concepts Irom reading,
language and child development, to teach reading, writing, speaking, viewing, listening,
and thinking skills and to help students successIully apply their developing skills to many
diIIerent situations, materials, and ideas;
2.8. Connections across the curriculum-Candidates know, understand, and use the
connections among concepts, procedures, and applications Irom content areas to motivate
elementary students, build understanding, and encourage the application oI knowledge,
skills, and ideas to real world issues.

INSTRUCTION
3.1. Integrating and applying knowledge Ior instruction-Candidates plan and implement
instruction based on knowledge oI students, learning theory, subject matter, curricular
goals, and community;
3.2. daptation to diverse students--Candidates understand how elementary students
diIIer in their development and approaches to learning, and create instructional
opportunities that are adapted to diverse students;
3.3. Development oI critical thinking, problem solving, perIormance skills--Candidates
understand and use a variety oI teaching strategies that encourage elementary students'
development oI critical thinking, problem solving, and perIormance skills;
3.4. ctive engagement in learning--Candidates use their knowledge and understanding
oI individual and group motivation and behavior among students at the K-6 level to Ioster
active engagement in learning, selI motivation, and positive social interaction and to
create supportive learning environments;
Developed by Dr. Stan Swartz




3.5. Communication to Ioster collaboration-Candidates use their knowledge and
understanding oI eIIective verbal, nonverbal, and media communication techniques to
Ioster active inquiry, collaboration, and supportive interaction in the elementary
classroom.

SSESSMENT
4. ssessment Ior instruction--Candidates know, understand, and use Iormal and
inIormal assessment strategies to plan, evaluate and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development oI each
elementary student.


Course Requirements

PRACTICUM
This is a teaching methods course and requires students to complete the assessments and
practice the teaching methods covered in this course in a special education classroom.
Students selected Ior the practicum need to be classiIied in the same category as the
credential program in which you are enrolled (Mild/Moderate, Moderate/Severe).
Teaching methods covered in this class include both small group and whole group
instruction. Small groups and the Iocus child Ior the case study should be students whose
disability signiIicantly aIIects reading and writing achievement (including English
learners).

In most cases, students enrolled in student teaching and interns should be able to
complete the practicum in their teaching assignment. However, if there are no students
in the classroom who will be able to participate in a particular teaching method,
access to other students might be necessary. Students who are not currently teaching
or teaching in areas other than special education will need to arrange a practicum
opportunity in a special education classroom.

The practicum time necessary Ior the completion oI this course is a minimum oI two (2)
hours per week Ior a total oI 20 Ior the quarter. Individual consultation with the
instructor is required iI you are not teaching special education, will not have the
Ilexibility to practice the teaching methods in your classroom, or will be oII track or on
vacation during the quarter.

Practicum settings must have the prior approval oI the instructor (Form provided).
Practicum hours will be veriIied at the end oI the quarter by the building principal
(VeriIication Form provided).

Class activities. There are numerous in-class activities that demonstrate knowledge and
application oI instruction. written report oI each activity is required.

Administer and analyze assessments. The San Diego Quick, Names Test, Writing
Prompt, 5-Minute Written Vocabulary Test, and the Developmental Spelling Inventory
Developed by Dr. Stan Swartz




will be administered and scored by Week 3. Three Records oI Oral Reading will be
administered - one practice and one on the Iocus child Ior the Case Study, due Week 3.
The third Record oI Oral Reading is administered to the Iocus child during Week 9 and is
included in the case study, due Week 10.

Online Study Guides. Complete 4 online study guides that accompany the textbooks.
Guided Reading (due Week 4) Interactive Writing (due Week 7), Interactive Editing (due
Week 8), and Shared Reading (due Week 9). The modules can be Iound at
http://www.stanswartz.com/courses.htm.

Interactive Writing and Interactive Editing. Two samples oI Interactive Writing
generated in your classroom will be displayed and shared in weeks 8 and 9. sample oI
Interactive Editing will be displayed and shared on week 9.

Two videos of practice teaching sessions submitted on a USB Flashdrive using either
Quicktime or Windows Media Player. Video #1 oI the Strategic Literacy Support
Cycle in Reading is due Week 5. Video #2 oI the Strategic Literacy Support Cycle in
Writing is due Week 10. ll recorded lessons must include the Iocus child. Videos should
be organized into chapters Ior easier viewing. Videos will not be returned. Students are
advised to check their videos on-campus prior to the scheduled session.

Case study. One Iocus student will be selected Irom a special education classroom Ior
the case study (may be an English learner). Instruction on both videos will consider data
collected on the six assessments. Iormat Ior the Case Study will be provided. The Case
Study will include all assessments, including 2 Records oI Oral Reading and a copy oI
the text used to take the ROR, data summary sheet, written instruction plan, student work
samples, parent permission Iorms, and 2 videos. The case study is due week 10.

Reading Instruction Competence Assessment (RICA). ll students, except those who
provide a copy oI their RIC certiIicate, will complete a RIC practice examination, due
week 6. The RIC practice examination is an independent research activity that covers
important knowledge in reading instruction. Sources other than those provided in the
class will be needed to complete this assignment. In addition, the College oI Education
sponsors periodic study seminars on the RIC.
http://www.stanswartz.com/RIC/RIC20practice.html


Course Evaluation Plan
The Iinal grade Ior this course is based on a 100-point scale.

90
80 B
70 C

Incompletes are only available in this course consistent with University policy which
states that 'a portion oI required course work has not been completed and evaluated in
Developed by Dr. Stan Swartz




the prescribed time period due to unIoreseen, but Iully justiIied reasons, and that there is
still a possibility oI earning credit. It is the responsibility oI the student to bring pertinent
inIormation to the instructor to reach agreement on the means by which the remaining
course requirements will be satisIied. The duration oI the Incomplete Ior this course is
one quarter.

Course activities and assignments are given the Iollowing point values:

Attendance and Participation 25
Students are expected to attend and participate in each class session. ttendance is
deIined as arriving on time and staying until dismissal. Class participation opportunities
are both Iormal and inIormal. Iormal activity is scheduled Ior each class session that is
designed to apply student learning to teaching situations. These activities are supported
by assigned readings. InIormal participation includes general class discussions and class
activities. It is expected that all student comments and questions will be shared with
the whole class.

This course is a graduate seminar and it is the expectation that student participation in
class sessions, including lectures, whole group discussions, and small group discussions
and activities be consistent with advanced level graduate course work.
The instructor will advise students not meeting this requirement verbally and then on any
subsequent occasions by email.

Assignments 25
This category includes both in-class work and independent student work.

In-class
The instructor monitors assessments and session group activities and Ieedback is given
during class sessions. Students are advised to use this time to veriIy the accuracy oI their
work. Students are expected to move Irom guided practice to independence based on this
Ieedback.

Student interactive writing and interactive editing artiIacts completed in the practicum
setting are displayed during the class session and the instructor will give Ieedback on this
work using the prescribed observation protocol.

Student independent work
It is the expectation that reIlections on videos or assigned readings be thoughtIul and oI
graduate level caliber. Submissions that do not meet this standard will be returned Ior
revision and resubmission.

The RIC practice test and the study guides Ior textbook chapter readings are open book
and accuracy is assumed. II submissions do not meet this requirement they will be
returned Ior revision and resubmission.


Developed by Dr. Stan Swartz




Videos and case study 50

Students are required to log and veriIy a minimum oI 20 hours exclusively dedicated to
the teaching practicum Ior this course.

This is a three-part assignment.
1. dminister, score and interpret the assessments. Scoring and interpretation oI these
assessments is managed as a class activity.
2. Develop an instructional plan based on these assessments using the teaching methods
introduced in this course.
The case study should Iollow the Iormat provided by the instructor.
Videotape
3. Each method oI the intervention cycle should be identiIied and placed in a separate
chapter.

Weeks 5 and 10 are work sessions. These sessions include selI-evaluation and peer
evaluation oI your teaching videos. The instructor is also available during these sessions
to review your work and give Ieedback. n evaluation protocol is provided Ior these
sessions. 5 copies oI the evaluation Iorm should be printed and brought to both Weeks 5
and 10.

Week 11 is available Ior individual student conIerences to review work and receive
Ieedback on assignments. This opportunity is student initiated.

Portfolio
Students are responsible Ior developing and maintaining a portIolio oI work completed
Ior this course. 2 - 3 inch, three-ring binder is required. Dividers should be used to
separate various assignments. This portIolio should be brought to each class to update
and allow instructor review. Students are advised to keep copies of all of their work.

PortIolio Contents
. Pioposeu Piacticum
Piacticum veiification
. Wiitten Responses
a. Piofessional Bevelopment anu the Impiovement of Instiuction
b. Woiking Togethei
c. Bow Bifficult Can This Be viueo
. Teaching Aitifacts, oveisizeu aitifacts may be submitteu as photogiaphs.
. In-class activities
. RICA stuuy exeicises oi RICA ceitificate
. Case Stuuy
a. Paient peimissions
b. Assessments
b. Bata Summaiy
c. Instiuctional Plan
Developed by Dr. Stan Swartz




u. viueos - submission on a 0SB Flashuiive is iequiieu. viueos shoulu be
secuieu in the poitfolio binuei.
e. Self-evaluation anu peei evaluations foi both the ieauing anu wiiting
viueos.

Individual evaluation of course assignments
Four oIIice hours are available each week prior to the class session Ior individual
consultation, review oI work submitted, and evaluation oI work in progress. dditional
meeting times can be scheduled by mutual agreement. This opportunity is student
initiated.

Textbooks
Swartz, S.L., Klein, .F., & Shook, R.E. (2001). Interactive writing and interactive
editing. Pearson Learning/Dominie Press.

Swartz, S.L., Klein, .F., & Shook, R.E. (2002). Shared reading. Pearson
Learning/Dominie Press.

Swartz, S.L., Klein, .F., & Shook, R. E. (2003). Guided reading and literacy centers.
Pearson Learning/ Dominie Press.

Additional Resources:

Reading/Language rts Framework Ior CaliIornia Public Schools, Kindergarten Through
Grade Twelve. (1999). Sacramento: CaliIornia Department oI Education.
http://www.cde.ca.gov/ci/cr/cI/documents/rlaIw.pdI

CaliIornia lternative PerIormance ssessment (CP). The development and
implementation oI an alternate assessment Ior children with severe cognitive disability.
http://www.cde.ca.gov/ta/tg/sr/capa.asp

CaliIornia Preschool Learning Foundations. (2008). Sacramento: CaliIornia.
http://www.cde.ca.gov/sp/cd/re/documents/preschoollI.pdI

Recommended Literature: Kindergarten Through Grade Twelve ( 2001). Sacramento:
CaliIornia Department oI Education. (www.cde.ca.gov/literaturelist/).








Developed by Dr. Stan Swartz




Course Policies

CELL phone and mobile device use. Students are required to discontinue use during
class.

Computer use. Computer use during class is restricted to note-taking.



Course Calendar

Week 1
Review oI course requirements
www.stanswartz.com
Working with struggling readers
The reading process
San Diego Quick Test
Assignments for next week:
4 RICA Practice Exam- Due Week 6
http://www.stanswartz.com/RIC/RIC20practice.html
4 Reading: !rofessional Development and the Improvement of Instruction
http://www.stanswartz.com/Stanchilechapter.pdI
4 Write: What are the major components oI school reIorm?
4 Reading: Strategic Literacy Support. Differentiated Instruction for Struggling
Readers and Special Learners, Swartz, Swartz, PitchIord & Swartz
4 Write: Cycles oI Instruction Procedural Summary
4 View Online: ow Difficult Can This Be? VIDEO
4 http://humanexceptionality.wordpress.com/2011/01/24/how-diIIicult-can-this-be/
4 Write: ow will the viewing oI this video impact your teaching?

Week 2
Record oI Oral Reading
ssessments
Gradual release oI responsibility
Overview oI Strategic Literacy Support Cycle in Reading
Assignments for next week:
4 Trial the SLS cycle in reading with a small group, including your Iocus child.
4 dminister and score all assessments on Iocus child.
4 Make copies oI all assessments oI Iocus child to turn in Week 3. Make a copy oI
the text used with ROR to turn in with copied assessments as well.

Week 3
DebrieI SLS trial
Review Record oI Oral Reading
Data summary oI assessments
Case Study Format
Developed by Dr. Stan Swartz




Text leveling and book selection
Assignments for next week:
4 Reading: Guided Reading pages 2-54 and 131-143
4 Guided Reading Online Study Guide http://71.177.27.26/deIault655.htm

Week 4
Book introductions
Review Strategic Literacy Support Cycle in Reading
Guided reading
Prompting
Comprehension probes
Assignments for next week:
4 Reading: orking Together http://www.stanswartz.com/collaboration.html
4 View: two accompanying videos:
http://www.stanswartz.com/collaborationweb.mov
http://www.stanswartz.com/Collab20-20EscalanteCorrectsm.mov
4 Write: ReIlection: What are the obstacles Ior the implementation oI this model at
your school site?
4 Video oI SLS Reading Cycle

Week 5
Group work in computer lab
Viewing DVDs oI Strategic Literacy Support Cycle in Reading
Strategic Literacy Support Cycle in Reading Observation Form
Whole group debrieI
Assignments for next week:
4 Reminder: RIC Practice Exam due Week 6

Week 6
Strategic Literacy Support Cycle in Writing
Assignments for next week:
4 Form a small group including your Iocus child, and trial the SLS cycle in writing.
4 Bring in writing artiIacts next week.
4 Reading: Interactive Writing-pages 1-18 and 75-97
4 Interactive Writing Online Study Guide http://71.177.27.26/deIault655.htm

Week 7
Review SLS writing cycle
Writing Rubric
Interactive Writing
Assignments for next week:
4 Reading: Shared Reading- pages 1-16
4 Shared Reading Online Study Guide http://71.177.27.26/deIault655.htm
4 Interactive Editing Online Study Guide http://71.177.27.26/deIault655.htm
4 Complete a whole group interactive writing activity and bring the artiIact to class
next week.
Developed by Dr. Stan Swartz





Week 8
Share Interactive Writing artiIacts
Review Interactive Writing
Phonics
Shared Reading
Overview oI Interactive Editing
Assignments for next week:
4 Try Interactive Editing and bring artiIacts to class

Week 9
Share Interactive Writing/Editing artiIacts
Content SpeciIic Intervention
Comprehension
Classroom Management
Overview oI Interactive Editing
Assignments for next week:
4 Completed Case Study
4 Video oI SLS Cycle in Writing

Week 10
Group work on SLS Writing Cycle in computer lab
Strategic Literacy Support Cycle in Writing Observation Form

Week 11
Individual conIerences to review work.