Lake Superior State University - Department of Education
EDUC 411 (Fall 2009)
Elementary Language Arts and Methods Across the Curriculum
Instructor: Dr. Cecile Somme
Class time: Monday, 5:00-7:50 pm
Office:
Room 23A, Brown Hall
Classroom: Crawford 207
Telephone: 906-635-2736 (office)
Credits:
3
Fax:
906-635-7565
E-mail:
csomme@lssu.edu
Office Hours: Monday, 3:00 - 5:00 p.m.; 8:00 - 9:00 p.m.
Tues. & Thurs., 3:30 - 4:30 p.m.; also by appointment.
Course Description:
This course encompasses a study of the strategies and methodologies to
facilitate effective learning at the elementary level, including the use of language
arts as a vehicle for integrated curriculum. Classroom management and
organization for productive learning communities are also studied. Field work is
required.
Course Objectives:
At the end of this course, pre-service students will be able to:
1. explain the role of literacy in the elementary classroom;
2. apply various strategies and methodologies for lesson/unit plan
development;
3. articulate ‘curriculum’ and the importance of curriculum development in
one’s teaching practice;
4. describe and demonstrate classroom management and organizational
strategies for maintaining productive learning communities;
5. demonstrate comprehension and application of the Michigan State
Curriculum Standards/ Ontario Curriculum Expectations in planning and
instruction;
6. create an integrated Language Arts learning center, thus, integrating
subjects across the curriculum;
7. design and create an integrated unit as a vehicle for integrating subjects
across the curriculum;
8. teach a UBd Language Arts lesson in one’s field placement
9. use technology in planning lessons/units
10. create a Language Arts resource binder/bin;
11. develop and self-assess a Language Arts ‘activity of choice’;
12. define, discuss, and demonstrate the role of technology in the enhancement of teaching and learning;
13. explain various terminology, related to Language Arts (e.g. mini-lessons,
‘word wall’);
-1-
14. define, discuss and demonstrate exemplary skills and disposition of a
professional educator;
15. participate in a field placement;
16. articulate the role of the teacher;
17. use higher level thinking skills;
18. work collaboratively with others;
19. teach a mini-lesson to peers.
Course Text (used only as a resource);
-2-
Templeton, Shane, Teaching the Integrated Language Arts. Boston: Houghton
Mifflin Company
Assignments:
1. Student Presentation/Mini-lesson
It is important that pre-service teachers be able to speak and present well,
before an audience. Thus, pre-service teachers will need to present, in
class, a topic assigned by the instructor. These presentations/mini-lessons
will be 20 – 40 minutes in length (and will begin on Oct. 19th). You may
work with one or two other persons. (Value: 20%) Criteria: organized,
includes ‘audience’ participation, requires a written lesson plan (including
objectives, instructional sequence, assessment), professional ‘presence’,
presented on date scheduled.
2. Learning Center
Learning centers are uniquely designed educational experiences for learners.
They provide access to new and supplemental experiences, are usually
independently operational, and provide for student growth in both the
cognitive and affective domains. Students will design and develop a learning
center that will be used during the field placement portion of this course. (In
addition, the center will be demonstrated during our class and students shall
‘explore’ it.) The learning center must integrate two or more disciplines, be
congruent with the classroom curriculum, be age appropriate, incorporate
prior knowledge and construct new knowledge, be safe, and be independently
operational. Needs of
students with
special needs (gifted, learning
disabilities) also must be considered. You may work alone or with a
partner. If you work with a partner, there must be two learning centers
presented.
When presenting your learning center, state: a.) objectives; b.) target
group. You must provide a one page written description of your
learning center (including objectives and target audience) to your peers.
Due Date: Nov. 16th (Value: 15%)
3. Integrated Unit
This unit will consist of at least six lessons that are interconnected and
integrate multiple disciplines. Children’s literature and writing process should
be incorporated. The lessons should be age appropriate, have stated goals
and objectives, procedures, materials and methods for the evaluation of
student learning and teacher instruction.
This unit should be developed with the interests of the students in mind,
include the use of co-operative learning, follow the MDE standards or Ontario
Curriculum Expectations and have assessment and evaluation components
embedded in the design. You must use the UBD unit template found on
Taskstream. You may work alone or with one or two other persons.
TE 411 - Syllabus
-3-
This integrated unit must be uploaded to your e-portfolio by Dec. 14th.
Due date for sharing of the integrated units is Dec. 7th.
(Value: 25%)
4. Resource Binder/Box
This resource binder/box will include materials that you can use as an
elementary classroom teacher of language arts.
Criteria: relevant & useful materials; organized (e.g. dividers).
Due Date: Nov. 30th (Value: 10%)
5. Assignment of choice (related to the teaching of language arts)
(For example), you may choose to:
1. construct, demonstrate a board game;
2. design an interactive bulletin board that might be used in the classroom;
3. chair/organize a debate;
4. video a class;
5. interview (on tape or video) a teacher of language arts;
6. ‘teach’ a particular strategy;
7. bring students’ work and talk about it.
You may work with a partner. These will be shared in class beginning
October 19th). The sharing will be from 10 – 15 minutes (approximately).
(Value: 15%)
6. EXAM (scheduled time during exam week) – Value -10%
7. QUIZZES/activities – 5%
8. Field Placement - report
October 12th
sharing
–
on a regular basis, beginning,
Sharing, re: Field Observations:
1. What teaching methods did you observe – direct instruction, group work,
investigations, etc.?
2. Was there evidence of a discipline plan?
3. Were there any “critical incidents” that stood out?
4. Was there more ‘on-task’ or ‘off-task’ behavior?
5. What surprised you?
Lesson Plan:
1. What worked well in the lesson you taught?
2. What could be changed to make the lesson more effective?
9. Class Attendance
Attendance in this course is a requirement. In the event that you cannot
TE 411 - Syllabus
-4-
attend class due to illness or an emergency, notify the instructor before class.
It will be your responsibility to ensure that a classmate picks up copies of any
handouts for sessions missed. Your presence in class is important to your
learning. Many of the learning activities will require your interaction with your
fellow students (learning triads and learning partners). If you are absent, you
will not only miss the interactions/presentations/discussions that take place,
but you will also deprive your classmates of your input. (See general
comments about student assessment in the appendices.) Note – 3 points
will be deducted for each class missed without a medical certificate or
an ‘excused absence’ from the provost’s office. In addition, after 3
missed classes, an improvement plan will need to be put in place. (You
will be allowed one ‘miss’ without penalty.)
10. Class Participation/Readings
Stated simply, you are expected to read all assignments and to be prepared
to participate in class discussions. Lack of class participation denotes lack of
preparedness and interest in the education profession and will be reflected
as such in the student’s final grade. “A” represents work that “exceeds
expectations”. “B” work ‘meets expectations’.
In order to obtain an “A” for the course, participation, attendance, and
professionalism must be demonstrated at all times. All required readings
must occur. In addition, work must be submitted/presented as scheduled.
Grading
98 - 100
A+
88 - 89
B+
78 - 79
C+
94 - 97
A
84 - 87
B
74 - 77
C
90 - 93
A80 - 83
B70 - 73
CJust completing all of the assignments does not ensure an “A” or “B”. To earn
these grades, you must go beyond “just completing”. The minimum expectations
are that you will prepare for class, come to class, participate, be respectful, and
complete assignments. “A” is for consistently outstanding work.
Disability Services and Accommodations for Students
In compliance with Lake Superior State University policy and equal access laws,
disability-related accommodations or services are available. Student who require
such services are to meet with the instructor to discuss their needs. They also
need to register with the Resource Center for Students with Disabilities, which is
located in the Library 149. The telephone number is (906) 635-2454.
________________________________________________________________I
IPASS: If at mid-term, your grades indicate that you are at risk for failing some or
all of your classes, you will be contacted by a representative of IPASS. The
TE 411 - Syllabus
-5-
IPASS program (Individual Plan for Academic Support and Success) is designed
to help you gain control over your learning through proactive communication and
goal-setting, the development of intentional learning skills and study habits, and
personal accountability.
Fall 2009 Dates for Classes
August
Su Mo Tu We Th Fr Sa
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16 17 18 19
20 21 22 23 24 25 26
27 28 29 30
31
7:
15:
21:
28:
5:
13:
20:
27:
4:
11:
18:
26:
October
November
December
Su Mo Tu We Th Fr Sa
1 2 3
4 5 6 7 8 9 10
Su Mo Tu We Th Fr Sa
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30
Su Mo Tu We Th Fr Sa
1 2 3 4 5
6 7 8 9 10 11 12
13 14 15 16
11 12 13 14 15 16 17
18 19 20 21 22 23 24
25 26 27 28 29 30 31
Course Outline
Week
Notes
Topics
Objectives
TE 411 - Syllabus
-6-
1- Aug 31
2- Sept. 14
Introduction – Overview of course
# 1, 3, 5, 8,
syllabus/expectations/ use of
9, 12, 14,
taskstream
15, 17, 18
PSMT; field placement; letter to
mentor teacher
Research on using various
methodologies.
Research on Language Arts
Curriculum Development – What is
it? What is its role in one’s teaching
practice?
Language Arts curriculum
(standards and benchmarks)
Language Arts – What are they?
How are they acquired?
Literacy? What is it?
Are literacy and language arts
related? (Discuss the role of
Language Arts/Literacy in the
elementary classroom.)
Curricular Integration
TE 411 - Syllabus
-7-
*Explore
taskstream.
Chapter 1
Read assigned
material from
handouts
3- Sept 21
4 - Sept. 28
5 - Oct. 5
Constructivism (meaning
# 2, 3, 4, 5,
Construction – continuing research 12, 16, 17, 18
from a constructivist perspective –
reference to Piaget, Vygotsky, and
Gardner)) – Refer to video,
“Learning About Learning”)
Cognitive and Language
Development
Role of technology in the
enhancement of teaching and
learning
Role of the teacher
Bloom’s Taxonomy (Develop
questions, re: constructivism, role of
technology, language arts, at each
level.)
The ‘big picture’ – Michigan
Curriculum Framework for
Language Arts (Ontario Lang. Arts
curriculum)
Research in the Language Arts –
article
Writing a lesson plan and UNIT
PLAN (theme teaching)
Model Lessons - Language
Experience Approach – What is It?
Benefits? (Question – Are the
components, referred to in video,
“Learning About Learning”
present?)
TE 411 - Syllabus
-8-
# 2, 4, 13,
16, 17, 18, 19
*Explore
taskstream
*Read assigned
material.
Chapter 2
Integrated Classroom Community
(collaborative nature – community
of learners – culture, and learning
environment; involving parents)
Teaching Language Arts –
1. The Physical Environment in the
Classroom
2. Organizing and Managing the
Social Environment (eg.grouping)
3. Organizing and Managing the
Academic Environment (eg.
curriculum guides, long range
plans, lesson plans, scheduling,
using themes
4. Involving Parents; involving
volunteers
The Four-Block Literacy Model
(Guided Reading, Self-Selected
Reading, Writing, and Working with
Words”
A Focus on Reading - Effective
Reading Instruction; Essentials:
Tone, Structure, and Routines for
creating and sustaining a learning
community;
The Reading Workshop (Video “Happy Reading Series”) – Explicit
Teaching
6 - Oct. 12
Research – for presentation, activity # 6. 7, 9, 10,
of choice, integrated unit
11. 17, 18
Make and Take Workshop –
learning centers, books, board
games, general games/activities
TE 411 - Syllabus
-9-
Chapters 3 & 4
Chapters 5 & 6
7 - Oct. 19
8 - Oct. 26
A Focus on Reading – Wise
# 2, 3, 4, 10,
Choices; Independence &
12, 14, 16,
Instruction in Book Choice
17, 18, 19
Guided Reading
Literature Circles
Literature Discussion Groups
Student Book Clubs
The Library as a resource
Conferencing
Help of Children with Reading
Difficulties
The “inclusive classroom” – meeting
the needs of students with special
needs in the regular classroom;
ESL;
The reluctant reader
Published Reading programs/basal
readers - Pros? Cons?
Predictable Books
Leveled Books
USSR (Uninterrupted Sustained
Silent Reading)/DEAR (Drop
Everything and Read)
Teaching sight words; role of
phonics; whole language
9 - Nov. 2
Meaning through Writing – A
Focus on Writing
The Writing Process
Writing stories/poetry; expositions;
Using graphic organizers
Journal writing – When? Where?
When? What? Why? How?
TE 411 - Syllabus
-10-
# 14, 16, 17,
18, 19
10- Nov. 9
A Focus on Speaking
Oral Language/ Communication
# 14, 16, 17,
18, 19
Chapter 9
# 14, 17 , 18
Learning
Centers sharing
Oral reading – author’s chair
Reader’s theater
Choral reading
Creative Dramatics
Storytelling
“Mock trials”
Debates
Games
Current Events
11 - Nov. 16
A Focus on Listening
Read Alouds
Storytelling
A Focus on Viewing
12 - Nov. 23
Assessment, Evaluation &
Reporting
*choosing assessment
strategies/authentic assessment:
portfolios, observation, checklists;
self-assessment; peer assessment;
journals
CONFERENCING
Informal reading inventories
*linking with curriculum
expectations
*standardized tests (MEAP, EQAO)
*holistic assessment
*diagnostic/formative/summative
tests
TE 411 - Syllabus
-11-
# 3, 13, 14,
15, 16, 17, 18
Chapter 11
13 - Nov. 30
Assignments of Choice – sharing
Resource binders/bins - sharing
# 3, 11, 12,
17, 18
14 - Dec. 7
Field Placement Reports – sharing
Integrated Units - sharing
Review for final exam (cumulative)
# 2, 5, 14, 15, Integrated Unit
Field Placement
Report
Assign. of
choice &
Resource
binders/bins are
due.
Notes: 1. This schedule is tentative and may be changed due to emerging issues;
2. The highlighted topics are mini-lessons/presentations by students
3. Please read the appendices for course expectations and for taskstream.
* Standards for Professional Learning (Michigan Curriculum Framework, Section VI,
1996):
$ Professional learning involves the application of deep knowledge to produce
complex understanding;
$ Professional learning involves the application of higher-order thinking skills to
produce new meaning and understanding;
$ Professional learning involves collegial dialogue and engaging in substantive
conversation with peers in order to build shared understanding; and,
$ Professional learning involves making connections between knowledge gained
through participation in a community of learners and larger educational and
community issues.
TE 411 - Syllabus
-12-
TE 411 - Syllabus
-1-
Sept. 14, 2009
Dear Colleague,
Thank you so much for hosting a pre-service teacher enrolled in the teacher education
program at Lake Superior State University, for this semester’s fieldwork. The pre-service
teacher requesting to visit your classroom is currently taking the course “EDUC 411:
Language Arts and Methods Across the Curriculum”.
The pre-service teacher is required to spend 15 hours in the elementary classroom doing
directed observations and engaging in language arts activities. These could include:
 reading to a small group or the whole class and then discussing the
story/event/activity;
 working with a student whose first language is not English;
 listening to a small group read;
 introducing a learning center;
 working with children individually or in small groups – particularly, in the area of
language arts;
 supervising a learning center;
 assisting with an integrated unit.
If possible, TEACHING A MINI-LESSON (approximately 15 – 30 minutes), in November,
would be a valuable learning experience for the student teacher.
Discussion with the pre-service teacher about how you incorporate language arts into the
curriculum would be greatly beneficial to the pre-service student.
Please sign the Field Experience Log (Form 325-b) each time the pre-service teacher visits
your classroom as scheduled and complete the ‘Evaluation for Field Experience’ at the end
of the pre-service teacher’s field experience for the course. This is the only paperwork that
you need to do to assist this pre-service teacher in the fieldwork experience. It is the preservice teacher’s responsibility to present the ‘Log’ and have it signed each time s/he visits
your classroom. Your only other responsibility is to provide the pre-service teacher with
opportunities to learn more about the teaching of language arts.
We appreciate your support and efforts to provide our students with the tremendous
opportunity to work with you in the real world classroom.
Sincerely,
Cecile Somme, PhD
Instructor of EDUC 411
Office phone no. (906) 635-2736
csomme@lssu.edu
TE 411 - Syllabus
-2-