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

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

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

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

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

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

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

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

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

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

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

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

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

 

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

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.