DEPARTMENT OF CURRICULUM AND INSTRUCTION
COLLEGE OF EDUCATION
PITTSBURG STATE UNIVERSITY
Spring, 2010
It is the supreme art of the teacher to awaken joy in creative expression and knowledge.
--Albert Einstein
Course Number:
848
Title: Advanced Language Arts
Credit Hours:
3
Course Time Schedule: Web-Based
Instructor:
Dr. Susan Knell
Office Phone: (620) 235-4506
Office:
112H Hughes
Office Hours: By Appointment
E-mail: sknell@pittstate.edu
I.
Course Description (Catalog)
An advanced survey of the principles and practices of teaching language arts
in the elementary, middle, and high school.
II.
Prerequisites
This course is required in the Reading Specialist certification sequence. It is
a choice for students working towards a master’s degree in Teaching
(Elementary Emphasis) or a master’s degree in Reading (Classroom Reading Teacher).
III.
IV.
Purpose
1.
To develop in teachers a greater understanding of and competence in
teaching literacy; a strong commitment to students who are developing
literacy skills; and a caring environment in which students can learn.
2.
To provide information about language acquisition, the relationship of
language arts (reading, writing, listening, speaking) to one another and
current language arts best practices and practical experience in teaching children effectively in the language arts area.
Course Objectives
KSDE Reading Specialist Standards:
#1
The reading specialist demonstrates knowledge of the foundations of reading and
writing processes and instruction.
#2
#4
V.
The reading specialist demonstrates the use of a wide range of instructional
practices, approaches, methods and curriculum materials to support reading and
writing instruction.
The reading specialist demonstrates the use of instructional practices, approaches
and methods, curriculum materials, and the appropriate use of assessments to
create a literate environment that fosters effective reading and writing instruction.
Required Text and Materials
Hancock: Language Arts: Extending the Possibilities
Norton: Language Arts Activities for Children, 5th Ed.
VII.
Requirements and Evaluation
A.
Attendance
This is a web-based course; therefore, students will be doing all readings,
discussion forums, and assignments individually. Students are encouraged to email other classmates regularly for discussions, questions, etc. No late work will
be accepted. Because of speed variations of e-mail servers, it is to the students’
advantage to e-mail early in order to avoid technical problems. It is also the
student’s responsibility to understand and be able to use all components of Angel.
ACADEMIC HONESTY
Candidates are expected to follow the PSU Academic Honesty Policy, which speaks to unethical
acts associated with coursework or grades. The policy lists specifically, but is not limited to, the
following:

giving or receiving unauthorized aid on examinations, preparation of notebooks, papers,
and other assignments:
 handing in the same work for more than one course without instructor permission;
 plagiarism (examples of plagiarism will be discussed in class)
Full text of the policy can be found in the PSU University Catalog.
Violations of the policy will be presented by course instructor to the University Academic
Honesty Committee for review and action.
If the instructor finds evidence of cheating of any kind, such as plagiarism (copying from
internet or other sources), copying work from other candidates, etc. the candidate will be
notified of the charge and will be immediately dropped from the class. A grade of “XF” will
be assigned to the student’s transcript.
B.
Activities
HOMEPAGE UPDATE
Due: Thurs. Jan. 21 20 pts.
This is a way for all of us to get to know each other online. If you have problems uploading your
photo, contact the Gorilla Geeks.
Please follow these instructions to update your Home Page:
Click on "Preferences" from the left sidebar > "Personal Information" > type in the following
information in the appropriate boxes and then submit:
A. About Me: Share any personal/professional information that will help us get to know you.
B. Upload a picture of yourself. Photo will have to be saved as “email sized”.
To view others’ homepages, click on the "Communicate" tab, and click on "Course Roster", then
“Show Pictures”. Note: If you’ve already done this for another course, it will show up. Unless your
personal information needs updating, you can keep it as is.
Journal Article Review
Reading of a professional peer-reviewed journal review of language arts teaching
methodology or philosophical ideas. Choose from one of the following journals:
(International Reading Association publications)
The Reading Teacher
The Journal of Adult & Adolescent Literacy Language Arts (Middle School & High
School)
Reading Research Quarterly
Reading Online Journal, found at or www.readingonline.org
(National Council of Teachers of English publications)
Language Arts
Voices from the Middle (Middle School & High School)
English Journal (High School)
Choose one of the above journals. Cite the article using APA style at the top of the
document. Include the following: the article title, author(s), source, volume # and year of
publication, summary of the article, your personal reaction/reflection of the article, and
implications for your own teaching of language arts. Due Feb. 25. 50 pts. See rubric
Language Arts Lessons
Lesson Plans for the 6 Language Arts
Students will design one lesson plan (6 total plans) for each of the 6 language arts that
you will implement in your own classroom (reading, writing, listening, speaking,
viewing, visual representation). The lesson plan format you will use is found below,
which was adapted from the Hancock text lesson plans, p. 20. Please include each
heading in your lesson submissions. In addition to the lesson plan format you need to
include a reflection about the lesson and include a photo and any other examples that
would be appropriate to attach. These lessons should not be ones you are already doing
and they should not be copied from commercial programs that you may already be using.
You may use the Hancock and Norton text for lesson ideas. 50 pts each. See rubric
Lesson #1: Due Thursday, Feb. 4 (Reading)
Lesson #2: Due Thursday, Feb. 18 (Writing)
Lesson #3: Due Thursday, March 4 (Listening)
Lesson #4: Due Thursday, March 25 (Speaking)
Lesson #5: Due Thursday, April 1(Viewing)
Lesson #6: Due Thursday, April 15 (Visual Representation)
Format:
Title (Also state which of the 6 language arts you will be teaching):
Grade Level:
Time Frame:
Source of lesson (cite text and page #):
Standard(s): (Use the IRA/NCTE standards found on page 5 of the Hancock text)
Objective:
Materials:
Motivation:
Procedures:
Assessment:
Accommodation/Modification:
Reflection of Lesson Success or Challenges:
Date the Lesson was Taught:
(Include a photo of lesson and any other examples where appropriate)
2010 Book Awards
On Jan. 19, The American Library Association will announce the 2010 book award
winners for the Caldecott, Newbery, Coretta Scott King, Pura Belpre, and Michael Printz
awards. Go to: www.ala.org and on their home page you will find the announcement of
the winners. You will locate and read two (2) books from any of the above awards. They
may be the medal winners or honor books. If appropriate, you may wish to read one or
both books aloud to your students. Submit to Dr. Knell the following information:
Title, author/illustrator (if applicable) of each book read.
A brief summary of the book
Your personal reaction, as well as your students’ reactions, if book was read to them
Due April 30. 100 pts. See rubric
Discussion Forums
Each student will participate in eight (8) topics and also respond in kind to at least one
other student response. Students will be placed in small groups for discussion forum
topics. Each response should be thoughtful, in-depth, and reflect evidence
that the text has been read to assist in discussing the topics. In other words, your
responses need to include references to the text in some way. Responses should be
grammatically correct with no spelling or punctuation errors. Responses should be more
than just one or two sentences. When responding to the other group members’ responses,
discussions will remain professional and thoughtful. Remember, Great Minds Don’t
Think Alike! You will not always agree with others’ responses. Keep discussions polite
and professional in tone. Note: All responses should be posted no later than 11:00 pm of
the due date. 20 pts. each for 160 points total. See rubric
Discussion Forum Topic #1
Read chapters 1 & 2. Discuss your interpretation of a literacy-rich environment and give
examples. Also discuss the role literature should play in the language arts classroom.
Due: Tues. Jan. 26. Responses to group members due no later than Wed. Jan 27.
Discussion Forum Topic #2
Read chapter 3. Discuss 5 language arts strategies that will benefit the English language
learner as well as all learners. Also discuss the teacher’s role with ELL students.
Due: Tues. Feb. 9. Responses to group members due no later than Wed. Feb. 10.
Discussion Forum Topic #3
Read chapters 4 & 5. Discuss the term “emergent literacy” and ways parents and
teachers can foster a child’s continual growth as a literacy learner. Also discuss your
understanding of guided writing and reading in the primary classroom.
Due: Tues. Feb. 23. Responses to group members due no later than Wed. Feb. 24.
Discussion Forum Topic #4
Read chapter 6. Discuss why listening may be a neglected language art. Discuss the five
types of listening using examples from your own classroom if possible. Also discuss
how teachers can encourage listening and talking in the classroom.
Due: Tues. March 2. Responses to group members due no later than Wed. March 3
Discussion Forum Topic #5
Read chapters 7 & 8. Discuss the four types of structured response journal prompts and
their potential to elicit written responses from your students. Also discuss how teachers
can find time to implement writing in a curriculum ruled by federal mandates that bypass
the importance of writing.
Due: Tues. March 23. Responses to group members due no later than Wed. March
24.
Discussion Forum Topic #6
Read chapters 9 & 10. Discuss why it’s important for teachers to immerse students in
poetry through literature before asking them to compose their own poems. Also discuss
the importance of reading aloud nonfiction. Maybe you have some great nonfiction titles
you’d like to share with the group!
Due: Tues. April 6. Responses to group members due no later than Wed. April 7.
Discussion Forum Topic #7
Read chapters 11 & 12. Discuss how you utilize viewing and visual representation in
your own classroom, or how you would like to do so. Also, discuss the advantages and
disadvantages of using weekly spelling tests as part of a comprehensive spelling program.
Due: Tues. April 20. Responses to group members due no later than Wed. April 21.
Discussion Forum Topic #8
Read chapters 14 & 15. Discuss the importance of incorporating children’s or young
adult literature into an integrated curriculum. Also, discuss authentic assessments and
share examples.
Due: Tuesday, May 4. Responses to group members due no later than Wed. May 5.
Tegrity Viewings
There will be three (3) Tegrity recordings that you will view throughout the semester.
Each one will be announced to you as to your time frame of viewing. The recordings will
NOT be available for you to view until you receive an email from me giving you dates
and deadlines for viewing. Following the viewing you will need to send to me an email
briefly stating your reaction to the recording, such as new knowledge, added insight, etc.
Due Dates will be announced. Each viewing is worth 20 points, 60 pts. total.