EDUC 326
ELEMENTARY CURRICULUM AND INSTRUCTION: READING
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Prerequisites (EDUC 326): EDUC 304; EDUC 307 or SPED 440; SPED 363: LSED 401; Math 167 & 168; EPSY 315, Full SARTE status; Satisfactory Introductory Level Portfolio.
Required Textbooks:
Fountas, I. C. & Pinnell, G.S. (1996). Guided Reading: Good First Teaching for All Children. Portsmouth, NH: Heinemann. (Purchase)
Tompkins, Gail E. (2014). Literacy for the 21st century A balanced approach. Boston, MA: Pearson (6th edition rental)
1year membership of discounted rate available through instructor
Louisiana Department of Education–
You are required to utilize the Louisiana (English Language Arts / ELA) standards aligned with CCSS for the grade level you are assigned to teach during field experiences. You will be given your placement by the 3rd week of class.
COURSE DESCRIPTION(EDUC 326)
This is a six-hour course that includes the development of teaching competencies of mathematics and reading at the 1-5 grade levels. Primary emphasis is focused on developing the teaching skills and competencies of future elementary school teachers with respect to topics found in these curricular areas. A key component of the course is field experience with students in grades 1-5 settings. The needs of special populations as well as the integration of technology into instruction will be incorporated into all areas of the curriculum. Three hours lecture and six hours laboratory.
Conceptual Framework: Statement of the College of Education and Human Development
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK). The Conceptual Framework provides direction for the development of effective professionals.Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit.
II. COURSE OBJECTIVES (EDUC 326): Upon completion of this course, the teacher candidate will be able to:
1. develop an awareness of the holistic nature of the language process and recognize the interrelationship and its effect on instructional areas listening, speaking, reading, viewing, visually representing, and writing. (CK, PS)
2. develop an awareness and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, and social roles. (CK, PS, Diversity)
3. explore the role of the language arts teacher as a facilitator to support students’ independent reading, writing, listening and speaking performance and lifelong learning. (KL, SM, PS, CK)
General Objectives:
A. Understand the roles of elementary teachers and organizational patterns as evidenced by:
1. Participating in practicum experiences in schools with different organizational patterns, philosophies, and clienteles. (PS, KL, SM, CK, D, T)
2. Working with faculty, support personnel, colleagues, and others involved in the schools. (PS, KL, SM, CK, D)
3. Participating in class projects, reading professional literature and attending professional meetings to show willingness to become a lifelong learner. (PS, KL, SM, CK, D, T)
B. Plan developmentally appropriate instruction/lessons in reading for children of different cultural and linguistic backgrounds, ages, and exceptionalities as evidenced by:
1. Developing appropriate objectives, which specify designated learning outcomes. (PS, KL, CK, D)
2. Identifying pupil developmental levels and needs through the use of appropriate assessment/evaluation procedures (i.e., observations, inventories, reflective journals, diagnostic teaching). (PS, KL, SM, CK, D, T)
3. Selecting, developing, and adapting appropriate non-stereotyped materials (commercial and teacher-made), resources, and technology which match content, objectives, and teaching behaviors as well as meet individual needs of pupils and provide evaluation feedback. (PS, KL, SM, CK, D, T)
4. Preparing lesson plans that are based on the interests, needs, and developmental levels of pupils and designed to lead toward specific objectives. (PS, KL, SM, CK, D, T)
5. Making curricular and pedagogical decisions based on knowledge of current research and national, state and local guidelines. (PS, KL, SM, CK, D)
C. Implement the above skillfully as evidenced by:
1. Presenting accurate, appropriate content in a clear, motivational manner. (PS, KL, SM, CK, D, T)
2. Using effective verbal, nonverbal, and written communication. (PS, KL, CK, D)
3. Using specific strategies, materials, manipulatives, and visual aids that meet the needs of all students. (PS, KL, SM, CK, D, T)
4. Using effective questioning techniques at several taxonomic levels to facilitate higher level thinking skills, application, and transfer. (PS, KL, SM, CK, D)
5. Critically solving problems and making decisions as needs and issues arise. (PS, KL, SM, CK, D)
6. Integrating math and reading with language arts, science, social studies, and other disciplines. (PS, KL, SM, CK, D, T)
D. Organize and manage instruction effectively as evidenced by:
1. Using various student groupings such as collaborative groups, cooperative learning and peer teaching as appropriate to meet needs, interests, and goals. (PS, KL, SM, D)
2. Establishing a risk-free environmentally appropriate atmosphere for the physical, social, emotional, and cognitive development of pupils. (KL, SM, CK, D)
3. Using positive classroom management and discipline skills to maintain appropriate student involvement. (KL, SM, CK, D)
4. Organizing time, sequence, and other logistics of instruction. (PS, KL, SM, CK, D)
E. Assess teaching and learning appropriately as evidenced by:
1. Selecting a variety of methods of assessment appropriate to the age development, and other characteristics of pupils. (PS, KL, SM, CK, D, T)
2. Interpreting and communicating assessment results to pupils, classroom teachers, etc. (PS, KL, SM, CK, D, T)
3. Using assessment information to plan further instruction. (PS, KL, SM, CK, D)
4. Critically analyzing all aspects of teaching/learning experiences through self and daily lesson reflections in order to adapt materials, instruction, and future assessment methods. (PS, KL, SM, CK, D)
F. Observe, respond and interact in an interdisciplinary manner with peers, faculty, support personnel, and others involved in public education as evidenced by successful collaborations with all children and adults involved in practicum experiences. (PS, KL, SM, CK, D)
Specific reading objectives:
Upon completion of the course, the teacher candidate will be able to:
A. Organize, adapt, and enrich instructional plans and materials from a reading program to meet the needs and interests of students. (PS, KL, SM, CK, D, T)
B. Compose a unit, which integrates vocabulary strategies, comprehension strategies, study skills, and content areas of the elementary school curriculum. (PS, KL, SM, CK, D, T)
C. Demonstrate decoding strategies that involve the use of sight words, phonetic analysis, structural analysis, and contextual analysis. (PS, KL, SM, CK, D, T)
D. Model questioning techniques that develop students' ability to monitor their own comprehension at a literal, inferential, interpretative, and critical thinking level. (PS, KL, SM, CK, D)
E. Model comprehension and study strategies that help students retrieve, analyze, interpret, organize, evaluate, and synthesize descriptive, narrative, and expository text. (PS, KL, SM, CK, D)
F. Develop lessons, which integrate children's literature into basal and content area textbooks. (PS, KL, SM, CK, D, T)
G. Use vocabulary techniques and strategies to teach the meaning of unfamiliar vocabulary words and provide experiences to promote vocabulary growth. (PS, KL, SM, CK, D, T)
H. Design creative and structured writing activities that enable pupils to integrate oral and written language; to develop point of view, purpose, tone, style, sense of audience, and the conventions of language. (PS, KL, SM, CK, D, T)
I. Develop special reading activities to meet the multicultural needs (i.e., ethnicity, language differences, physical and intellectual exceptionalities, etc.) of all students. (PS, KL, SM, CK, D, T)
J. Based on cognitive and linguistic foundations of literacy development, assess students' abilities, needs and interests to promote growth in reading, writing and oral language, lifelong reading and enjoyment. (PS, KL, SM, CK, D, T)
K. Use alternate grouping and behavior management strategies depending upon the needs and/or interest of students and the nature of the reading activity. (PS, KL, SM, CK, D, T)
______Course Evaluation:
•All assignments must be typed (double-spaced, 12 font). Assignments on forms you receive from me may be hand printed. **I will ask you to repeat an assignment if I am unable to read it.
•All assignments will be evaluated on content and writing mechanics (10%). Please use complete sentences and remember neatness counts.
•All assignments must include the following heading in the top left hand corner
**(One point will be deducted for each assignment turned in without proper heading:
Name and Class#
EDUC 326
Title of assignment Date
______Grades are dependent upon the following criteria:
1. Attendance and active participation
2. Requirements/Assignments completed
3. CREATIVITY!!!!! (In class assignments, presentations, outside assignments, LESSON PLANS)
4. Total number of points earned
*ALL assignments must be complete in order to receive a grade of A or B in the course. Failure to complete evenone requirement will result in a grade of C or lower.
As in all university courses, you are expected to attend and participate in every class. We will address several topics each day; therefore missed classes equate with a lot of missed information! Unforeseen emergencies do arise; however, you are expected to obtain any missed information and material on your own.
Each instance of tardiness (or early leaving) or absence will result in a deduction of points (3 points per incident), respectively, from your total participation points at the end of the semester. Extreme emergencies will be dealt with on an individual basis. Tardiness during field-based teaching experiences will result in a 20 point deduction from your reading points. Absences during field-based teaching experiences will result in a 30 point deduction from your reading points. You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself. Extreme emergencies will be dealt with on an individual basis.
A copy of your lesson planis due to me by noon on the Mondaybefore you teach-with enough time for me to grade it. Otherwise, I will NOT allow youto teach--resulting in points lost for lesson plans and non-participationin the field.
YOU MUST GIVE(email and hard copy) THE CLASSROOM TEACHER A
COPY OF YOUR LESSON PLANBY NOON ON THE FRIDAY PRIOR TO
YOU TEACHING THE FOLLOWING WEEK!!!!!! I will ask him/her!
All assignments must be completed prior to the beginning of the class period on the due date. An assignment is considered late if it is not turned in at the beginning of class. Any late assignments will result in a 0%. Make-up exams must be cleared through the instructor. If a make-up exam is approved, you will have a maximum of one week from the scheduled exam to do so. You will not be given the same test as those who took the test on the scheduled date.
•If you choose to drop this course, you must follow the proper procedures. I will not drop the course for you. The drop date is .
University Based / Possible Points / Points Earned / TotalProfessionalism/Participation/in-class presentations / 100
Mid-term exam / 100
Final exam / 100
Total / 300
Field Based / Possible Points / Points Earned / Total
Mentor Observation 1-2 / 10
Joint Lesson Plan 1 / 10
Joint Lesson Plan 2 / 10
Single Day Lesson Plan / 20
single day teach reflection 1 on Moodle / 5
Peer observation 1 Moodle / 5
Peer observation 2 Moodle / 5
Block Lesson Plan Day 1 (Joint) / 20
Block Lesson Plan individual / 20
Block Lesson Plan Day 5 (Joint) / 20
Block Peer Obs. 3 Moodle / 5
Block Peer Obs. 4 Moodle / 5
single day teach reflection 2 on Moodle / 5
mentor journal self-reflections / 5
Block week video DVD and LCET self-evaluation / 10
Assessment Plan / 10
CD of all assignments / 5
Professionalism/partnership / 10
Mentor Teacher Input / 20
Total / 200
Practicum / Possible Points / Points Earned / Total
Instructor Observation / 100
Possible Points / Points Earned / Average
University Based / 300
Field Based / 200
Practicum / 100
Total / 600
EDUC 326/328 Grading scale
A 100% - 94% (Superior Performance)
B 93% - 87% (Above Average Performance)
C 80% - 86% (Average Performance)
D 70% - 79% (Below Average Performance)
F <70% (Failing Performance
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Course Requirements (EDUC 326):
Grades are dependent upon the following criteria:
1. Attendance and active participation
2. Requirements/Assignments completed
3. Total number of points earned
*ALL assignments must be complete in order to receive a grade of A or B in the course. Failure to complete even one requirement will result in a grade of C or lower.
1. As in all university courses, you are expected to attend and participate in every class. We will address several topics each day; therefore, missed classes equate with a lot of missed information! Unforeseen emergencies do arise; however, you are expected to obtain any missed information and material on your own.
2.Tardiness during field-based teaching experiences will result in a 20-point deduction from your reading points.Absences during field-based teaching experiences will result in a 30-point deduction from your reading points. You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself. You will NOT be able to earn these points back. Extreme emergencies will be dealt with on an individual basis.
CLASS: Absences, tardiness, and leaving class early will result in deduction of points from class participation.
3.All assignments must be completed prior to the beginning of the class period on the due date. An assignment is considered late if it is not turned in at the beginning of class. You will receive a grade of 0% of the total possible points for the late assignment. Example: If the assignment is worth 100 pointsand you turn it in 1 day late, the highest score possible for that assignment will be 0%. You will not teach if your lesson plan is not submitted for my evaluation regardless if you receive a “0%.” In order to pass this course you are required to turn in ALL assignments.
Course Requirements:
1. Attendance Requirements (See Below:) and Participation/Professionalism: A. All teacher candidates should attend all classes, be on time, and not leave early. *An absence does not excuse you from assignments due, material covered or assignments/announcements made during class. You are responsible for turning in your assignments on time and finding out what you missed. If you must miss class, assignments must be emailed prior to the class start time.
FIELD:Tardiness during field-based teaching experiences will result in a 20-point deduction from your teaching points.Absences during field-based teaching experiences will result in a 30-point deduction from your teaching points. You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself. You will NOT be able to earn these points back. Extreme emergencies will be dealt with on an individual basis.
CLASS: Absences, tardiness, and leaving class early will result in deduction of points from class participation (3 points per incident).
B. Make sure that you contact me by email (you also need to contact the classroom teacher and your teaching partner) if you will miss any time during your fieldwork. Leave a message in the office at the school where you will be teaching. *This will also count toward teaching (20 points).
C. FIELD EXPERIENCE: The University-based and field-based teaching experiences are a very important element in this class. Full participation and attendance is necessary in order to complete the requirements for the teaching component.No exceptions!
***During the site-based teaching experiences you areexpected to dress in a professionally appropriate manner. No shorts, gum, or children are allowed. A respectful attitude toward mentor teachers, students, and administrators is required. You are also expected to be punctual (15 minutes prior to class) on days you go into the field.SEE COMPLETE NOTES ON DRESS in Student Handbook. You must adhere to individual school dress codes within the parish in which you teach. (See . You will be sent home the first time you are not dressed appropriately---resulting in you missing points for teaching and participation.
Student Insurance Form/Prerequisite Acknowledgment Form: Teacher candidates enrolled in courses with field components are required to complete a Student Insurance Form as well as completing the appropriate form on BB indicating the student has met course prerequisites and have received a copy/read a copy of the course syllabus. This form must be completed and submitted to your instructor by the first day of class.
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2. Name tag
A name tag (SLU I.D. in a plastic badge holder) MUST be worn each time you step on a school campus (class, field experiences, etc.).
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- Mentor Teacher Observation Reflection:(Due: The day after each observation/reflection). The format for each day is found on Moodle. (minimum of 1-paragraph typed) (2 @ 5 points for a total of 10 points /focus for observations found on blackboard)
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- Peer Observations: The format for each day is found on Moodle. You will be observing your partner. Your observation should reflect the following : 1) Relevance of lesson objectives; 2) Organization and flow of the lesson; 3) Student engagement; 4) Classroom management; 5) Accommodation of individual student needs; 6) Teacher questioning to assess comprehension; 7) Evaluation of student learning; 8) Cooperation with peers and mentor teacher; and 9) Ability to accept instructor feedback. You MUST include suggestions for improvement and quality feedback. (4 @ 5 points for a total of 20 points / focus for observations found on Moodle) These are due on the Friday by 5pm right after you observe your peer.
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- Daily Lesson Plans:(Due: Check Tentative Schedule). You will be provided a lesson plan format, which will include an assessment component to evaluate evidence of student learning. Emphasis will be placed on writing lesson plans which reflect integration and implementation of a balanced literacy programand the Louisiana Comprehensive Curriculum along with the Common Core State Standards for your grade level. Each person is responsible for writing his/her own lesson plans for each day of field experience. During classroom observations, you will be working with your mentor teacher to collaborate on the strategies and skills that will be included in your lesson plans.
Self-Reflection:(Due: The Friday after you teach that lesson. The completed LCET form of the DVD recorded the day I observe you teach is due the following day.)You will complete 2self-reflections in which you think back on your own teaching (one per day during your teaching experiences). The questions may be found on Moodle. They must demonstrate metacognitive thinking on your part. You must include suggestions for self-improvement. You will also reflect and comments in the mentor journal you supply your mentor teacher (sign anddateeach day before you leave). In addition to these you will complete an LCET form (found on Moodle) after you have reviewed the DVD of your teaching on the day you are recorded. This also has a value of 10 points.