EDU 407Page 1
WILLIAMCAREYCOLLEGE
SCHOOL OF EDUCATION
SPRING TRIMESTER
Course Number: EDU 407
Course Title: COMMUNICATION IN THE ELEMENTARY SCHOOL
Time and Place: 6:00 P.M. to 9:45 P.M. LRS 113 Wednesdays
Instructor: Barry Morris, Ph.D.
Office Phone: 601-318-6603
Home Phone/Fax: 601-765-1116
Email:
Website: 21st Century Schoolhouse
Office: LRS 103
Barry, Morris Password EDU407
Course Description:This course is designed with emphasis placed on helping the elementary teacher develop skill in teaching oral and written communication skills. The use of an integrated approach, with an emphasis on children’s literature is stressed. (3 hrs.)
Purpose and Rationale:
This course is designed to give students who successfully complete it (a) an awareness of current, effective elementary practices, and (b) a cognitive/language based foundation for teaching language arts as a unitary, holistic process. Attention is focused on the roles played by the natural linguistic functions of listening and speaking as direct influences on the development of a learned linguistic processes of reading and writing. It is planned to help the pre-service teacher design language rich classrooms where models of effective language abound and where language is used in meaningful ways to communicate both orally in writing in such a way that the language arts curriculum is meaningful, integrated, and personalized.
A theoretical belief in the interrelatedness of the language process is the basis of the course. The model commonly used to delineate the language processes and indicate the interrelationships among them suggests that listening, speaking, reading, writing, viewing, and visually representing are all active language processes, receptive or expressive, oral or written. This understanding of how language is used provides the rationale for an integrated rather than a discrete skills language arts program, one in which there is a natural progression from the use of oral language to the use of written language, one in which the receptive skills of listening and reading impact and are impacted by the expressive skills of speaking and writing.
The interrelatedness of the language processes dictates the necessity of viewing total language arts program from a developmental prospective, in which characteristics of language acquisition are applicable to literacy learning.
Prerequisites: EDU 308, EDU 345, EDU 346.
Course Goals and Objectives:
The following major goals have been established for this course. The goals are to:
1.develop awareness of the interrelated nature of the language process and its effect on the instructional subdivisions of speaking, listening, reading, visually representing and writing(INTASC #1,2 &9; ACEI 1, 2.1; IRA 1.1, 1.3; NAEYC 1).
2.develop an awareness of instructional skills in each of the language arts areas of speaking, listening, reading, writing, visually representing and viewing(INTASC #5,6,8 &9; ACEI 2.1, 3.1, 3.4; IRA 2.1, 2.2, 2.3; ISTE 2).
3.develop an understanding of and strategies for planning for instruction in the language arts for the linguistically/culturally different and the exceptional students(INTASC #3; ACEI 3.2; IRA 3.2, 3.3; CEC 3, 4, 6).
4.develop an awareness of an interdisciplinary approach to the teaching of language arts and review current literature(INTASC # 4,7& 9; ACEI 3.5; IRA 2.3, 4.2).
The following specific objectives will be met by each student during the course of the semester. Students will:
1.discuss the issue of language arts instruction from the six language systems and language modes. (INTASC 2; ACEI 1, 2.1; IRA 1)
1.1describe the interrelatedness of the language arts areas.
1.1.1discuss the receptive or expressive processes of communication
1.1.2discuss the oral or written processes of communication
1.1.3discuss the impact of the receptive skills on the expressive skills and tell how they are impacted.
1.2demonstrate a personal model of the communications arts based on a synthesis of research and personal experience.
1.3read chapters in textbook and other material as assigned
2.analyze various models of language acquisition (NAEYC 1, ACEI 1, 2.1)
2.1describe the sequence of language development.
2.2describe the impact of language on learning
2.3demonstrate a repertoire of techniques for surrounding children with a language rich environment in the elementary classroom.
2.4describe how oral communications (talk) and verbal interactions are important aspects of the elementary curriculum
3.develop skills and demonstrate proficiency in manuscript and cursive penmanship (ACEI 2.1)
3.1demonstrate mastery of manuscript and cursive handwriting forms
3.2discuss and demonstrate ways to teach handwriting in the elementary classroom.
4.model spoken and written language usage appropriate for classroom teachers. (NAEYC 4, ACEI 2.1, 3.1; IRA 2.2; CEC 6)
4.1demonstrate proficiency in grammatical usage.
4.2explain the role of grammar teaching in the elementary language arts program
4.3explain writing process and how it relates to the process of reading.
4.4explain the process of journal writing and how it can effectively be used in the elementary classroom
4.5develop a repertoire of teaching strategies for meaningful oral communications
4.6trace the history of the English language and the etiology of selected words in our language.
5.compare techniques and methods for teaching the language arts. (ACEI 3.1; INTASC 4; IRA 2.2)
5.1discuss and evaluate instructional methods and materials appropriate for teaching each of the language arts areas.
5.2explain the concept of emergent literacy and how this concept affects curriculum and classroom practices.
5.3identify features of a program, which would facilitate communications instruction
5.3.1identify ways to help children develop skills to write stories, poetry, reports and letters.
5.3.2explain developmentally appropriate ways to teach handwriting in the elementary classroom
5.3.3discuss and demonstrate ways to teach handwriting in the classroom
5.4explain or describe ways to develop an interdisciplinary approach to the teaching of the language arts.
5.4.1defend the approach you might use in teaching language arts in a classroom.
5.4.2describe the use of children’s literature in a classroom that will result in the develop of communications skills and a literate environment.
5.4.3describe activities for cooperative study.
5.5critique literature related to the language arts
6.describe techniques for adapting instruction in reading to meet the needs of exceptional students and pupils in a linguistically and culturally diverse classroom. (INTASC 3; ACEI 3.2; CEC 3, 4, 5; IRA 2.2)
6.1identify ways to meet the needs of a linguistically/culturally diverse classroom through the use of language arts activities.
6.2identify and demonstrate techniques for providing multicultural experiences in the classroom
6.3discuss the role of the teacher when teaching students with limited English proficiency, who speak nonstandard English, or who are exceptional.
6.4identify methods and materials particularly appropriate for the instruction of exceptional children in the language arts.
7.prepare lesson plans and complete projects in selected language arts (INTASC 4; ACEI 2.1, 3.4; CEC 4; IRA 2)
7.1include children’s literature.
7.2include an interdisciplinary approach.
7.3conduct demonstrations of activities and lessons
7.4identify and demonstrate a repertoire of techniques in the language arts areas.
PRE-ASSESSMENT:
Mastery test on manuscript and cursive writing examination.
INSTRUCTIONAL PROCEDURES AND TECHNIQUES:
Topics will be introduced through lecture/discussions. Small discussion and cooperative groups will be utilized to explore topics. Study guides will be provided to supplement the lectures. Related visual aids will be utilized. Demonstrations and small group projects will be employed. Oral reports will be given.
TEXTBOOK AND OTHER MATERIALS:
Tompkins, G. E. & Hoskisson, K. (2002). Language arts content and teaching strategies. 5th ed. Englewood Cliffs, NJ: Merrill.
Manuscript paper
Cursive paper
REQUIREMENTS AND ASSESSMENT:
Grades for the course will be assigned on the basis of the degree and quality of completion of the requirements listed in this syllabus. Students are required to:
1.complete an original language arts unit (thematic or literature focus) for the students in grade 4, 5, or 6.
1.1 A basal reader will be used as the theme or literature focus for extending language arts across the curriculum.
1.2The lessons will include the use of the language arts skills of writing, listening, speaking, visually representing and reading. Handwriting, spelling, and grammar should be included as the unit extends across the curriculum to include such areas as science, social studies, math, and the arts.
1.3participate in small group lesson planning activities and other related unit plans.
1.4prepare activities & bulletin board from the unit for class demonstration
1.5orally present a brief description of your unit
1.6include an annotated list of 15-20 children’s books that relate to the unit
1.7complete and turn in 2 copies unit on date specified on schedule.
1.8Instruction should be planned for 2 weeks
2.complete an original language arts unit (thematic or literature focus) for the students in grade 1,2 or 3.
2.1 A trade book will be used as the theme or literature focus for extending language arts across the curriculum.
2.2The lessons will include the use of the language arts skills of writing, listening, speaking, visually representing and reading. Handwriting, spelling, and grammar should be included as the unit extends across the curriculum to include such areas as science, social studies, math, and the arts.
2.3participate in small group lesson planning activities and other related unit plans.
2.4prepare activities & bulletin board from the unit for class demonstration
2.5orally present a brief description of your unit
2.6include an annotated list of 15-20 children’s books that relate to the unit
2.7 complete and turn in 2 copies of unit on date specified on schedule.
2.8 Instruction should be planned for 2 weeks
3.demonstration of selected language arts techniques and projects
3.1presentation of four techniques from list of techniques.
3.1.1implement in class the use of each technique.
3.1.2discuss technique with class
3.1.3outline of each that will include grade level of activity, name of technique, objectives, procedures for use, teacher and student roles, and expected results (Lesson Plan)
techniques include: (1) teaching about words (example word banks, word walls, clusters); (2) writing stories; (3) writing letters, reports, etc. (Example-real purposes); (4) poetry (various forms); (5) extending literature (activities); (6) handwriting ; (7) spelling; (8) Vocabulary development activities (example semantic map); (9) Encourage oral language (example wordless book), (10) children book (example: to increase students understanding of sentence patterns or oral language variations or increase multicultural awareness); (11) drama activities; or (8) other approved techniques or activities (puppets, book making, big books, readers theatre).
Two of four techniques will be demonstrated in a local elementary school. Evidence of those lessons must be submitted (taped class).
4.Complete one on-line reflective assignment that correlates with practical classroom experiences. You will locate an on-line video, identify principles, assessments and strategies, critique and reflect upon the teacher’s situation. The following website will be used
5.be an active participant in all class activities
5.1Presentations of techniques and unit
5.2Class discussions based on assigned chapters in text and children’s literature books, take ad pass mastery test on manuscript and cursive writing (pass/fall), and take and pass at 90% proficiency a grammatical usage examination.
5.3 Small group activities and discussions
6. Journal entries after EVERY class (in specified notebook) until mid-term in
print tablet, after mid-term in cursive tablet.
- TEXT responses via 6-slide Power Point (reflective not summative)
- Attend each class and actively participate in class discussions and activities either on-line or in house.
- Compile a portfolio containing copies of all written assignments related to the language arts. (due week 10)
EVALUATION:
As a college student, all written assignments will be assessed on the basis of three major sets of criteria:
1.MECHANICS: this includes such writing abilities as appropriate verb usage, appropriate use of subject-verb agreement, comma usage, use of punctuation, spelling, sentence structure, quotes, use of APA format.
2.CONTENT: this involves such areas as following directions for written assignment, addressing the actual question (correct information), use of correct terminology, and adequate documentation.
3.EXPRESSION: this involves such writing aspects as the clarity of material, the style and format of writing, and the appropriate introduction and summary information.
1.Online Journal entries 7%100
2.Journal Entries from Class7%100
3.Units 2@ 10028%400
4.In-time report7%100
5.Techniques(4@25)7%100
6.Chapter Online Quizzes – 15 x 10 11% 150
7. Mid – Term Exam – Chapters 1-8 7% 250
8. Final Exam – Chapters 9-15 14% 300
9.Portfolio11%100
Total possible points1400
Grading Scale
PointsPercentageGrade
1400-130293-100A
1294-118385-92B
1182-104375-84C
1042-97370-74D
972-0Below 69F
CLASS ATTENDANCE AND ASSIGNMENTS:
Being in attendance for each class meeting is important. Classes involve the clarification of directions for assignments, coverage of subject content, class discussions, and participation in group activities. All absences will be recorded in the class record. Those make-up tests allowed (sufficient reason) will be given on the last regularly scheduled class meeting. Credit may not be received for class if absences exceed college policy. Up to two points may be earned during each class meeting by completing required assignments and response items.
All assignments are due on the day so designated. Late assignments will result in lowering of points. Assignments will not be accepted after the second class meeting following the due date. Assignments are to be typed, unless otherwise indicated. All assignments must reflect appropriate level of work and should be free of grammatical, typographical, and spelling errors.
EDU 407 2005
TENTATIVE CLASS SCHEDULE
Week 1 (Feb 23)Overview of class &. Chapter 1-Learning and the Language Arts Manuscript/Cursive Pretest;
Take online quiz Chapter One
Week 2 (Mar 2) Chapter2 and 3;Decide on BOOK!!!
Teaching and Assessing Language Arts
The Reading and Writing Processes
Friday – Take online quizzes chapter 2 and 3
Week 3 (Mar 9)Chapter 4 Emerging into Literacy - Big Books Language arts techniques (from lower unit)Turn in draft of UNIT One
Friday – Take online quiz chapter 4
Spring Break
Week 4 (Mar 23)Chapters 5 and 6 Looking Closely at Words
Personal Writing
Friday – Take online quizzes chapters 5 and 6
Week 5 (Mar 30) Chapters 7 & 8
Listening to Learn; Sustaining Talk in the Classroom
Language arttechniques and lesson plan (from Basal Unit)
Friday – Take online quizzes 7 and 8
Week 6 (Apr 6)Catch-up! Mid Term Examination – Chapters 1-8 online quizzes
Week 7 (Apr 13)Chapters9 and 10
Reading and Writing Stories
Reading and Writing Information
- IN TIME report due
Friday – Take online quizzes 9 and 10
Week 8 (Apr 20)Chapter11Unit reports begin (Grades 1-3)
Reading and Writing Poetry
Friday – Take online quiz chapter 11
Week 9 (Apr 27)Chapter 12 and 14Unit reports continue (Grades 4-6)
Learning to Spell Conventionally
Developing Legible Handwriting
Friday – Take online quiz chapter 12 and 14
Week 10 (May 4)Chapter 13 and 15
Learning About Grammar and Usage
Putting It All Together
Friday – Take online quizzes chapters 13 and 15
Week 11 (May 11)Portfolio Due -Final Exam – Based on Chap 9-15 online quizzes
Americans with Disabilites Act
Students with disabilities who are protected by the Americans with Disabilities Act of 1990 and require special accommodations, should contact Mrs. Brenda Waldrip at 601.318.6188. Mrs. Waldrip is located in the Student Services Office in Lawrence Hall.
College Statement on Academic Integrity:
WilliamCareyCollege seeks to create an environment that encourages continued growth of moral and ethical values, which include personal honesty and mutual trust. The college places the highest value on academic integrity and regards any act of academic dishonesty as a serious offence. Academic dishonesty is considered unethical and in violation of WilliamCareyCollege’s academic standards and Christian commitment. If such an incident occurs, students, faculty, and/or staff are obligated to initiate appropriate action. Depending upon the seriousness of the offence sanctions could include failure of the assignment, failure of the course, and could lead to suspension or dismissal from the college. A full explanation of the procedures for responding to instances of academic dishonesty is contained in the college’s Polices and Procedures manual and in the student handbook, The Lance.
REFERENCES AND BIBLIOGRAPHY
PROFESSIONAL JOURNALS AND MAGAZINES
The Reading Teacher (International Reading Association)
Journal of Reading (International Reading Association)
Reading Research Quarterly (International Reading Association)
Language Arts
Educational Leadership
Reading Improvement
Mississippi Reading Journal
Phi Delta Kappan
TESOL Quarterly
The Journal of Special Education
School Library Journal
– Mississippi Department of Education
BIBLIOGRAPHY
Anderson, P. S. & Lapp, D. (1988). Language Skills in Elementary Education (4th ed). New York: Macmillan Publishing.
Atkinson, R. H. & Longman, D. G. (1995). Reading enhancement and development (5th ed). St. Paul, MN: West Publishing.
Barchers, S. I. (1994). Teaching language arts: An integrated approach. St. Paul, MN: West Publishing Co.
Clay, M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann Publishers.
Deford, D., Lyons, C. & Pinnel, G. S. (1991). Bridges to literacy: Learning from reading recovery. Portsmouth, NH: Heinemann Publishers.
Durkin, D. (1993). Teaching them to read (6th ed) Boston: Allyn & Bacon.
Goodman, K. (1986). What's whole in whole language?. Portsmouth, NH: Heinemann Publishers.
Heilman, A., Blair, T., & Rupley, W. (1990). Principles and practices of teaching reading. (7th ed). Columbus, OH: Merrill Publishing Co.
Hennings, D. (1990). Communication in action (4th ed). Boston: Houghton Mifflin Co.
Maggart, Z. R. & Zintz, M. V. (1992). The reading process: The teacher and the learner (6th ed). Dubuque, IA: Wm. C. Brown Co.
Manzo, A.V. & Manzo, U. C. (1995). Teaching Children to be literate: A Reflective approach. Orlando, FL: Holt Rinehart and Winston, Inc.
Mason, J. M. (1989). Reading and writing connections. Boston: Allyn and Bacon.
May, F. B. (1994). Reading Communication. (4th ed.). New York: Macmillan.
McGee, L. & Rechgels, D. (1990). Literacy's beginnings. Boston: Allyn and Bacon.
Nagy, W. E. (1988). Teaching vocabulary to improve reading comprehension. NewarkDE: International Reading Association.
Noyce, R. M. & Christie, J. F. (1989). Integrating reading and writing instruction in grades k-3. Boston: Allyn & Bacon.
Reutzel, D. R. & Cooter, R. B. (1996). Teaching children to read: From basals to books. (2nd ed).Boston: Macmillan.
Searfoss, L. W. & Readence, J. E. (1989). Helping children learn to read (2nd ed). Englewood Cliffs, NJ: Prentice Hall.
Taylor, D. & Dorsey-Gaines, C. (1988). Growing up literate: Learning from inner-city families. Portsmouth, NH: Heinemann Publishers.
Templeton, S. (1995). Children's Literacy: Contexts for meaningful learning.Boston: Houghton Mifflin Co.