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.
Human Diversity Standards
2. To learn to apply concern for diversity to the learning process
6. To ensure responsiveness to diverse sociological, linguistic, cultural and other factors that may affect students’ development and learning
Dispositions: Reading/Language Arts students are expected to demonstrate the performances essential for meeting the reading/language arts needs of all students.
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.
1. Unit-Stage 1/Preplanning (Total Points--4) --
· Rationale for Topic
· Overall Objectives (goals)/Outcomes for Unit
1. List the overall learning objectives/outcomes (not the activities) that will guide the planning, delivery and assessment of your unit. The goals should be significant (reflect the big ideas or structure of the discipline) challenging, varied and appropriate. Number or code each learning goal so you can reference it later.
· Rationale for Overall Unit Objectives (goals)/Outcomes for the Unit
1. Show how the overall objectives (goals)/outcomes are aligned with local, state, or national standards (identify the source of the standards).
2. Describe the types and levels of your overall learning objectives (goals) /outcomes (e.g. Bloom’s Taxonomy & Multiple Intelligences).
3. Discuss why your overall learning objectives (goals)/outcomes are appropriate in terms of development; pre-requisite knowledge, skills; and other student needs.
2. Unit-Stage 2/Preplanning (Total Points—12) --
· Introduction of Unit (How will you introduce the unit to your pupils?)
1. Supports main goals for the unit.
2. Creates interest and motivation for the unit.
· Semantic Web of possible lessons/activities (Microsoft Word – Drawing) (Show the six language arts areas; technology; and the content areas)
1. Computer used to design web
2. Possible lesson ideas included for six language arts areas; technology; and the content areas are included
3. Lesson ideas are aligned to specific unit goals and support student learning. Each lesson idea should be clearly marked with the corresponding unit goal number or code (see Web Ct example).
4. A minimum of 5 lesson ideas are included for each area (e.g. language arts, technology, content areas).
3. Assessment Plan (Total Points—10) --
· Design an assessment plan to monitor student progress toward overall learning goals. Use multiple assessment modes and approaches aligned with overall learning goals to assess student learning before, during, and after instruction. These assessments should authentically measure student learning and may include performance-based tasks, paper-and pencil tasks, or personal communication (for a full list of assessments see lesson plan form). Describe why your assessments are appropriate for measuring learning.
o Each assessment plan should include the following (see handout):
1. An overview of the assessment plan (e.g. chart/table)
2. A description of the pre- and post assessments that are aligned with your learning goals
3. A plan for formative assessment that will help you determine student progress during the unit
4. Multiple assessment modes and approaches used to assess students
before, during, and after instruction
5. Description/rationale explaining why assessments are appropriate
4. Design for Instruction (see handout)
· Lesson Plans— (Total Points---20) ---
1. Create Lesson Plans for four lessons related to the thematic unit (use the lesson plan form on Web Ct): Lessons must not be duplicates of lessons in the Developmental Reading portfolio. Each lesson should be clearly marked with the aligned overall unit goal number or code.
o writing process lesson
o listening lesson (identify the purpose)
o speaking lesson (identify the purpose)
o vocabulary lesson
· Learning Center—(Total Points---5) ---
1. Complete description of the learning center and plans for four center activities (e.g. location, name, brief description of set-up, objectives for the overall center, materials needed, recording chart and rules) (Use form on Web Ct)
o Description of four activities should include: objectives, procedure, and evaluation (Activities are relevant and support the goals of the unit. Each activity should be clearly marked with the corresponding unit goal number or code.)
5. Additional Unit Requirements-(Total Points---9)-
Answer the following questions as they relate to your unit and future classroom:
· Culminating activity--- (How will you close the unit with your students?)
· Bibliography---List of theme related tradebooks and other resources (APA style)
· Professional Notebook/Neat/Attractive (e.g. three-ring binder with tabs, table of contents included, etc…)
· The entire unit should also be submitted to TK20 by announced due date (see course outline).
Total Points: 60
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.
Thematic Unit: The intern will plan and organize an integrated thematic unit with lessons (including technology integration); activities for learning centers, diversity in the classroom assignment, and related children’s literature. TEKS are to be included for each lesson. THERE SHOULD BE NO SPELLING OR GRAMMATICAL ERRORS IN THE THEMATIC UNIT!!! One point will be taken off for every misspelled word and every grammatical error in the thematic unit. Specific instructions for the thematic unit will be posted on Web Ct. Please turn in a hard copy and submit an electronic copy via TK20. Dr. Capps will explain TK20 at a later date.
There will be other in-class assignments as dictated by the course.
Assignments must be submitted on time to receive full credit. All assignments must be turned in no later than one week past the deadline. Points will be deducted for late assignments. Assignments turned in more than two weeks after the deadline will not be accepted.
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.
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.