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EIU ELE 3350 - ELE 3350-Syllabus

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ELE 3350(005) Language Arts in the Elementary School Spring 2008DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY AND MIDDLE LEVELEDUCATIONEASTERN ILLINOIS UNIVERSITYELE 3350(005) Language Arts in the Elementary School Spring 2008 Credit Hours: 2-0-2Instructor: Kiran PadmarajuOffice: 1322 Buzzard Hall (Inside the Reading Center)Office Hours: MW: 11:00 – 12:00 Noon; TR: 10:00 – 12:00 NoonPhone: Office – (217) 581 7879 Home – (217) 531 8955Email: [email protected] or [email protected] Meetings: TR 3:00 – 4:15 p.m. BUZZ 2439Unit Theme: Educator as Creator of Effective Educational Environments: Integrating diverse students,subjects, strategies, societies, and technologies.Catalog Course Description: Objectives, research, teaching methods, and materials for teaching and evaluating the language arts. Field-based activities will be provided in conjunction with ELE 3000.Prerequisites & Notes: Concurrent enrollment in ELE 3280 and ELE 3000, or permission of department chair. University Teacher Education requirements apply and department requirements for enrollment must be met, including an expectation of second semester junior standing.Course Purpose: Recent literature is emphasizing the relationship between reading and other language arts; therefore, a two semester hour course in language arts will allow prospective teachers the opportunityto read and utilize the current research and teaching techniques expected of a competent teacher.Current Textbook:Tompkins, G.E., (2005). Language Arts: Content and Teaching Strategies (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall, Pearson Education Inc.Textbook Website: http://wps.prenhall.com/chet_tompkins_language_5Models of Teaching: Personal Systems Model (Developmental) emphasizes self-development, personal awareness, and enhanced self-concept. Learning occurs when individuals assimilate new experiences into already existingcognitive structures. The model pays great attention to individual perspectives and shapes education so that students can better understand themselves, take responsibility for their own learning, and go beyond current developments in order to become stronger, more sensitive, and more creative. (Bruce & Weil, 1992)Information-Processing Model (Bruce and Weil, 1992) enhances student attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts. The model focuses on input, processing and output. As the content is taught, the teacher directs attention to themethods and materials used to present the data, and has students focus on what is occurring as it is assimilated. This model provides the student with information while emphasizing concept attainment and hypothesis testing.Dispositions: Teacher candidates in the department of EC/ELE/MLE will exhibit professional ethical practices, effective communication, sensitivity to diversity, the ability to provide varied teaching practicesevidenced in a supportive and encouraging atmosphere for learning.Course requirements and demonstrated competencies are aligned with the following standards:Illinois Professional Teaching Standards (IPTS)http://www.isbe.net/profprep/PDFs/ipts.pdfTechnology Standards for all Illinois Teachers (ICTS)http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdfLanguage Arts Standards for all Illinois Teachers (ICLAS)http://www.isbe.net/profprep/CASCDvr/pdfs/24110_corelangarts_std.pdf Association for Childhood Education International (ACEI) http://www.acei.org/Synopsis.htm National Association for the Education of Young Children (NAEYC) http://www.naeyc.org/accreditation/next_era.asp Outcomes Specific to ELE 3350: The students will be able to:- Demonstrate a mastery of basic skills in language arts.- Demonstrate knowledge of the nature of language systems (phonological, syntactic, semantic, and pragmatic).- Demonstrate an understanding of the developmental philosophy in relation to language arts (listening, speaking, writing, reading, viewing, visual representing).- Understand language acquisition and development.- Describe the role of language arts (i.e., listening, oral expression, and written expression components) in the curriculum.- Identify appropriate instructional techniques in a multicultural setting.- Design instruction to develop and utilize the cognitive and affective processes by which pupilslearn.Course requirements /Demonstrated Competencies Course Requirement Demonstrated Competencies Aligned StandardsJournal Article Review Performance includes analyzing professional articles and their implication to the teaching of language arts. The review writings will be evaluated by a rubric.IPTS 2, 7ICTS 1A, 2A, 2E, 5B, 7ICLAS 1, 2, 3NAEYC 3, 4a, 4b, 4cACEI 3.1, 3.3, 3.5Writing Project Performance includes demonstration of writing skills and the writing process by going through the differentstages of the writing process to come up with a final piece of writing.IPTS 1 and 7ICTSICLAS 1, 2, and 3ACEI 1, 2.1, NAEYC 1, 3, and 4Integrated Thematic UnitThe students will demonstrate the ability to design a multidisciplinary teaching unit prepared to be used in a classroom designed on a selected theme and incorporating multiple language arts, lesson plans and IPTS 1, 2, 3, 4, 5, 6, 7, and 8ICTSICLAS 1, 2, and 3ACEI 1, 2.1, 2.8,3.1, 3.2, 3.3, 3.4, and 4NAEYC 1, 3, 4 and 5content areas.Multicultural Project The students will demonstrate strategies to select and use appropriate multicultural literature forthe language arts classroom.IPTS 1, 2, 3, and 5ICTSICLAS 1, 2, and 3ACEI 1, 2.1, 3.1, 3.2NAEYC 1, 2, 3, and 4Participation Performance includes presence and contribution during class meetings, and support of peer classmates.IPTS 2, 7, 11ICTS ICLAS 4.5NAEYC 3, 4a, 4b, 4c, 5ACEI 3.1,3.5Exams The students will demonstrate their content and pedagogical knowledge of language arts by completing assessment tools.IPTS 2, 7, 11ICTS ICLAS 4.5NAEYC 3, 4a, 4b, 4c, 5ACEI 3.1, 3.5 ADDITIONAL INFORMATION:A. Examinations: Three written tests consisting primarily of objective items and one/two short essayquestions will be administered to assess student understanding of the course content. These testsinclude two that will be administered after five chapters each and one as a final exam given at thescheduled time for finals. (Final – Thursday, May 1, 2008 - 12:30-2:30 pm) B. Assignments: Specific guidelines for the written assignments/projects will be provided as thesemester progresses.


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