EDS 637 – Explicit Language Instruction

Syllabus of Record

Catalog Description

Evidence-based practices for assessing and explicitly teaching foundational listening, speaking, reading, and writing skills to English language learners and students with high-incidence disabilities.

Unit Mission, Philosophy and Values

Our Mission

Teaching, Leading and Learning in a Democratic Society

The College of Education prepares candidates who enhance the individual growth of their students while working to establish policies and practices that promote the principles of democratic education. The College articulates this mission as Teaching, Leading, and Learning in a Democratic Society.

Philosophy

Student Potential, Ethical Implications

Believing that schools function as social and political entities as well as for the growth of individuals, the College of Education prepares teachers and leaders

a)to enhance the academic and personal potential of their students.

b)to evaluate the social and ethical implications of educational policies and practices.

Values

Expertise, Equity, Liberal Education, Social Responsibility

The College of Education values expertise to guide our practice, equity to guide our interactions, liberal education to guide our perspectives, and social responsibility to guide our commitment to democratic education. We value these ideals in our preparation of candidates, our development of faculty, and our relationships with the larger community we serve.

Objectives

Upon successful completion of this course, candidates will be able to:

  • describe language development of children.
  • describelanguage forms and parameters including: phonology, semantics, morphology, syntax, discourse, and pragmatics.
  • describe language-based disabilities.
  • compare and contrastcharacteristics of first and second language acquisition.
  • compare and contrastcharacteristics of second language learners and learners with language-based disabilities.
  • describe and differentiate theories of human learning includingcognitive information processing theory and its components.
  • describe and apply principles of explicit instruction.
  • describeand apply procedures for assessing foundational listening, speaking, reading and writing skills of English language learners and students with high-incidence disabilities.
  • describe and apply practices for teaching foundational listening, speaking, reading and writing skills of English language learners and students with high-incidence disabilities.
  • score and summarizelistening, speaking, reading, and writing assessments.
  • interpretlistening, speaking, reading, and writing assessment data.
  • identify and prioritize language needs based on assessment data.
  • write measureable goals and objectives to address language needs.
  • select and describe evidence-based practices that address language needs.
  • design and construct assessments for monitoring progress of targeted language needs.

Common Topics

Language Development, Difference, Disability & Instruction (5 Hours)

Language and Language Development

Students with High-Incidence Disabilities

English Language Learners

Explicit Instruction

Oral Language (17 Hours)

Listening Comprehension Development, Assessment and Instruction

Vocabulary Development, Assessment and Instruction

Syntax/Morphology Development, Assessment and Instruction

Basic Read Language (11 Hours)

Phonological Awareness Development, Assessment and Instruction

Concepts of Print Development, Assessment and Instruction

Word Recognition/Spelling Development, Assessment and Instruction

Basic Written Language (8 Hours)

Handwriting Development, Assessment and Instruction

Sentence Writing Development, Assessment and Instruction

Clinical Teaching (4 Hours)

Syntax, Morphology, Phonological Awareness, and Word Recognition Assessment

Syntax, Morphology, Phonological Awareness, and Word Recognition Instruction

Common Methods of Evaluation

  • Unit Quizzes – To measurecontent knowledge.
  • Final Exam – To measurecontent knowledge.
  • Language Lesson Plans–To measure content application.
  • Case Study Report – To measure decision-making and problem solving.
  • Clinical Teaching Observations– To measure content application.

Primary Sources of Information

Archer, A. L. & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. New York, NY: Guilford Press.

Carpenter, C. L. (1990). Auditory oral patterns: A developmental program for linguistically impaired children. Newaygo, MI: C J. Publishing.

Henry, M. K. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Paul H. Brookes Publishing.

Linan-Thompson, S. & Vaughn, S. (2007). Research-based methods of reading instruction for English language learners. Alexandria, VA: ASCD.

EDS 637 – Explicit Language Instruction
Syllabus of Record / 1 / Updated 2/9/2014
Edited by APJ5/29/2015