I.
COURSE TITLE: EDU 439--Language Arts for Children--3 semester hours credit
Instructor: Cheryl Sheppard, Ph.D
csheppar@mc.edu
Office: Lowrey 203
601-925-3847
II.
PREREQUISITES/COREQUISITES: Successful completion of EDU 309/334,
English core courses, and admission to the Teacher Education Program.
Blocked with EDU 311, 312, and 321.
III.
COURSE DESCRIPTION: This course is designed as a study of the principles, methods,
and materials needed for teaching written and oral forms of communication (aside from
reading) in elementary schools.
IV.
RATIONALE: Adults and children use language to develop and share their ideas. Human
language has been defined by linguists as thought and communication. Because language,
thought, and communication are so closely related, the elementary language arts program
should scaffold a child’s ability to use and interpret language by involving students in
thinking, listening, speaking, reading, and writing. Through meaningful interaction with
others and with written text, young children will begin to refine their ability to use language
to communicate, build their own vocabulary, learn to formulate ideas and develop
understanding of the power and limitations of language.
INTEGRATED RATIONALE STATEMENT: This course is designed not only for the
named goals but also as a part of the overall program design for teacher education at
Mississippi College. Some examples are noted here. Language arts teaching methods build
upon and integrate with the students’ background in this content area including the English
requirements in the college core curriculum. All of the primary pillars of the program are
found in EDU 439. Effective language arts instruction integrates the teaching of language
arts throughout the whole curriculum and integrates instructional strategies/practices that
meet the ever growing needs of diverse language learners and multicultural backgrounds.
This course is driven, in part, by the International Reading Association’s standards as well as
the Common Core State Standards for English/Language Arts. Secondly, since students will
be teaching in a diverse society, multicultural perspectives and respect for all individuals will
be emphasized. Diversity is discussed in detail in this course specifically in relation to
diverse rates of language learning, multicultural children’s literature, and second language
learners. Further, technology is an important component of the course. Students, through
the use of Tk20, correspond with the professor regularly. Students also explore websites to
be used in relation to research on CCSS, MS’s Accountability System, and state and federal
assessments. Authentic assessment strategies are noted wherever applicable. Assessment of
student learning in relation to the language arts is discussed in detail. This course is part of
the professional teaching block at MS College and students are required to complete a
practicum during the last month of the semester which requires students to gain classroom
experience. This course is one of four referred to as the “professional block.” Candidates
are given many opportunities to reflect, analyze, and improve based on their reflections. The
goal is for the student to have the necessary skills to teach the language arts effectively and
become a caring, competent, reflective practitioner.
1
V.
COURSE OBJECTIVES:
This course is based on the assumption that teachers should have certain knowledge and
competencies and should be introduced to all major components of an elementary school
language arts program. As a result of this course, students should develop the following
knowledge and competencies:
1.
An understanding of integrated, literature-based language arts instruction as it relates
to CCSS such as reading standards for literature, reading standards for foundational
skills, writing standards, speaking and listening standards, and language standards.
2.
An understanding of language development and the role of communication in the
integrated, literature-based language arts program.
3.
An understanding of the role of viewing in the language arts program.
7.
An understanding of alternative methods for teaching handwriting, spelling,
grammar, and usage of the English language.
8.
The ability to plan appropriate language arts activities through the understanding by
design (UbD)method to maximize student learning in an inclusive, multi-cultural
classroom.
9.
The ability to deliver appropriate language arts lessons utilizing integrated, literaturebased language arts methods.
10.
The ability to integrate technological tools into the integrated, literature-based
language arts program.
11.
The ability to plan and conduct formal, informal, and authentic assessments in an
integrated, literature-based language arts program.
VI.
ACADEMIC INTEGRITY:
Mississippi College students are expected to be scrupulously honest. Dishonesty, such as
cheating, plagiarism, or furnishing false information, including forgery, alteration or misuse
of College documents, records or identification, will be regarded as a serious offense subject
to severe penalty, including, but not limited to, loss of credit and possible dismissal. See the
current Mississippi College Bulletin for the complete policy.
VII.
COURSE TOPICS:
The major topics of this course center on language arts instruction in the elementary
classroom. Those are considered to be:
1.
Using an integrated language arts approach
2.
The importance of learning to communicate
3.
The reading and writing connection
4.
Designing language arts units and lesson plans
5.
How children acquire language
6.
Learning about language origins
7.
Learning to listen
8.
Improving oral communication
9.
Helping children become authors
10.
Writing as idea making and writing workshop
11.
Functional oral communication
12.
Language patterns, usage, and grammar
2
13.
14.
15.
16.
17.
18.
19.
20.
21.
Spelling and dictionary use
Handwriting
Storytelling
A review of literature in the language arts classroom
Diversity and differentiation in the multicultural, mainstreamed classroom
Type of assessment
Publication of materials with the computer
Review of language arts software for the language arts classroom
Graphic Organizers in the language arts classroom
VIII. INSTRUCTIONAL METHODS:
Lecture, discussion, demonstration/modeling, role-playing, cooperative group work,
observation, lesson planning, audio/visual aids, reflection, bulletin boards, classroom
computer lab research and program use, individual projects/presentations/reports, field
experiences, and exams will be utilized in this class.
IX.
ASSIGNMENTS:
All assignments must be submitted as scheduled. Assignments submitted late will result in
the lowering of points/grade. Assignments turned in one week after the due date will not be
accepted.
1. Assignments must be stated in standard English, with correct punctuation and spelling.
2. All assignments should be typed and submitted as scheduled. (Use Times or New Times
Roman, 12 point font, double spaced)
3. Assignments will be taken up at the beginning of each class period. An assignment is
considered late if it is turned in after assignments have been collected. Assignments that
are late will result in the lowering of 10 points per day.
X.
EVALUATION
Exams: Two exams will be administered during the course of the semester. Quizzes will be
periodically administered in order to evaluate students’ progress. A comprehensive final exam may
be given. No make-up tests will be given during the semester. If tests are missed, they will be given
during the last class period of the semester and will be permitted only at the discretion of the
instructor. If a student must miss a test, he/she should notify the instructor before the test is given.
3
EDU: 439
FINAL GRADE SHEET
Classwork is 80% of final grade
Assignment
% of Grade
Test 1
Test 2
Assessment Project
School Presentation
3-day lesson plan(Tk20)
Lesson Plan presentation
Graphic Organizer Project
Reflections
15%
15%
15%
10%
15%
10%
10%
10%
Actual Grade
% Grade
Points
Total Points
X 80%
Field Experience- 20% of Final Grade Total ____________
X 20% ____________
Final Grade for Course (80% + 20%)
____________
A 95 - 100
B 85 - 92
C 75 - 84
D 70 - 74
F 69 - below
Other Course Requirements:
Tests- All students will be required to take two tests on information covered in class. The first will
be on chapters 1 - 7 and the second will be on chapters 8 - 15.
4
Assessment Project- Students will review the Common Core State Standards, MS’s Accountability
Plan, and federal and state assessments including the Mississippi Curriculum Test Practice Test
Book. Based on the rubric, students will conduct activities and complete an individual research
paper and a group made assessment.
Three-day Unit Lesson Plan- Students will write a 3 day unit using the UbD format and graded by
a rubric. The plan will be submitted on Tk20. A short overview of the unit with a handout will be
presented to the class.
School Presentation- Students, in groups, will visit a local school/district to collect
pictures/video/information based on set criteria for a presentation to their classmates. See rubric.
Graphic Organizer Project- Students will complete a study of Thinking Maps graphic organizers
and what concepts/skills are taught using these. They will demonstrate knowledge of each type and
how to utilize them in a language arts classroom. See rubric.
Reflections- Students will email a reflection after each class period. Reflections should include
your reflection on a topic(s) discussed in class and one way you could teach this in your
classroom. Each paragraph should be 5 to 10 lines long.
Field Experience and Seminar
Twenty-four hours of seminar and a minimum of sixty hours of block teaching experience are
required for each BLOCK COURSE, EDU 311, 312, 321, and 439. These hours are
mandatory to successfully complete the BLOCK COURSES; therefore, attendance for both
is mandatory. Absences will be recorded in each block course (EDU 311, 312, 321, and 439)
and penalties will apply as stated in that course syllabus.
The seminar consists of meetings to discuss generic topics and trends. Topics included are:
Understanding by Design, Common Core State Standards, Authentic Assessment; Data Analysis;
Interpretation of Data; Evaluation of Data; Modifying Instruction Based on Analysis of Data;
Response to Intervention, and Classroom Management.
The block teaching experience requires teacher candidates to be assigned to an elementary
classroom for a minimum of three hours per day, five days a week for a three to four week
period. While in the classroom, the teacher candidate is expected to write and teach a minimum
of one, 30-minute lesson per day in one of the content areas. Candidates will be observed for
feedback by the classroom teacher each day and a minimum of 2 times by a university
supervisor. These visits will be judged on the following criteria:
 organization of a professional notebook
 accuracy of lesson plan
 appropriate delivery of the lesson
 professional demeanor
A post observation conference will be held to discuss criteria compliance.
5
All MC students will be required to pass a background check before being allowed to participate
in field experiences. This will be done through Certified Background. The cost will be
approximately $40. Passage of this background check will remain effective for 7 years for use in
local school districts.
All teacher education students will be required to purchase a Tk20 account beginning in Fall
2009. The Tk20 system will allow you to:
 Build your artifacts electronically, online. Your artifacts will stay with you, so you can
use them for years, even after graduation.
 Receive quicker feedback on your work from your instructors and mentors.
 Create electronic portfolios for documenting your work for presentation to the faculty and
prospective employers.
 Have a fully documented record of your field experience work and your experience with
student teaching/clinical practice.
 Fill out all your application forms online. This includes applications for admission to the
program and for student teaching.
 Receive updates on job openings and possibilities (to be activated very soon)
Additionally the TK20 system will help us serve you better by providing instant data for advising
and by providing data to help us improve our programs. There will be a one-time charge of $100
for a Tk20 account. This can be purchases online or through the bookstore, there will be a markup at the bookstore, but this option will allow students to request compensation from financial
aid (if eligible) to purchase the account.
XI.
OTHER COURSE INFORMATION:
Mississippi College does not refund tuition to students who drop a class after the first week.
Tutorial services will be provided for students outside of classtime by the professor. Hours for
tutoring are posted on the professor’s door along with class times and office hours.
Class attendance and participation: Students are expected to attend class, to carry out all assigned
work on time, and to complete written exams in the class period designated. University policy
regulates class absences and no credit can be given in a course in which a student misses more than
25% of the class time. Tardies and early class departures count toward the number of absences so
students should plan to arrive on time and remain until the end of the class period. If a student does
arrive late, it is her/his responsibility to tell the instructor at the conclusion of the class period. Two
tardies/early departures will count as one unexcused absence. Unless there is an emergency,
doctor appointments, airplane flights etc. should not be scheduled during class time. Excused
absences warrant official documentation (i.e. legal, medical, or school-related reasons). Unexcused
absences are based on the instructor’s professional judgment. If a student misses more than the
number of class periods specified in University policy and believes that there are reasonable
explanations for the absences, she/he may appeal absences to the Dean of the School of Education.
Students may obtain a Student Absence Appeal Form from the Dean’s Office.
6
Comments:
1. Students are expected to actively participate in class activities and discussions. All assigned
readings should be completed prior to class.
3. Cellphones should be on quiet during class. If there is an emergency and the student needs to
use their cellphone for a call or texting, please step out of the classroom so as not to disturb other
students.
In order for a student to receive disability accommodations under Section 504 of the Americans
with Disabilities Act, he or she must schedule an individual meeting with the Director of Student
Counseling Services immediately upon recognition of their disability (if their disability is known they
must come in before the semester begins or make an appointment immediately upon receipt of their
syllabi for the new semester). The student must bring with them written documentation from a
medical physician and/or licensed clinician that verifies their disability. If the student has received
prior accommodations, they must bring written documentation of those accommodations (example
Individualized Education Plan from the school system). Documentation must be current (within 3
years). The student must meet with SCS face-to face and also attend two (2) additional follow up
meetings (one mid semester before or after midterm examinations and the last one at the end of the
semester). Please note that the student may also schedule additional meetings as needed for support
through SCS as they work with their professor throughout the semester. Note: Students must come
in each semester to complete their Individualized Accommodation Plan (example: MC student
completes fall semester IAP plan and even if student is a continuing student for the spring semester
they must come in again to complete their spring semester IAP plan).
Student Counseling Services is located in Alumni Hall Room #4 or may be contacted via
email for Dr. Amy Christian at christia@mc.edu. She may also be reached by phone at 601925-7790.
XII.
INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:
Students are required to have the following materials:
glue stick, markers, scissors, small packet of construction paper.
Text:
Tompkins, G. (2008). Language arts: Content and teaching strategies. (7th ed.) New
Jersey: Merrill Publishing Company.
Bibliography of Classics:
American Psychological Association. (1994). Publication manual of the American Psychological Association
(4th ed.) Washington, D.C.: Author.
Au, K.H., Mason, J.M., & Scheu, J.A. (1995). Literacy instruction for today. New York: Harper Collins College
Publishers.
Avery, C. (1993). ...And with a light touch. Portsmouth, NH: Heinemann.
Baker, E.C. (1994). Writing and reading in a first grade writer’s workshop: A parent’s perspective. The Reading
Teacher, 47, 372-377.
Barr, R. & Johnson, B. (1997). Teaching reading and writing in elementary classrooms (2nd ed.) New York:
Longman.
7
187.
Bean, W. & Bouffler, C. (1995). Spelling by writing. Portsmouth, NH: Heinemann.
Bridges, L. (1995). Assessment: Continuous learning. York, ME: The Galef Institute.
Clymer, T. (1996). The utility of phonic generalizations in the primary grades. The Reading Teacher, 50, 182Combs, M. (1996). Developing competent readers and writers in the primary grades. Englewood Cliffs, NJ:
Merrill.
Cox, C. & Zarrillo, J. (1993) Teaching reading with children’s literature. New York: Merrill.
Daniels, H. (1995). Literature circles: Voice and choice in the student-centered classroom. York, ME:
Stenhouse Publishers.
Fields, M.V. & Spangler, K.L. (1995). Let’s begin reading right: Developmentally appropriate beginning literacy.
Englewood Cliffs, NJ: Merrill.
Fountas, I.C. & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH:
Heinemann.
Johnston, P.H. (1997). Knowing literacy: Constructive literacy assessment. York, ME: Stenhouse Publishers.
Manzo, A.V. & Manzo, U. (1997). Content area literacy: Interactive teaching for active learning. Upper Saddle
River, NJ: Merrill.
Morrow, L.M. (1993). Motivating independent reading and writing in the primary grades through social
cooperative literacy experiences. The Reading Teacher, 47, (2), 162-164.
Pinnell, G.S. & Fountas, I.C. (1998). Word matters: Teaching phonics and spelling in the reading/writing
classroom. Portsmouth, NH: Heinemann.
Rothlein, L. & Meinbach, A.M. (1996). Legacies: Using children’s literature in the classroom. New York:
Harper Collings College Publishers.
Sanacore, J. (1993). Supporting a literature-based approach across the curriculum. Journal of Reading, 37 (3),
240-244.
Stewig, J. W., & Nordberg, B. (1995). Exploring language arts in the elementary classroom. Belmont, CA:
Wadsworth Publishing Company.
Wiener, R.B. & Cohen, J.H. (1997). Literacy portfolios: Using assessment to guide instruction.Upper Saddle
River, NJ: Merrill.
Wilde, S. (1997). What’s a schwa sound anyway? A guide to phonetics, phonics, and spelling. Portsmouth, NH:
Heinemann.
Wolfinger, D.M. & Stockard, J.W. (1997). Elementary methods: An integrated curriculum. New York:
Longman.
Classic References:
Anderson, R.C., Hiebert, E.F., Scott, J.A., & Wilkinson, I.A. (1985). Becoming a nation of readers: A report of
the commission of reading. Washington, D.C.: The National Institute of Education.
Atwell, N. (1987). In the middle: Writing, reading and learning with adolescents. Portsmouth, NH: Heinemann.
Butler, A. & Turbill, J. (1984). Towards a reading-writing classroom Rozell, NSW, Australia: Primary English
Teaching Association.
Calkins, L.M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann.
Calkins, L.M. & Harwayne, S. (1987). The writing workshop: A world of difference. Portsmouth, NH:
Heinemann.
Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M. (1975). What did I write? Chelmsford, MA: Heinemann.
Deford, D., Lyons, C. & Pinnell, G.S. (1991). Bridges to literacy: Learning from Reading Recovery.
Portsmouth, NH: Heinemann.
Goodman, K. (1986). What’s whole in whole language? Portsmouth, NH: Heinemann.
Graves, D. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann
Graves, M.F., Juel, C. & Graves B. (1998). Teaching reading in the 21st century. Boston: Allyn & Bacon.
Holdaway, D. (1979). The foundations of literacy. New York: Ashton Scholastic.
Routman, R. (1991). Invitations: Changing as teachers and learners K-12. Portsmouth, NH: Heinemann.
Smith, F. (1988). Joining the literacy club: Future essays into education. Portsmouth, NH: Heinemann.
Trelease, J. (1985). The new read-aloud handbook. Victoria, Australia: Penguin Books.
Wilde, S. (1992). You kan red this? Spelling and punctuation for whole language classrooms, K-6. Portsmouth,
NH: Heinemann.
8