EDUCATION 654
Language Arts in the Elementary School
Generic Syllabus
Credit: 3 hours
Prerequisites: None. Graduate or Post-Baccalaureate Status
Course Description: A course providing a review of current research and practices for teaching
the language arts. Special emphasis is placed on teaching writing process in the elementary
school.
General Statement of the Conceptual Framework: The COEHD’s Conceptual Framework
provides direction for the development of effective professionals. It is a living document that
continuously evolves as opportunities and challenges emerge. The four components of the CF are
the institutional standards used for candidate assessment in undergraduate and graduate
programs. They are Knowledge of Learner (KL), Strategies and Methods (SM), Content
Knowledge (CK), and Professional Standards (PS). Diversity and Technology are included in the
assessment process as themes that are integrated throughout all programs in the educational unit
(diversity) (technology).
Course Objectives: Components of the Conceptual Framework coded to objectives:
1) professional standards (PS)
2) knowledge of the learner (KL)
3) strategies and methods (SM)
4) content knowledge (CK)
5) technology (T)
6) diversity (D)
Upon completion of this course the student should be able to:
1. Define the language arts processes and understand how these processes develop in
children. (KL, CK, D)
2. Identify practices and approaches to teaching language arts. (PS, CK, SM, D)
3. Establish a personal philosophy and theoretical base for teaching the language arts, using
current research and experience in the field as starting points (PS, CK, KL, SM, D)
4. Develop and use lesson plans and materials that will help children discover the joys of
language, become fluent in the language arts, and see the relationships among all areas of
learning. (PS, SM, KL, CK, D, T)
5. Plan lessons with adaptations to meet student needs, including for students from diverse
cultures, diverse language backgrounds, gifted students, and other special needs students
(KL, D, T)
6. Demonstrate knowledge of the effective traits of writing and the process approach to
writing and be able to implement effective writing strategies in the classroom. (CK, PS,
D,T)
7. Assess writing skills of students based on writing traits using rubrics. (KL, SM, CK)
8. Work with peers and teachers to plan and share ideas and materials to develop effective
lessons to meet the diverse needs of students (PS, KL, SM, D,T)
9. Effectively research and report findings concerning elements of language arts instruction.
(CK, SM, PS, T)
10. Become proficient in self-evaluation, respond to constructive criticism, learn from
mistakes, demonstrate flexibility, display reflective thinking, and begin to accept
responsibility for personal growth and development as a teacher. (PS, D)
11. Demonstrate acceptable and accurate communication skills in both written and oral work.
(If improper language use is noted by the instructor, the student will need to make an
extra effort to improve in that area. Lack of effort to correct the problem will result in a
significant grade reduction on assignments and in the course.) (PS, CK)
Professional Development Activities: As you complete any professional development activity,
you are required to enter it into PASS-PORT.
Course Evaluation: Students will be graded on written and/or oral reports, as well as any other
assignments required by the instructor. They will also be evaluated on individual, class, and
group participation. Students will take at least two written examinations. Each instructor reserves
the right to establish additional course requirements and/or methods of evaluation. The grading
scale is as follows:
A 93 - 100
B 85 - 92
C 75 - 84
D 69 - 76
F 68 or below
No grade of “D” or “F” may be counted toward a degree. No more than 6 hours of “C”
grades may be counted toward a degree. A graduate student is in good standing and is
considered to be making satisfactory progress if a 3.0 semester and 3.0 cumulative GPA
is earned in all graduate courses. General Catalogue, 2006-2007, page 308
References
Books:
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common Core:
Accelerating achievement. New York: Heinemann.
Collins, J., & Blot, R.K. (2003). Literacy and literacies: Texts, power, and identity. New York:
Cambridge University Press.
Culham, Ruth (2005). 6+ traits of writing: The complete guide for the primary grades. New
York, NY: Scholastic Inc.
____________ (2003). 6+ traits of writing: The complete guide grades 3 and up. New York,
NY: Scholastic Inc.
____________ (2004). Using picture books to teach writing with the traits. New York, NY:
Scholastic, Inc.
Cunningham, P. M. & Allington, R. L. (2010). Classrooms that work: They can all read and
write. New York: Harper Collins College Publishers.
Dewey, J. (1938). Experience and education. New York: Simon and Shuster.
Lewiston, M., Keland, C., Harste, J., & Christensen, L. (2007). Creating critical classrooms: K8 reading and writing with an edge. New York: Routledge.
McIntyre, E., Hulan, N., & Layne, V. (2010). Reading instruction for diverse classrooms:
Research-based, culturally responsive practice. New York: The Guilford Press.
Morrow, L.M., Gambrell, M.B. (Eds.). (2011). Best practices in literacy instruction, fourth
edition. New York: The Guilford Press.
Nodelman, P., & Reimer, M. (2003). The pleasures of children’s literature (third edition). New
York: Allyn and Bacon.
Rosenblatt, L.M. (1978). The reader, the text, the poem: The transactional theory of the literary
work. Carbondale, IL: Southern Illinois University Press.
Rosenblatt, L.M. (1995). Literature as exploration. New York: The Modern Language
Association of America.
Short, K.G. (1997). Literature as a way of knowing. New York: Stenhouse Publishers.
Short, K.G., Harste, J.C., & Burke, C. (1996). Creating classrooms for authors and inquirers.
Portsmouth, N.H.: Heinemann.
Journals
English Journal
Illinois Reading Council Journal
Journal of College Reading and Learning
Journal of Adolescent and Adult Literacy
Journal of Literacy & Technology
Journal of Reading Education
Journal of Research in Reading
Language Arts
New England Reading Association Journal
Ohio Reading Teacher
Reading & Writing
Reading and Writing Quarterly
Reading Horizons
Reading Improvement
Reading in a Foreign Language
Reading Matrix
Reading Research & Instruction
Reading Research Quarterly
Reading Teacher
Reading Today (Newark)
Research in the Teaching of English
Scientific Studies of Reading
Written Communication
Yearbook-Claremont Reading Conference