I. COURSE TITLE:
Education 6525—Studies in the Teaching of Elementary School Language Arts
Three semester hours credit
Mississippi College Campus
Instructor Information: Dr. Cheryl Sheppard Office: 203 Lowery Hall
csheppar@mc.edu
Office number: 601-925-3847
II. PREREQUISITES: Graduate Standing
III. COURSE DESCRIPTION: This course focuses on studies of current trends and
practices in curricula and classroom-relevant theory and research in the teaching of
elementary school language arts. Emphasis will be placed on practical usage of language
arts teaching strategies/activities for the elementary Pre-K - 8 classroom. A special focus
will highlight child development and the learning environment.
IV. RATIONAL: Effective elementary language arts teachers must continually stay
abreast of the latest research and teaching strategies. Now in a technological age,
language skills are more important than ever. Attention must be given to the deepest
concerns of language teachers—which includes: the language different child, the child
with special needs, the importance of non-print communication, the impact of media on
reading and writing, and reading and writing across the curriculum. Teachers must
consider a variety of appropriate teaching methods in language arts to meet the needs of
all types of learners.
As part of the requirements for the Master’s Degree in Elementary Education, the content
of this course is designed to give in-service teachers and graduate students an extensive
study of effective language arts approaches to be used in teaching elementary students.
Due to the current emphasis on national standards, it is also essential that this graduate
course, which focuses on comprehensive reading programs for elementary classrooms,
align with the reading content standards of the MS State Frameworks/Benchmarks.
V. COURSE OBJECTIVES: The goal of this course is to develop an understanding of
how to teach students to be proficient language users. Competence in listening, speaking,
reading, writing, viewing, and visually representing influences productivity, encourages
self-sufficiency, and increases enjoyment of life. At the completion of this course,
teachers will be able to:
An understanding of integrated, literature-based language arts instruction. K1, D2, D4,
D7, K17, K18, D15, D16, D32, D33
2.
An understanding of language development and the role of communication in the
integrated, literature-based language arts program. K1, D2, K6, K9, K12, K20, K23,
D19, D20, K24
3.
An understanding of the role of listening and speaking in the integrated,
literature-based language arts program. K1, D2, K9, K12, K20, D19, D20, K24
4.
An understanding of the role of reading in the integrated, literature-based
language arts program. K1, D2, K12, D12, D20, K24
5.
An understanding of writing development and the role of writing in the language
arts program. K1, D2, K12, D12, K19, D17, D20, K24
6.
An understanding of the role of viewing in the language arts program. K1, D2,
K12, K24
7.
An understanding of alternative methods for teaching handwriting, spelling,
grammar, and usage of the English language. K24, D32
8.
The ability to plan appropriate language arts activities to maximize student
learning in an inclusive, multi-cultural classroom. K2, D5, K8, K9, K10, K11, D8, D9,
D10, D11, K13, K17, K18, D15, D18, D22, K24, D23, D24, D32, K34, D34
9. The ability to deliver appropriate language arts lessons utilizing integrated, literaturebased language arts methods. K3, K5, D7, K14, K17, K18, D15, D16, K25, K26, D32
10.
The ability to integrate technological tools into the integrated, literature-based
language arts program. K14, K24
11.
The ability to plan and conduct authentic assessments in an integrated, literaturebased language arts program. D6, K27, K28, D26, D27, D29
VI. ACADEMIC INTEGRITY: Mississippi College students are expected to be
scrupulously honest. Therefore, plagiarism and cheating will be dealt with in accordance
with the policies of the university. These policies are stated in the current Graduate
Bulletin Policy 2.19.
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 K3, D7, K13, K17, K18, D15, D16,
D32, D33
2.
The importance of learning to communicate D3, K20, K23, D19, D20
3.
The reading and writing connection D4, K12, D20, K24
4.
Designing language arts units and lesson plans D7, D23, D24
5.
How children acquire language K1, D2, K6, K9, K12, K20, D19, 26
6.
Learning about language origins
7.
Learning to listen D2
8.
Improving oral communication D3, K9, K20, K21, D19, D20
9.
Helping children become authors K4, D20, K26
10.
Writing as idea making and writing workshop K1, D2, D3, K13, D12, K17, K18,
K19, D15, D16, D17, K24
11.
Functional oral communication K21
12.
Language patterns, usage, and grammar K1, D2, K4, K24
13.
Spelling and dictionary use K1, D2, K4
14.
Handwriting K26
15.
Storytelling
16.
A review of literature in the language arts classroom D3, K14, K25
17.
Diversity in the multicultural, mainstreamed classroom D5, K8, K10, K11, D8,
D9, D10, D11, K15, D18, D22, K34
18.
Authentic assessment D6, K27, K28, D26, D27
19.
Publication of materials with the computer K14, K25
20.
Review of language arts software for the language arts classroom K14, K25
VIII. INSTRUCTIONAL METHODS: Textbook and journal readings will be assigned
to correlate with the objectives of this course. Handouts will be provided to supplement
the text. Topics will be introduced through lecture/discussion. Small groups and
cooperative groups will be used to explore topics. Related visual aids, computers and
technology, demonstrations, guest speakers, group and individual projects, and
presentations will also be used to aid instruction in this course.
IX. ASSIGNMENTS: Grades for the course will be assigned on the basis of the degree
and quality of completion of the requirements listed in this syllabus. Assignments cover
a variety of aspects of teaching and learning. All assignments should be typed, submitted
in proper English, with correct punctuation and spelling, and adhere to either 5th or 6th
edition APA style for writing. Students will complete the following:
1. First Assignment
10%
Students will research the ELA State Frameworks and the Common Core State
Standards.
2. Exam
10%
Complete a written examination based on the objectives of this course. The exam
will consist of application-based essay questions or problem-based learning
situations. The student will be responsible for all assigned readings, lectures,
study guides, and other materials covered in the course.
2. Literature Circle Project
20%
Students will read a 2nd-6th grade chapter book and create a unit including
activities for a literature circle and vocabulary. Graphic organizers will also be
required.
3. GO Chart
10%
Students will design a graphic organizer chart in the format given to teach
comprehension skills and strategies for a book of their choice.
5. Journal Article
15%
Summarize and critique one professional journal article published in 2008 or later.
Each plan should be 1-2 pages in length and should follow the guidelines of the rubric. A
copy of the journal article should be included with the action plan. Journal article/action
plan topics from which students may choose are found under the section Course Topics in
the course syllabus. Approved journals include:
American Journal of Education
Journal of Teaching and Writing
Early Childhood Education
Phi Delta Kappan
Educational Leadership
Reading Improvement
Elementary School Journal
Reading Research and Instruction
Journal of Adolescent and Adult Literacy Reading Research Quarterly
Journal of Education
Reading Teacher
Journal of Literacy Research
Teacher Educator
Journal of Research & Development Education
6. Lesson Plan/Presentation
20%
Each student will develop a one day language arts unit based on the competencies,
objectives and benchmarks found in the Mississippi Language Arts Framework 2007.
The lesson plan will include detailed activities, appropriate assessment and evaluation
tools, and interdisciplinary correlations for a particular grade must be included.
NOTE: You will have approximately 5 minutes to share highlights of his or her language
arts unit materials, ideas, and activities. Please see the rubric for more specific
instructions on the unit.
7. Chapter Presentations
15%
1. Each student will share an activity related to a chapter of their choice. Activities
must be those that can be accomplished in a K-5 classroom. Students must be
prepared to conduct this activity in class and provide materials for each classmate
to complete the activity.
2. Students will bring five (5) of their favorite children’s books that can be read (by
the teacher or the child) in a K-8 classroom. These books will be shared with
your classmates. See rubric.
3. Students will take 10 minutes to present the highlights of their journal article.
8. Attendance
Students will receive a 100 for 2.5% points of their final grade for having no more than
one unexcused absence and one tardy. If a student is absence due to a professional
requirement, an excuse from the supervisor must be presented. Students should plan to
arrive on time and remain until the end of the class period. If a student does arrive late, it
is his/her responsibility to tell the instructor at the conclusion of the class period.
9. Activities
Students will receive a 100 for 2.5% points toward their final grade for having 5
examples of activities presented by other students in class. These examples need to
reflect usage in the classroom. If a student is not presently teaching, opportunities will be
provided to create examples.
X. EVALUATION: As a graduate student all assignments noted in section IX will be
assessed on the basis of mechanics, content, and expression. Assignments, other than
exams, will be evaluated using rubrics. The relative value of each assignment is based on
the weight stated in section IX.
Mechanics includes writing abilities such as appropriate verb usage, subject-verb
agreement, commas uses, proper punctuation, spelling, sentence structure, and APA
format. Content involves such aspects of the assignments as following directions,
addressing the question/problem appropriately, providing correct information, use and
correct terminology, and adequate documentation. All sources used should be properly
cited. Expression includes the writing aspects of clarity of the material, style and format
of writing, appropriate introduction and summary information.
The grading scale for this course is:
94-100=A 88-93=B+ 83-87=B 75-82=C 70-74=D below 70=F
Mississippi College Class Attendance Policy
Students are expected to attend class and to carry out all assigned work on time. College
policy regulates class absences and no credit can be given for a course in which a student
misses more than 25% of the class periods. 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, he/she may appeal the absences to the Dean of the School
in which the course is being taught. Students may obtain a Student Absence Appeal
Form from the Dean’s Office.
XI. OTHER COURSE INFORMATION: Students are expected to actively
participate in class activities and discussions. All assigned readings are to be completed
prior to class.
Late Assignments: The course calendar clearly states due dates for course assignments.
Activity presentation dates will be determined and communicated at the beginning of the
semester. Due to the schedule of activities, no late presentations should be made. Ten
points will be deducted for every class period an assignment is late (not turned in
during the assigned class period). Assignments turned in later than one week after the
due date will not be accepted. If a student experiences difficulty in meeting a deadline,
he/she should inform the instructor before the due date.
Make-up exams will be permitted at the discretion of the instructor. If a student must
miss a test, he/she should notify the instructor before the test is given.
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 they may be
contacted via email at christia@mc.edu or rward@mc.edu. You may also reach them by
phone at
601-925-7790.
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 class time by the professor.
Hours for tutoring are posted on the professor’s door along with class times and office
hours.
Please refer to the Mississippi College General Bulletin for university policies
concerning:
Incomplete grades
Attendance policies
Appeal process for absences
Special accommodations
Drop dates for courses
Graduate students should read the Graduate Orientation Manual in its entirety. This is
an important part of the orientation for graduate students. Please get your hard copy from
your department or the Graduate Office in Nelson 202. You may also view the manual
on the web at this address: http://www.mc.edu/publications/graduate/orientation.html/
INSTRUCTIONAL MATERIALS AND BIBLIOGRAPHY:
Textbook: Ogle, Donna. (2009/2nd edition) Engaging in the Language Arts.
Pearson: Boston.
Instructional Supplies: Due to weekly class activities/projects, students may wish to
have the following:
Markers
Glue stick
Colored Duct Tape (2 rolls)
Construction paper
Scissors
One gallon sized box of Ziplocs (25+ count)
Scotch Tape
3 Ring Notebook
Attendance and/or Back To School Activities

Students will receive 100 points toward their final grade (2.5% of total
grade) for having no more than one unexcused absence and one tardy.
(See attendance policy for information on unexcused absences.)

Students will receive 100 points toward their final grade (2.5% of total
grade) for taking an activity learned in class back to their classroom and
adapting it for their use. Evidence of the completed activity (pictures,
actual child’s work, written summary by child about activity, etc.) must
be presented on or before the last class. Evidence of the activity will
not be graded, simply noted as turned in. A minimum of 5 activities
must be completed.
EDU 6525
Dr. Cheryl Sheppard
January, 2012
Grade Sheet
Student: _______________________________
Assignment
Score
Percent of Grade
Exam
10%
First Assignment
10%
Literature Circle
Project
GO Chart
20%
10%
Journal Article
15%
Lesson Plan
20%
Chapter
Presentation
15%
Activities/
5%
Attendance
Total
Final Grade
100%
Total