University of Central Florida
College of Education
LAE 4314: Language Arts in the Elementary School
Spring Semester 2014
Instructor:
Office:
E-mail:
Phone:
Day/Time:
Office Hours:
Dr. Robbie Ergle
Ocala Campus, Building 20, 2nd floor
Roberta.ergle@ucf.edu
352.854.2322 x1804
Room 208: Thursday 9:00-11:50
Before and after class; Office by appointment.
Catalog Description
This course focuses on instructional delivery, learning environments, assessments, and best
practices in language arts with emphasis on writing as well as listening, speaking, reading viewing
and visually representing. In this course students are exposed to various principles, procedures,
theory, assessment, and current best practices in reading, writing, listening, and talking.
Elementary Program Goal Statement: Candidate recognizes the need for effective
communication, writes in a logical and understandable style, uses appropriate grammar and
sentence structure, demonstrates a command of Standard English, understands and values the
importance of effective and appropriate communication as demonstrated by effective written
communication to parents.
Textbooks:
Tompkins, Gail, E. (2005) Language Arts: Essentials.
Merrill/Prentice Hall.
Fletcher, R., Portalupi, J. (2001) Writing Workshop.
Upper Saddle River, New Jersey: Merrill/Prentice Hall.
Suggested/approved Scholarly Journals for Language Arts:
-Language Arts
-Language Quarterly
-Book Links
-The Reading Teacher
-Journal of Reading
-Journal of Writing Research
-The Hornbook
-Reading and Writing
-Reading Today
Course Objectives:
Key:
ESOL- English to Speakers of Other Languages
FEAP- Florida Education Accomplished Practices
PEC – Professional Educator Competencies
FSAC - Florida Subject Area Competencies: (EE =Elementary K-6, NCTE- National
Council of Teachers of English, IRA - International Reading Association)
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To successfully complete LAE 4314, students must be able:
A. To intelligently discuss the components of language (analyze language processes according to
phonics, grapho-phonics, orthography, morphemic analysis, structural analysis, syntax, and
semantics) as well as the corresponding modes of language arts. [ESOL 2.1.a, 2.1.b ; Tech
I.C.1, III.A; FSAC-section 60 1.1, 1.2, 1.3, 2.3; NCTE/IRA 6, 9,12]
B. To understand Standards as handed down from our professional organizations, such as IRA &
NCTE/IRA, and from the State of Florida through the Sunshine Standards and the Florida
Accomplished Practices. [FEAP A.3e ; NCTE/IRA 11]
C. To realize the importance of listening, speaking, poetry, art, music, and drama in the
elementary language arts program, including the key role these play in second language
development. [ESOL 3.2.b, 3.2.c, 3.2.k ; FSAC-section 60 12.3; section 60 28.2, 28.3; section
60 35.1 35.2; NCTE/IRA 3, 4, 5, 8, 11, 12]
D. To demonstrate an understanding of the many avenues of learning that children’s literature
as well as other art forms and technological aids can bring to the elementary language arts
curriculum, particularly in light of the culturally and linguistically diverse students in our
classrooms. [FEAP/PEC 5, 9, 12; ESOL 3.3.c as well as PEC 14; Tech I.D.2, IV. B, IV.C; FSACsection 60 4.4; FSAC-section 35.1, 35.2; 11.1, 11.2; NCTE/IRA 1, 2, 7, 8, 9, 11, 12; FSAC
Section 28.2, 28.3]
E. To plan and execute a project related to stimulating written expression in elementary
students. [FEAP/PEC 2, 4, 7, 10, 12; ESOL 3.2.f, 3.2.g, 3.2.k; Tech I.D.2, IV.B; NCTE/IRA 3,
4, 5, 7, 8, 12; FSAC-section 60 5.1, 5.2, 5.3, 5.4, 5.5; NCTE/IRA 5; FASC Section 60 28.2,
28.3]
F. To plan and execute at least one letter home to parents about an issue in language arts
instruction or a pedagogical strategy. This letter home will model acceptable written
communication and to show evidence for collaboration with home/school and the larger
community [FEAP (A) 2.e and (B) 1.d ]
G. To plan a thematic unit/text set related to a social studies topic, and utilizing a broad variety
of genres of children’s literature to deepen and enrich student thinking, employing a pre/post
test of 20 related facts & concepts, and enhancing higher order thinking. [FEAP (A) 3.b; (A)
3.e; (A) 3.f ; (A) 4.c]
H. To demonstrate an understanding of effective spelling, grammar, and handwriting instruction
for the elementary student, taking into consideration differentiation across developmental
levels and for the culturally and linguistically diverse child. [ESOL 2.1.a, 3.2.a; FSAC-section
60 5.3; NCTE/IRA 4]
I. To recognize the importance of the writing process as well as other instructional strategies
related to the arts and language arts that also provide social language development such as
writers’ workshop and literature circles.[ ESOL 3.2.f, 3.2.g, 3.2.k, 4.1.b ; FSAC section 60 35;
12.2; NCTE/IRA 1-12; FSAC Section 60 28.2, 28.3]
J. To demonstrate an understanding of appropriate techniques for evaluating and assessing the
writer/ learner, particularly in light of culturally and linguistically diverse population. [ESOL
5.1.a, 5.1.b, 5.1.d, 5.3.f ; FSAC-section 60 5.1,5.2, 5.3, 5.4, 5.5, 5.6; section 60 6.2, 6.3;
NCTE/IRA 1-12]
K. While accommodating for the various learning styles, and integrating art, music, and
movement, as well as the cultural/ linguistic backgrounds of students and families, to explore
instructional decisions about the elementary teacher’s role as the manager of the language
arts learning environment and as the parent and community literacy educator. [ ESOL 1.1.a,
1.1.e, 4.1.c ; FSAC-section 60 5.1, 5.2, 5.3, 5.4, 5.5, 5.6; NCTE/IRA 1-12; ACEI 2.1]
Administrative Course Requirements
Format: All written assignments should be word-processed and professionally presented.
Students are responsible for keeping a hard copy of all work in case of a computer crash or theft.
Quality: Work is expected to be thoughtful, reflective, and of high quality in both content and
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presentation. Work that does not meet University level standards in writing style will not receive
full credit. For evaluation, work is required to be written in Standard English and be free of
grammatical and mechanical errors.
Late Assignments: A late assignment will not be accepted for any credit or the grade will be
lowered by at least 10% for each day it is late, depending on the assignment. The assignment is
due at the beginning of the class period. If a student is absent, any required assignments must be
emailed to the professor before the beginning of class or the assignment will be considered late.
Attendance: You are enrolled in the College of Education because you are preparing for the
profession of teaching children. It is expected that each of you will demonstrate interest,
enthusiasm, and professionalism in all of your classes. Two key components of professionalism
are attendance and participation. You will be assessed with regard to these. There are no excused
absences. However, you may miss one class for any reason. Each absence beyond this would
result in a reduction of your final grade by one level. Chronically arriving late and/or leaving prior
to the end of class will reflect as an absence. Students who disrupt the class process by repeatedly
leaving and returning to class, chatting with neighbors, texting, doing work not related to class,
working on their computers, or sleeping may also have their final letter grade reduced. If you
must miss class for an emergency, please bring in appropriate evidence. I believe you are
dedicated to becoming the best teacher possible and to that end; this component
will not become an issue for you.
Golden Rule: The criteria for behavior outlined in The Golden Rule and the College of
Education’s Student Concern and Personal Attributes Form document will apply. Make sure you
familiarize yourself with the UCF Handbook for issues dealing with plagiarism and academic
dishonesty. Violations of this nature may also result in an official Concern Form and a permanent
record on your transcript. http://www.ucf.edu/goldenrule/
Disabilities Act: Please inform me should you require a particular accommodation for this
class. It is the student’s responsibility to inform the instructor after the first class. The professor
must be officially notified of an expected accommodation by the University of Central Florida
Office of Student Disability Services before accommodations will be made.
Point Values:
93-100=A
84-92= B
75-83=C
66-74=D
Assignments:
Letters to Parents: ( LiveText Assignment)
Portfolio Assignment which must meet the following criteria: recognizes the need for effective
communication; writes in a logical and understandable style, uses appropriate grammar and
sentence structure, demonstrates a command of standard English; understands and values the
importance of effective and appropriate communication as demonstrated by effective written
communication to parents.
Write a letter (one page single spaced) to inform parents about a Language Arts strategy/activity
that you will be using in the classroom.
The letter should:
 Explain the topic
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



Describe the rationale for what you will be doing in the classroom
Weave in 2 pieces of research to support your philosophy
Offer parents 2 strong, specific suggestions on how they can help the child at home
NO Mechanical or grammatical errors! Writing style should reflect a professional level.
Proofread, proofread, proofread!
As you create the letter, think about how you will deal with concerned parents and anticipate
questions/information they might ask. The letter should begin with a friendly, positive tone and
be written so that the lay public can understand what you have to say. Details and rubric will be
handed out in class. Livetext rubric is found at www.livetext.com.
Note: For 2014, your letter will be written to be sent home with your ELA buddy.
Handwriting:
Student will demonstrate the ability to write Zaner-Bloser or D’Nealian manuscript as well as
cursive handwriting by presenting samples of each on primary lined paper. Write your upper and
lowercase alphabet three times in each style. Circle the “best of the three” for each letter.
Evaluation rubric provided in class. Handwriting paper can be found at most stores that carry
school supplies. It has a red or solid line on the bottom, a dotted line in the middle and solid line
on the top to assist students with letter formation.
Multi-Genre Personal Writing Portfolios:
Student will participate in a writing workshop by writing their own pieces throughout the
semester. Students will explore a variety of genres centered around a topic of their choice.
Students will take each piece of writing through the process of planning, drafting, revising,
conferencing, publishing and sharing.
Mini-Lesson and Assessment Module:
Students will assess student writing using the holistic scoring guide outlined by the Florida
Department of Education Student will write a one-page mini-lesson for a Writer’s Workshop
based on student performance. Students will follow the mini-lesson template presented in class
and apply assessment to inform planning and instruction for effective learning.
Poetry Lesson and Text Set Project (Livetext):
Student will work in groups to create a poetry/science or social studies unit and text set that
integrate ELA standards and Science standards. This assignment will incorporate the integration
of the arts, science, and reading, writing, speaking and listening ELA skills. The lessons will
follow the school district’s curriculum map and focus calendar. Details will be discussed in class.
Rubric can be found at www.livetext.com.
Poetry Alive Performance and Celebration:
Student will work in groups to create and a Poetry Alive presentation. This assignment will
incorporate the integration of the arts, and reading, writing, speaking and listening ELA skills.
Students will organize and host the Poetry Alive Celebration at the University for their buddies
and parents at the end of the semester.
Double Journal Entries:
Student will write a double journal entry for each chapter read in “Writing Workshop: The
Essential Guide”. Journal pages must be brought to class and used during group discussions.
Tompkins notes:
Student will complete a “reading guide” for each part of “Language Arts Essentials”. Packets will
be submitted, graded and returned. These are to guide your reading and serve as “note taking”.
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Partnership Learning Evaluation:
The students will be evaluated by professor and classroom teacher on their teaching, preparation
and planning, professionalism in dress and speech, punctuality, enthusiasm and attitude each
interaction with their assigned ELA buddy.
Assignment
Parent Letter
Mini-lesson and Assessment
Poetry Alive Performance
Poetry/Science Lesson and Text Set
Handwriting
Partnership Evaluation
Fletcher, Tompkins Notes
Personal Writing Portfolio
Midterm Exam
Course Percentage
8
10
5
15
7
13
15
12
15
Total
100
Tentative Course Schedule
Date
1. Jan. 9
2. Jan. 16
3. Jan. 23
4. Jan. 30
School Visit 1
Topic
Writing Workshop
Text Introductions
Syllabus
Tompkins 1 in class
Writing Workshop
Language Arts
Mini-lessons and template
Reading Due
Tompkins Part 1
Fletcher Ch. 1
Assignment Due
Tompkins Part 5
Tompkins 5 Handout Due
Fletcher Ch. 2,3,4
Fletcher Notes Due
Writing Workshop
Purpose/Audience
Conferencing
Holistic Scoring/FL Writes
Fletcher chaps. 5-7
Fletcher Notes Due
Assessment Module Due
FL DOE website
WP Thematic Topic Due
Writing Buddies
Florida Writes: Holistic Scoring
Descriptive and Expository
Teach Mini-Lessons
Teach
Mini-Lesson/Holistic
Assessment Due
5. Feb. 6
Writing Workshop
Revision
Rubrics
Poetry
Fletcher 8-12
Fletcher Notes Due
6. Feb. 13
Writing Workshop/Poetry
Listening/ Conferencing
Critical Literacy
Tompkins Part 2Listening
Tompkins Part 2 Due
WP Draft Due (Narrative,
Expository, Persuasive)
5
7. Feb. 20
8. Feb. 27
Writing Workshop/ Speaking
Assign Poetry Groups/Poetry
Alive
Parent Letter Assignment
Tompkins Part 3Talking
Tompkins Part 3 Due
WP Poetry Drafts Due (2)
Midterm
Handwriting Due
9. March 6
UCF Spring Break
No Class
10. March 13
School Visit 2
Poetry Lesson
11. March 20
Writing Workshop-Publishing
Spelling/Grammar
Handwriting Centers
Tompkins Part 6Grammar and
Spelling
Tompkins Part 6 Due
Parent Letter Due
Poetry Lesson Draft Due
12. March 27
Marion SB
Poetry Alive Group Work
Writing Portfolio Work
No F2F class
13. April 3
School Visit 3
Poetry/Science Lessons
Teach ELA/Science
Poetry Alive Lesson
14. April 10
Writer’s Celebration!
Share Personal Writing Portfolio
Writing Portfolio Due
15. April 17
At UC with
buddy
16. April 24
Literacy Celebration at UCF with
4th grade Buddies
Poetry Alive
Presentations
Poetry Lesson/Text Set Final
Project Due
Unit and Text Set Project
Due
Upload All LiveText
Assignments
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