Salisbury State University

School of Education and Professional Studies

ELED 310-003 Language Arts Instruction

Mon.Wed.,11:00-12:15, CH203

Spring 2000

Instructor: Laurie Andes, Ed.D.

Phone: (Office) 410-546-6218, (Home) 410-641-7380

Office Hours: CH 154, Mon.,Wed., 12:30-3:00, Tue., 2;30-3:30

E-mail address: Laandes@salisbury.edu

Website: faculty.salisbury.edu/~laandes/welcome.htm

Online Course Site: http://www.blackboard.com/courses/310Andes/index.html

TEXTS: Tompkins, Gail, Language Arts, Content and Teaching Strategies,

Fletcher, Ralph, What a Writer Needs, Heinemann, Portsmouth, NH, 1993

COURSE DESCRIPTION:

Introduction to the processes of communication incorporating theory, modern research and specific methods which can be used to promote growth in these areas by elementary school children. Field experiences included. Prerequisite: Admission to Professional Teacher Education Program. Three hours per week.

COURSE OUTCOMES:

Upon completion of the course, students will:

Scholarship II.1

1. Identify the language arts, conditions of emergent literacy, and theories of language

acquisition.

Scholarship II.2

2. Analyze, self-reflect and respond to current research and practice of instruction in the

communication processes, individually and in learning groups.

Scholarship II.2

3. Identify, utilize and practice a variety of methods for teaching communication

processes.

Student Learning I.4

4. Model, practice and promote growth in the communication processes of elementary

school children.

Student Learning I.2

5. Plan and implement instructional strategies that promote optimal achievement in

diverse populations of elementary school children.

Informed and Reflective Practice III.2, III.5

6. Demonstrate skills in communication and strive to refine and improve practice through continuous reflection and assessment.

Collaboration IV.2, IV.3, IV.4

7. Collaborate with colleagues, pursue excellence and maintain enthusiasm for teaching, learning, and service.

CONTENT AND SCHEDULE:

DATE	TOPICS	CHAPTER READING	ASSIGNMENTS	CLASS ACTIVITY
Jan. 31, Feb.2	What is Language Arts? Demographics, Lang. And Culture, IRA/NCTE standards	Tompkins,1 Fletcher, Forward, Introduction, Mentors		Share multicultural experiences. Identify IRA/NCTE standards. Take handwriting sample.
Feb 7,9	Language Acquisition, Vygotsky, Cambourne, Creating conditions	Tompkins, 2	Handwriting due Feb. 9	Find similarities in theorists.
Feb. 14,16	Creating a language rich classroom, organizing in units, themes, reading and writing outcomes, MSPAP			Draw a classroom. Write a lesson plan.
Feb. 21,23	Reading and Writing Processes, Writing Cycle, Writing Workshop Prompts, rubrics, & scoring tools	Tompkins, 3 Fletcher, "Freezing to the "Face	Narrative Writing piece due Feb. 23	Prewrite, draft and peer revise narrative piece.
Feb. 28, Mar.1	Written Communication, stories, writing cycle, mini and focus lessons, peer editing, conferences	Tompkins, 9 Fletcher, pp 149-161		Practice student/teacher writing conferences.
Mar. 6,8	Emergent literacy, writing, listening, speaking, viewing, art, music, Dimensions of Learning,	Tompkins, 4 Fletcher, 45-55	Observation paper due, Mar. 6 Exam I, Mar. 8	Use D.O.L. in creating a lesson plan
Mar. 13,15	Word play, origins, idioms, parts of speech, poetry, free form, formula	Tompkins, 5,11 Fletcher, 31-41, 139-147	Poetry collection due Mar. 13 Lesson #1, writing cycle due Mar. 15	Distribute poetry collection.
March 8	Riall Lecture	7:00 HH
March 13,15	Journals	Tompkins, 6		Write different kinds of journal entries.
March 16-18	Somirac conference in Baltimore
Spring Break Mar.18-26
March 27,29	Expository Writing Text patterns, reports, letters, autobiographies,	Tompkins, 10 Fletcher, pg.91-112		Write a lesson plan for writing to inform.
April 3,12	Listening Process, Oral communication, reciprocal teaching, literature circles, storytelling, puppetry	Tompkins, 7,8 Fletcher, 67-91	Lesson Plan #2, expository writing, due April 3	Experience and create oral communication activities.
Preregistration April3-14	Daytime methods classes cancelled—teacher candidates	Are to spend days in schools for extra visitation
April 17, 19	Software, Internet use	Handout	Exam II, April 19	Explore internet sites and software with classmates.
April 24,26	Teaching conventions of writing, grammar, handwriting and spelling	Tompkins, 12 Fletcher, 113-138	Spelling games due April 24 Handwriting analysis due April 26	Distribute spelling games, consider the role of handwriting in language arts.
May 1,3	Multicultural Literature Literature Focus Units Reading/Writing workshop, Theme cycles	Tompkins, 13 Fletcher, 161-177	Lesson #3, using internet as a resource, due May 3	Create a thematic outline.
May 8, 10	Logs due in Education office, May 12 Writing Assessment	Handouts	Field Lesson due	Create a writing assessment plan
May 15	Demonstration of internet lessons
May 19	10:15-12:15 ch203 Final Exam

COURSE REQUIREMENTS:

1. Read, study and be prepared to participate in group activities and exams (50 points each). A regular and systematic approach to studying is advised for successful completion of the course. SCHOLARSHIP II.1, II.2

2. Handwriting Project:

(A) Write a letter, using manuscript handwriting, introducing yourself to your students as their new teacher. The purpose of this project is to provide you with the opportunity to evaluate your handwriting in terms of its legibility and its approximation to basic letter forms. After you have written your letter, evaluate your manuscript handwriting and indicate whether or not you elect to improve your manuscript using the Zaner-Bloser workbook available at the Book Rack. I will also evaluate your handwriting and make recommendations.

(30 Points)

(B) Write a letter, using cursive handwriting, introducing yourself to me. The purpose of this project is to provide you with the opportunity to evaluate your cursive handwriting in terms of its legibility and its approximation to basic letter forms. After you have written your letter, evaluate your cursive handwriting and indicate whether or not you elect to improve your cursive using the Zaner-Bloser Workbook available at the Book Rack. I will also evaluate your handwriting and make recommendations.

� Complete an analysis of your handwriting, due April 26. This should be a narrative of 1-2 pages. It should include areas of weaknesses and strengths. Describe adjustments you may have made in paper and pencil position. Use the elements of size, proportion, form, alignment, slant, and spacing to analyze your cursive and manuscript writing. State what would cause student performance to vary in these elements.

(30 points) STUDENT LEARNING I.4 Performance Assessment

Rubric	Standard Met(21)	standard exceeded(24)	standard exceeded at high level(30)
Handwriting samples	Manuscript and cursive writing matches models in most areas. Analysis shows knowledge of elements.	Manuscript and cursive writing matches models in form, alignment, spacing, size, slant and proportion. Analysis shows knowledge of these elements.	Manuscript and cursive writing matches models in form, alignment, spacing, size, slant, proportion. Analysis shows knowledge of these elements. Analysis shows understanding of causes of student weaknesses in handwriting.

3. Observation paper- Observe and Evaluate a writing lesson. Does it incorporate the Process writing elements of Prewriting, drafting, revising, editing and publishing? If so, which ones? If not, what was missing and why? Was it formal or informal? Summarize the lesson and its objectives. What were the strengths of the lesson? What were the weaknesses? How would you change it ? Why? What did you learn about the students? The teacher? The school? What did the students learn? How do you know this? What are the greatest challenges of teaching writing? Why was it taught in this manner? Has a risk-free environment been created? (50 points) INFORMED AND REFLECTIVE PRACTICE III.2

Rubric	STANDARD MET(35)	STANDARD EXCEEDED(40)	STANDARD EXCEEDED AT HIGH LEVEL(50)
Observation of the writing cycle.	Paper includes all guidelines mentioned above. Shows understanding of process writing stages and conditions of literate environment needed for written communication.	Paper includes all guidelines mentioned above. Shows good understanding of process writing stages and conditions of literate environment needed for written communication. Includes references to Fletcher’s writing and suggestions for improvement.	Paper includes all guidelines mentioned above. Shows deep understanding of process writing stages and conditions of literate environment needed for written communication. Includes reference to Fletcher’s work in promoting writing. Includes suggestions for improvement. Includes analysis of presence or lack of student learning.

4. Lesson Plans :Develop three lessons, each having a different performance outcome in the language arts. Include in the lesson the following: Theme, Outcomes (Performance Objectives), Indicators (what the student will do to show mastery), Techniques (what the teacher will do to instruct, including questioning strategies, modeling of writing, Evaluation (techniques used to evaluate student mastery, and steps taken to develop closure), Materials, (including teacher-made models, texts, student created materials, ) Resources (sources for ideas, such as professional resource books) and Activities (such as review games, etc.)

Lesson #1: This lesson will focus on the writing cycle. Develop an appropriate use of literature for motivation in the prewriting stage, use shared writing and develop a lesson that describes implementation of the writing cycle. Include specific instruction in a specific skill or strategy. Write it with your field placement class as the target audience.

Lesson #2: This lesson will focus on writing for information. Students will use topics from magazines for students, such as Time for Kids, Scholastic, Ranger Rick, Cobblestone. The lesson should include a specific writing process such as sequencing, classifying, comparing, etc. If at all possible, this is the lesson which should be taught in your field placement.

Lesson #3: This lesson will utilize an appropriate web site that may be used in a writing lesson. The lesson may be written as though the children are accessing and responding, or as though the teacher is accessing and assisting an entire class. There are many possible lesson ideas—choose carefully—points will be awarded for lessons which provide challenging, interesting ways to promote student learning.

The following web sites may be useful: www.cte.edu.ssu (see collaborative projects), www.timeforkids.com, www.pbs.org, www.eric-carle.com, www.janbrett.com, www.kidpub.com,

www.redwall.org www.pbs.ort/readingrainbow

www.tpl.lib.wa.us www.randomhouse.com/seussville www.4Kids.org

(50 points each, 150 total)

STUDENT LEARNING I.2

Rubric	STANDARD MET(35)	STANDARD EXCEEDED(40)	STANDARD EXCEEDED AT HIGH LEVEL(50)
Lesson Plans	Most guidelines listed above are met. Lessons show understanding of writing process and a risk-free environment required for writing.	All guidelines listed above are met. Lessons show good understanding of writing process and a risk-free environment for writing. Evidence of planning for mini-lessons is apparent.	All guidelines listed above are met. Lessons show deep understanding of writing process and risk-free environment. Evidence of planning for mini lessons is apparent. Plan for documentation of student learning is apparent.

5. Field Project II- Teach a lesson in language arts, using one of the lessons outlined in assignment #4, if possible. Along with the lesson plan, submit an evaluation of the lesson. Address the following:

What went well? Was it successful?

Describe student response. What did you learn about the students? What did they learn? How do you know this?

Were the outcomes accomplished? How do you know?

What surprises did you encounter?

What changes would you make? Why?

What elements framed your teaching? Would you change any situation? Why or why not?

What did you learn about teaching? About this school?

Have your cooperating teacher sign the lesson plan.

Videotape the lesson for your portfolio. Respond to the following questions: What personal mannerisms did you display that you want to continue? What will you want to correct? What are your goals regarding use of classroom space and materials? What are your goals regarding feedback patterns to students?

(50 points)

INFORMED AND REFLECTIVE PRACTICE III.2, III.5

Rubric	STANDARD MET(35)	STANDARD EXCEEDED(40)	STANDARD EXCEEDED AT HIGH LEVEL(50)
Field Lesson	Most guidelines listed above are met. Shows understanding of writing process. Demonstrates some reflection on performance.	All guidelines listed above are met. Shows good understanding of writing process. Demonstrates ability to reflect on performance to improve practice.	aLL GUIDELINES LISTED ABOVE ARE MET. sHOWS DEEP KNOWLEDGE OF WRITING PROCESS. dEMONSTRATES ABILITY TO REFLECT ON PERFORMANCE to improve practice. Demonstrates documentation of evidence of student learning.

6. One Writings- Write one sample piece. Narratives may be based on real life or fictitious events. Emphasis will be on modeling the writing cycle as it is taught to students. Models will be presented in class, followed by discussion and brainstorming. First drafts will be written and brought to the next class, with opportunity for peer review, revision and editing, and finally, sharing. Final drafts will then be collected in a class volume; opportunities for publication will be explored. (25 points each)

SCHOLARSHIP II.1

Rubric	Standard Met(15)	Standard exceeded(18)	Standard met at high level (25)
Writing piece	Narrative is drafted.	Narrative is drafted and revised with peer.	Narrative follows guidelines listed above. Narrative is revised and completed after peer revision.

7. Poetry collection-Collect five (5) samples of poetry that you would use with children--these can be on any topic, though they should have some connection to curriculum--science, social studies, writing, reading topics and should be from notable children’s authors, such as Aileen Fisher, Shel Silverstein, Jack Prelutsky, Myra Cohn Livingston, Eve Merriam, etc.Type the poems in a large font so that they may be easily placed on an overhead, and keep them in a pocket folder. Duplicate one of your favorites to give to your classmates. We will share these on the day we discuss poetry--and, PRESTO! --you will have a poetry collection!(10 points)SCHOLARSHIP II.2

8. Spelling games-- Create or find five (5) spelling games. These should be manipulatives on worksheets, activity sheets, or descriptions of activities. If they are commercially prepared, make sure they are GOOD examples of activities, not worksheets. Type or prepare them so that they can be easily reproduced for children, and keep them in a pocket folder. Duplicate your favorite for the class. We will share these on the day we discuss spelling activities, and you will have another collection! (10 pts.) SCHOLARSHIP II.2

Rubric	Standard met(7)	Standard exceeded (8)	Standard met at High level(25)
Poetry collection Spelling games (10 pts total for each)	Most guidelines are met.	All guidelines listed above are met.	All guidelines listed above are met. Examples are exceptional choices from well known authors and/or show creative use of many learning styles.

EVALUATION:

Conceptual Framework Theme and Outcome	Assessment Code	Assessment	WEIGHT
Scholarship II.1	2-C	3 exams, 50 pts each	150
Scholarship II.1	2CR	1 writing, 25 pts.	25
Student Learning I.4	3-PA	2 handwriting projects, 30 pts. each	60
Student Learning I.2	2-CR	3 lessons, 50 pts. each	150
Informed/Reflective Practice III.2	2-CR	Observation paper, 50 pts	50
Informed/Reflective Practice III.2,5	3-PA	Field Lesson	50
Scholarship, II.2	2-CR	Poetry collection, 10 pts	10
Scholarship, II.2	2-CR	Spelling games, 10 pts.	10
Collaboration IV.2,3,4	4-PC	Attendance/demeanor	10
Total			515

Assessment Code: 1-SR: Selected Response, 2-CR: Constructed Response, 3-PA Performatnce Assessment, 4-PC Personal Communication.

Total points earned divided by total possible points of 515. The course must be completed with a grade of "C" or better to meet the program requirements. Make-up tests are not routinely given. They may be provided at the discretion of the instructor with documentation of extenuating circumstances. Grading: 90-100%=A, 80-89%=B, 70-79%=C, 60-69%=D, Below 60%=F.

PROFESSIONAL DEMEANOR, ATTENDANCE, AND PARTICIPATION:

In class and in the schools, professional attitude, manner and responsibility are essential and will be considered. Active participation is expected in each class. Appointments must be kept, deadlines must be met, and consideration for and cooperation with others must be exhibited. The group activities are intended to provide for active participation. They are completed by the group in class, and may not be made up. In addition, projects will not be accepted beyond one week of the due date, and then points will be deducted for lateness. Points may be lost for excessive absence. For further information concerning absence, see SSU Undergraduate Catalog, pg. 47.

FIELD EXPERIENCE EXPECTATION:

It is expected that each teacher candidate will complete field experiences according to the guidelines in the Visitation Log. Upon receiving placement in a school, please be politely persistent in arranging your first visit as soon as possible. It is expected that you will continue visitations throughout the entire semester, assuming ever increasing levels of responsibility. You are required to teach at least one language arts lesson, and you should be willing to assume as much responsibility as is acceptable to your cooperating teacher. If there are opportunities to attend faculty meetings, school improvement team meetings, etc., you should use this to your advantage. As you are a visiting volunteer, you must use tact and diplomacy in building relationships with students, teachers, administrators, and parents. This is in the best interests of the students, school, community, SSU, and yourself.

Rubric	Standard Met(7)	Standard Exceeded (8)	Standard Exceeded at High level (10)
Field Experience/Demeanor/Attendance	Guidelines listed above are met.	Guidelines listed above are met. Teacher candidate seeks additional opportunities for involvement at the school.	Guidelines listed above are met. Teacher candidate seeks additional opportunities to teach. Teacher candidate collects artifacts which demonstrate performance and evidence of student learning.

WRITING ACROSS THE CURRICULUM:

Projects and papers must be typewritten. In support of the SSU Writing Across the Curriculum standards, spelling, grammar, and usage will be considered in the evaluation of all assignments.

INCLEMENT WEATHER:

In the event of inclement weather or other hazardous conditions, please use discretion and make a decision based on your personal safety.

PROFESSIONAL EDUCATION UNIT’S CONCEPTUAL FRAMEWORK:

This course supports SSU’s Conceptual Framework for teacher education and school personnel programs. The Conceptual Framework’s organizing theme is " A Tradition of Caring: informed Professionals Promoting Student Success and Excellent Practice in Education" The Conceptual Framework themes include: A Focus on Student Learning: Scholarship; Informed and Reflective Practice; and Professional Collaboration and Development. The attached sheet presents the themes and associated learning outcomes.

Bibliography

Barchers, S. Teaching Integrated Language Arts, West Publishing Co. St. Paul, MN, 1994.

Graves, Donald H., A Fresh Look at Writing, Heineman, Portsmouth, New Hampshire, 1994

Kennedy, X.J., Kennedy, D.M. & Aaron, J.E., The Bedford Reader, Bedford Books, Boston, 1997.

McCuen, J.R., Winkler, A.C., Readings for Writers, Harcourt Brace College Publishers, Fort Worth, TX.

Pike, K., Compain, R., and Mumper, J., New Connections, An Integrated Approach to Literacy, Addison-Wesley, NY, 1997.

Rawlings, Marjorie, If You're Gonna Teach Kids to Write, You Gotta Have This Book,

Routman, Regie, Invitations, Changing as Teachers and Learners, K-12, Heinemann, Portsmouth, NH., 1991.

Tompkins, Gail E.,Language Arts: Content and Teaching Strategies, Merrill, N.J., 1998