Syllabus

Course Description

The premise of this course is the underlying belief that language knowledge, fluency, and ability form the foundation of all learning and communication. Course content provides teachers with up-to-date information, research based methods, and strategies for helping learners develop greater communication skills integrating the use of literature and technology with traditional teaching and professional organization standards.

Objectives

Upon completion of this course the teacher will be able to:

• Develop integrated lesson plans combining multifaceted activities to insure greater development of language skills, knowledge, fluency and ability to communicate
• State current research basis for language arts practices
• Design language arts lessons that introduce and reinforce language standards as supported by professional organizations, state and federal governments and local school districts
• Assess student growth in language and communication skills by both quantitative and qualitative means.

Curriculum Design

This course is a forty five hour, 3 graduate credit course offered online. It includes Modules 1-12. Modules 13-15 are hands on modules during which students will demonstrate their level of competency with course content by completing their preplanned final projects of designing an exemplary literacy program for a grade level of their choosing from 2nd grade to 6th grade. 

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required text for this course is: Hancock, M. R. (2007) Language arts: Extending the possibilities, Pearson, Merrill/Prenhall, Pub. Upper Saddle River, NJ.

Course Outline

Introduction: Introduction & Overview

Objectives: In this beginning exercise, the instructor will confirm the accuracy of e-mail addresses for all students. The instructor will then send a welcome message to the class. The students have this first week to acquaint themselves with the format of the course, the textbook, and the methods of communication.
Contents:

• Introduction to the online class environment
• Meet the classmates
• Meet the instructor
• Become familiar with the online course content
• Review the course outline
• Review the course syllabus and relevant information
• Become familiar with the textbook layout
• Review Chapter Overviews
• Review Project structures

Module One: New Vision for Language Arts

Objectives:

• Examine the Standards for the English Language Arts as supported by NCTE, IRA and NCLB
• Identify the components of dynamic language learning and the ongoing changes in our society's needs for communication
• Define current language arts programs and appropriate teaching strategies
• Identify methods of assessing the language/communication growth of elementary students
• Present the Seven Principles of Language Arts Instruction as supported by research

Contents:

• Dynamic nature of literacy
• Motivating and engaging students
• Linking classrooms and communities
• Reaching language different students
• Connecting school and home
• Student centered learning formats
• Standards for the English language arts
• NCTE
• IRA
• ISTE
• State and Federal guidelines
• Defining today's language arts programs
• Reading
• Writing
• Listening
• Speaking
• Viewing
• Visual representation
• Receptive language
• Communicative language
• Theoretical framework for language arts
• Cognitive developmental perspective
• A sociocultural perspective
• Response-based perspective
• Constructivist perspective
• Principles of Language arts instruction
• Integrating language arts across the curriculum
• Honoring the diversity of learners through literature
• Use the apprenticeship and workshop model
• Focus instruction and learning on meaning centered comprehension and communication
• Teach and use skills and strategies in authentic contexts
• Ongoing assessment and self reflection are integral components of program
• Teach and use new literacies and technology

Module Two: Teaching in the Language Arts Classroom

Objectives:

• Establish framework for effective language arts instruction
• Identify elements necessary for creating a learning community classroom environment
• Define and set parameters for language rich environments
• Identify methods for including technology in the teaching and learning of language arts
• Identify the ten components of effective language arts lesson plans

Contents:

• Art of teaching language Arts
• Danielson's Professional practice (1996)
• Teaching philosophy reflected in classroom
• Five aspects of classroom environment
• Respect and rapport
• Culture for learning
• Classroom routines and procedures
• Student behavior
• Physical space
• Literacy Rich Classrooms
• Morrow (1997) perspectives of classroom environments
• Language arts
• Engagement in learning activities
• Motivation
• Social collaboration
• Kindergarten through grade 2 literacy rich classrooms
• Abundant and varied reading and writing materials
• Daily literacy routines
• Student and teacher interactions
• Positive atmosphere with freedom to risk
• Teacher as reading and writing models
• Teachers who know the needs of each child
• Primary literacy rich classrooms
• Presence of children's trade books and time provided to enjoy
• Functional print is present
• Library and reading center present with time to use and enjoy
• Viewing and listening centers with time to use
• Writing and drawing centers with time to use
• Literacy displays
• Content learning centers with time to use and enjoy
• Block scheduling that allows for integration of subject teaching
• Intermediate and middle level literacy rich classrooms
• Reading and writing workshop schedule and procedures
• Presence of collaborate work groups with time to meet and work on problem or projects
• Abundance of materials and time for researching topics or issues
• Children's literature in language arts classrooms
• Rationale for using children's literature
• Advantages
• Traditional and new technology for instruction
• Transparencies and projection visuals
• Other media
• Computers, word processing and the Internet
• Planning and preparation for language arts instruction
• Knowledge of content and pedagogy
• Knowledge of students
• Knowledge of resources
• Selecting instructional goals
• Designing coherent instruction
• Assessing student learning
• Ensuring effective learning of language arts
• Time on task
• Goal orientation
• Rigorously paced and predictable scheduling
• Optimal time spend planning
• Curriculum coverage
• Variety in instruction
• Release responsibility to the students
• Academically focused programs
• Library and media centers used to full potential
• Focus on the larger community

Module Three: Language Diversity In Language Arts Classrooms

Objectives:

• Identify foundation of second language learning
• Define linguistic diversity and communities
• Examine basic principles of language learning as applies to all language learners
• Identify appropriate methods and materials for language instruction for English language learners, ELLs, ESOLs, and ESLs
• Identify multicultural literature and the need for including in language arts instruction

Contents:

• Theories supporting second language acquisition
• Krashen (1990) acquisition versus learning hypothesis
• Natural order hypothesis
• Monitor hypothesis
• Input hypothesis
• Affective filter hypothesis
• Linguistic diversity and language learners
• Linguistic variety
• Self-esteem in second language learner
• Authentic discourse
• Authentic context
• Curriculum designed for linguistic benefit
• Types of English learners
• Long-term English learners
• Recent arrivals with limited or interrupted schooling
• Recent arrivals with adequate schooling
• Instructional strategies for English Language Learners
• Language rich contexts and environments
• Risk free environments
• Use of language for real purposes
• Integrated reading, writing and speaking curriculums
• Real world (environmental) print
• Language experience and children's own writing as instructional materials
• Reading as preparation for writing and vise versa
• Webbing, concept mapping, retelling and summarizing
• Student and teacher journals and morning messages
• ESL friendly web sites and other Internet resources
• Materials for English language learners
• Criterion for selecting materials Allen (1994)
• Children's literature
• Cultural literacy connections
• Code-switching as authentic language
• Dual-language texts
• Cultural traditions
• Cross cultural experiences
• Multicultural literature in language arts classrooms
• Selection criterion Finazzo, (1997) Huck & Kiefer (2004)
• Contributions approach
• Ethnic additive approach
• Transformational approach
• Social Action approach

Module Four: Language Arts Learning in Grades K - 2

Objectives:

• Identify the components of a balance language arts program for early grade learners
• Identify NRP, National Reading Panel recommendations for exemplary language arts programs for early stage literacy learning
• Define and enumerate components of a model guided reading lesson
• Define and enumerate components of a model guided writing lesson
• Identify research based theories for independent reading, writing and speaking as major components to exemplary language arts programs

Contents:

• Balanced language arts programs
• Reading to children
• Writing to children
• Reading with children
• Writing with children
• Reading by children
• Writing by children
• Literature study
• Shared reading
• Before reading
• During reading
• After reading
• Repeated reading
• Interactive storybook reading
• Reader response activities
• Technology supporting reading
• Building blocks of reading
• Phonemic awareness
• Explicit phonic instruction
• Fluency
• Vocabulary knowledge
• Comprehension
• Guided reading lesson
• Vocabulary and language development
• Phonological awareness
• Speech Discrimination
• Concept of story
• Book and print awareness
• Function of print
• Print concepts
• Letter and early word recognition
• Comprehension
• Enjoyment and enrichment
• Activities and strategies for language arts classrooms
• Literacy centers
• Guided writing
• Language Experience approach
• Shared writing
• Interactive writing
• Independent reading and writing

Module Five: Listening and Speaking in a Learning Community

Objectives:

• List and define the five types of listening and introduce activities to foster development of same in language arts classrooms
• Examine the rationale and research base for using interactive read alouds, readers theater, and other expressive arts in language arts instruction
• Identify the concepts surrounding talk in a learning community

Contents:

• Listening for different purposes
• Discriminate listening
• Efferent listening
• Aesthetic listening
• Critical listening
• Therapeutic listening
• Listening and speaking activities
• Reading aloud
• Oral responding to read aloud
• Book talks
• Interactive storybook reading
• Story retelling
• Choral reading
• Readers theater
• Puppetry
• Creative drama and plays
• Oral reports and presentations
• Collaboration in learning community
• Jigsaw
• Think-pair-share
• Pair interviews
• Cooperative projects

Module Six: Writing Apprenticeship Grade 3-8

Objectives:

• Define apprenticeship concept and identify the characteristics of this type of writing instructional program
• Identify the five stages of writing process and relate their importance in writing development
• Examine the role of mentorship in writing and having teachers serve as writing models
• Identify methods associated with the writing workshop and other research based appropriate writing activities

Contents:

• Guidelines for the writing apprenticeship classroom
• Time for writing
• Choice
• Modeling
• Explicit instruction
• Audience
• Support
• Feedback
• Revision
• Literature
• Conventions of writing
• High expectations
• Assessment
• Celebration of works and authors
• The writing process
• Donald Graves Five stages of writing (1983/2003)
• Rehearsal
• Drafting
• Revision
• Editing
• Publishing
• Writing apprenticeship components
• Mentor
• Risk taking environment
• Love of language
• Traits of writing with apprenticeship concept
• Idea and content
• Organization
• Voice
• Word choice
• Sentence fluency
• Conventions of writing
• Presentation
• Writing Workshop approach
• Literature
• Mini lessons
• Writing
• Conferences
• Sharing
• Assessment
• Blending the various approaches
• Using technology in the writing program

Module Seven: Narrative and Poetic Writing, Young Authors At Work

Objectives:

• Define narrative and poetic writing genres and explore use in language arts
• Identify elements of narrative writing in both literature and in isolation
• Define the role of writing in teaching and learning elementary language arts concepts, skills and strategies
• Identify developmental levels of writing from authentic student writing samples
• Identify appropriate assessment tools and instruments for assessing students' writing

Contents:

• Narrative writing
• First steps, beginning, middle and end
• Plot, Settings, Characters, Theme, and Point of view
• Blending story elements into a story
• Actual writing process for narrative writing
• Developmental perspective for narrative writing
• Poetry writing
• Immersion in poetry
• Starting with the senses; look, listen, smell, touch, taste
• Language of poetry
• Variety of poetry types
• Poetry writing process
• Developmental perspective for poetry writing

Module Eight: Expository Writing - Sharing Information in Literary Mode

Objectives:

• Identify the five basic expository text structures
• Define expository writing and activities that effectively develop this skill
• Define inquiry learning process and learn ways to foster through expository writing apprenticeship
• Identify components of inquiry learning process

Contents:

• Reading nonfiction aloud
• Model expository text structures
• Embedding background for later learning
• Provide variety of topics and writing styles
• Expository text structures
• Description
• Sequence
• Comparison
• Cause and Effect
• Problem and Solution
• Combination of structures
• Creating literary nonfiction from factual information
• Dynamic titles
• Invested interest in topic
• Meaningful focus
• Effective word choice/fresh vocabulary
• Sentence flow
• Compelling voice
• Inviting leads
• Thought provoking conclusions
• Revelation of lesser known fact/s
• Access features of expository text
• Bibliography
• Books for further reading
• Photographs
• Captions
• Glossary
• Index
• Maps/graphs
• Sidebars
• Timelines/Chronologies
• Visual vignettes
• Inquiry process
• Planning time for question development
• Whole class or individual?
• Providing experiences with nonfiction books
• Ongoing list of resources
• Providing environment of talk and questioning
• Modeling research on topic of interest
• Informational reporting
• Selecting and narrowing a topic
• Forming research questions
• Gathering information
• Choosing text structure
• Drafting, revising, editing and final report
• Selecting access features
• Presenting final report

Module Nine: Viewing and Visual Representation

Objectives:

• Define the role of illustration and visual representation of story in language arts instruction
• Identify graphic structures that organize information and aid in learning
• Identify methods and strategies for teaching visual representation in language arts classrooms

Contents:

• Visual literacy and the picture book
• Selecting picture books
• Artistic design/style and media
• Size and shape
• Book components; jackets, endpapers, title page, borders, lettering and blank spaces
• Graphic techniques
• Viewing/Visual representation compliments to writing
• Art as a rehearsal for writing
• Sketch to stretch strategy
• Sketchbook journals
• Learning logs and visual representation
• Art as response to literature
• Illustrator studies
• Art elements as response
• Webbing and graphing
• Encourages response to literature
• Extends comprehension
• Provides assessment tool
• Technology tools produce webs, graphs, semantic maps
• Media to extend comprehension of narrative and nonfiction texts
• Previewing, viewing and summarizing
• Producing, organizing
• Recording, elaborating, synthesizing, and extending
• Learning to see the prompts
• Experiential prompts
• Aesthetic prompts
• Cognitive prompts
• Interpretive prompts
• Viewing the Internet
• Role in the new literacies
• Process for viewing visual and textual nature of Internet
• Evaluating what is seen on the Internet

Module Ten: Spelling, Grammar, Mechanics, Handwriting, and Word Processing

Objectives:

• Define and examine the developmental stages of spelling and the implications for instruction
• Identify classroom elements that are conducive to a balance between conventional spelling and risk-taking aspects of developmental writing instruction
• Identify the role of conventional grammar and mechanics as editing tools for the writing process
• Define the roles of handwriting and word processing to support the writing process

Contents:

• Developmental nature of spelling
• Gentry's theories on spelling stages (1987)
• Henderson, (1981) and Read (1986) theories on spelling
• Five stages of development
• Precommunicative
• Semiphonetic
• Phonic
• Transitional
• Conventional
• Classroom environment for spelling instruction
• Encourages good spelling
• Teacher models good spelling
• Appropriate methods and strategies for teaching spelling are used
• High and reasonable expectations are held and expressed
• Drafts and final copies are routine processes
• Proofreading is taught and expected on all work
• Recognizes that spelling is important but is only one aspect of writing ability
• Provides a written, well articulated philosophy of correct spelling that is shared with students and their parents
• Instructional plan for spelling
• Weekly spelling tests
• Spelling in the context of writing
• Explicit instruction in spelling strategies
• Modeling spelling strategies
• Grammar and Mechanics
• Conventions of writing
• Editing and proofreading workshops
• Authentic contexts
• Mini-lessons
• Literature as model of conventions of writing
• Handwriting and word processing tools of the trade
• Manuscript and cursive handwriting
• Handwriting instructional activities
• Morning message
• Language experience stories
• Poetry
• Letters and notes
• Final draft copies/publishing
• Elements for evaluation in handwriting
• Letter formation
• Size and proportion of letters
• Spacing
• Slant
• Alignment
• Line quality
• Word processing and publishing
• Readily available
• Keyboarding instruction is a must
• Producing quality publications

Module Eleven: Technology and the Language Arts, Exploring New Literacies

Objectives:

• State rationale for technology, new literacies and traditional language arts for instruction and learning
• Identify popular reading and writing software for quality and meaningful language arts instruction and practice
• Identify and list learning objectives for students' use of the Internet in language learning
• Provide examples of Internet resources for teachers to use in planning language arts instruction

Contents:

• Technology, language arts and new literacies
• NETS for teachers
• Energy giver or threat
• Improving instruction
• NETS for Students
• Fostering higher level thinking
• Challenges rethinking
• Meets student at learning task
• Utilizes research skills
• Allows success for all students
• Language arts software
• Computer assisted instruction
• Electronic storybooks
• Reading software
• Writing software
• Using the Internet in language arts classrooms
• To plan instruction
• Language arts web sites
• Literature based web sites
• Teacher-created student projects
• Author/illustrator web sites
• Online communities
• For visual exploration
• Yahooligans
• Ask Jeeves for Kids
• Kids Click
• FEMA's Coloring Book
• Smokey the Bear's home
• For student exploration
• Internet workshop
• Internet projects (WebQuest, etc.)
• Internet Inquiry
• For communication and publication
• E-mail
• KeyPals
• Story creation and publishing sites

Module Twelve: Interdisciplinary Instruction, Language Arts Across Curriculum

Objectives:

• Explore language arts and the relationship to teaching and learning across the curriculum
• Clarify role of literature, language, and writing in integrated curriculum programs
• Define thematic learning and identify the essential components of this organizational pattern for instruction
• Provide research proven teaching learning activities for integrated instruction

Contents:

• Language arts across the disciplines: Cross curriculum perspective
• All about making the connections
• Using literature to make content interesting and real
• Reinforcing language arts skills and strategies through authentic contexts
• Content and language arts instruction
• Match literature to content
• Multiple levels of readability
• Match books to individual students based on need, interest and skills
• Use literature groups to reinforce content and language skills
• Use writing in authentic reporting and publication
• Language as communication across disciplines
• Construction of meaning through retelling and discussion
• Disciplinary components
• Procedural language
• Descriptive language
• Language of reasoning
• Explanatory language
• Classroom language versus real world language
• Social Studies, History, and Language Arts
• Around the world in picture books and photographs (global perspective)
• Reflecting on the Human condition and history through Readers Theater, Drama and Script writing
• Thematic learning in Social Studies
• Mathematics and Language Arts
• Story problems
• Logical language and explanation
• Specialized vocabulary and "math" talk
• Math journals
• Student generated math problems (authoring the problem)
• Literature and math (Alexander, Who Used To Be Rich Last Sunday)
• Writing projects in math
• Science and language
• Obvious links to language
• Active hands-on learning
• Collaboration and constructing knowledge through
• Engaged time with content and materials
• Everyday phenomena as focus for study
• Science logs
• Science literature
• Science nonfiction
• Science fiction
• Expository and narrative writing in science
• Thematic learning in Science

Module Thirteen: Assessment of Language Arts

Objectives:

• Identify the purpose of assessment of language arts as both individual achievement and instructional effectiveness
• Explore both formal and informal authentic assessment tools for language arts
• Identify components of balance approach to assessment
• Define and identify the implications of high stakes testing in the reality of teaching and learning

Contents:

• Purpose of assessment in language arts
• Guide and improve instruction
• Guide and improve learning
• Monitor outcomes of instruction
• Assessment Cycle
• National level
• State level
• School district and building level
• Learner and language
• Instructional choices and delivery, teacher is the key
• Data gathering and interpretation
• Reporting
• Authentic language arts assessment
• Ongoing assessment
• Multidimensional
• Provides positive feedback
• Allows for self-evaluation
• Values what students know
• Informs instruction
• Informal assessment strategies and tools
• Surveys and interviews (entry level, during instruction and post instruction)
• Observational strategies
• Anecdotal records
• Developmental continuum and checklists
• Rubrics, performance based scoring guides
• Self-evaluation and reflection
• Portfolio and literacy collections
• Prescribed language assessments
• Concepts of print
• Phonemic awareness
• Sound-letter association
• Listening comprehension tests
• Running records with retelling guides
• Informal reading inventories
• Spelling checklists
• Progress Reports
• Information parents want
• What was expected
• What went on in the classroom
• Descriptions of how well their child did (not just grade)
• How, they as parents, can support learning
• Traditional report cards
• Conferences
• Student-Teacher
• Student-Parent-Teacher
• Student Led Parent-Teacher
• High-stakes testing
• Buckner's findings (2002)
• State mandated testing
• Uses of scores
• NCTE and IRAs position statements on

Module Fourteen and Fifteen: Catch Up, Review, and Final Evaluation

Objectives:

• Provide additional time for researching a topic of choice in more detail
• Provide time for completing all projects to be submitted
• Provide time for evaluation of course participants achievements
• Provide time for evaluation of course content and instructor

Course Requirements:

Requirements	Points
Forum Discussions	50
Weekly Assignments	70
Project 1 (Module 3) White Paper	20
Project 2 (Module 6) Unit Plan	20
Project 3 (Module 10) White Paper	20
Project 4 (Mods 11 & 12) Internet Resources	20
Total	200

Grades
200-186 - A
185-170 - B
169-154 - C

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

 

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.