M & W 8:00 – 11:50
Course Objectives based upon the State Standards:
The goals of the Reading Block are based on the Frameworks for Teaching by Charlotte Danielson (handout); the Standards for English Language Arts & Reading developed by the National Council of Teachers of English (NCTE) and the International Reading Association (IRA) (http://www.reading.org/advocacy/elastandards/standards.html); and the National Council for Accreditation of Teacher Education (NCATE) (http://www.ncate.org/standard/m_stds.htm)
4.0 Pedagogy for English Language Arts: Candidates acquire and demonstrate the dispositions and skills needed to integrate knowledge of English language arts, students, and teaching. As a result, candidates will:
· describe how children learn and the implications for teaching the language arts.
· prepare and use a variety of instructional techniques, materials and resources (including technology) for the integrated teaching of the language arts/content areas.
· design a literacy environment that promotes students’ learning and self-esteem.
· plan and organize an integrated thematic unit for presenting in a public school classroom.
· explain informal and formal assessments used in language arts classrooms.
· plan strategies for teaching reading and language arts to speakers of other languages.
· plan strategies for use in each of five approaches to teaching the language arts: Literature Focus Units; Literature Circles; Reading & Writing Workshop; Theme Cycles; and the Four Block Plan.
The outcomes for graduates of professional programs are based upon knowledge, skills, and dispositions in the following elements:
Reading/Language Arts education professionals:
are committed to using research-based instruction.
are committed to assessing learner needs to plan appropriate instruction.
are aware that the best assessments are conducted over time and compare the child’s past and present abilities.
display positive dispositions related to the teaching of the language arts.
value students’ interests, reading abilities, and backgrounds as foundations for the reading/language arts program.
help parents find ways to support learning begun at school in enjoyable ways.
Focus of the Course:
1. Learning and the Language Arts/Scientifically-based instruction
2. Teaching and Assessing the Language Arts
3. Emergent Literacy (Early Reading Instruction: Phonological Awareness/Phonemic Awareness/Phonics)
4. Personal Writing
5. Oral Language: Listening and Talking
6. Written Language: Reading and Writing (Comprehension/Fluency)
7. Visual Language: Viewing and Visually Representing (Comprehension)
8. Building Vocabulary (Vocabulary)
9. Comprehending and Composing Stories (Comprehension/Fluency)
10. Investigating Non-Fiction (Comprehension/Fluency)
11. Exploring Poetry (Comprehension/Fluency)
12. Learning to Spell Conventionally
13. Language Tools: Grammar and Handwriting
Examinations (40%): Forty percent of the intern’s final grade will be determined by performance on tests which will cover material covered in class and material in the required text.
Thematic Unit (60%): Sixty percent of the intern’s final grade will be determined by the preparation and organization of the thematic unit.
Class Activities/Participation: Although the course requires a thorough understanding of the readings and assignments, participation in class discussions/activities will provide the basis for learning and assessment. Attendance is very important. See attendance policy for points deducted for absences from class.
Hard copies will be submitted to the instructor and a final electronic form according to TK20 requirements.
Late work accepted on a case-by-case basis for excused absences at the discretion of the instructor.
The majority of the class activities will be interactive in nature and difficult to “make up” if you are absent. Be on time and don’t leave early. Students, who arrive after class has started or leave before it ends, will be counted absent. Class attendance and promptness to class are crucial to successful completion of this course. Points will be deducted for each absence as follows: 1 absence = -2 points from final grade; 2 absences = an additional 3 points from final grade; 3 absences = an additional 5 points from final grade; 4 absences = dropped from the class. For example, if you have two absences, five points will be deducted from your final grade.
Other Class Policies:
Please turn off all communication devices during class (both in the MSU class and in the field assigned classroom). Do not bring lap tops to either setting.
Academic Honesty: MSU students demand of themselves the highest level of academic honesty as delineated in their honor creed. Academic honesty involves the submission of work that is wholly the student’s own work, except in the case of assigned group work. Additionally, academic honesty involves the proper citation of other author’s works.
Please note: By enrolling in this course, the student expressly grants MSU a “limited right” in all intellectual property created by the student for the purpose of this course.
The “limited right” shall include but shall not be limited to the right to reproduce the student’s work product in order to verify originality and authenticity, and for educational purposes.
***In accordance with the law, MSU provides students with documented disabilities academic accommodations. If you are a student with a disability, please contact your instructor as well as Disability Support Services, Clark Student Center, Room 168, Phone: 397-4140.