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EIU ELE 3350 - ELE 3350-Syllabus

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Revised Spring, 2009/November 2009/May 2010 Early Childhood, Elementary and Middle Level Education Department ELE 3350-005: Language Arts in the Elementary Schools Credit Hours: 04 Professor: Kiran Padmaraju, Ph.D. Office: 1322 Buzzard Hall Office Hours: MW: 3:00 – 4:00 pm (Inside the Reading Center) TR: 10:30 – 11:30 am Phone: O – 581 7879; H – (217) 531 8955 Email: [email protected] Class Meetings: 1:45 pm - 3:00 pm MW Location: Buzzard Hall 2160 Unit 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 & Concurrent Enrollment: Concurrent enrollment in ELE 3280 and ELE 3000, or permission of department chair. For middle school option, consult advisor for course sequence. 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 opportunity to read and utilize the current research and teaching techniques expected of a competent teacher. Course Textbook: Tompkins, G.E., (2009). Language arts: Patterns of practice (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall, Pearson Education Inc. Teaching Model: The Information-Processing Models • Information-processing models emphasize ways of enhancing the human being’s innate drive to make sense of the world by acquiring and organizing data, sensing problems and generating solutions to them, and developing concepts and language for conveying them. Joyce, B., Weil, M., & Calhoun, E. (2009). Models of teaching. (8th ed.). Boston: Pearson. 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 practices evidenced in a supportive and encouraging atmosphere for learning. Live Text Assessment Requirement: For those classes with Live Text or Practicum- If the portfolio or Live Text requirements are rated, by the instructor, to have been completed in less than a satisfactory manner then no more than a "D" may be earned in the class regardless of the number of points earned. Standards Course requirements and demonstrated competencies are aligned with the following standards: • Illinois Professional Teaching Standards (IPTS) http://www.isbe.net/profprep/PDFs/ipts.pdf • Technology Standards for all Illinois Teachers (ICTS) http://www.isbe.net/profprep/CASCDvr/pdfs/24120_coretechnology.pdf • Language 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 pupils learn.Revised Spring, 2009/November 2009/May 2010 Course Requirement Demonstrated Competencies Aligned Standards Journal 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, 7 ICTS 1A, 2A, 2E, 5B, 7 ICLAS 1, 2, 3 NAEYC 3, 4a, 4b, 4c ACEI 3.1, 3.3, 3.5 Dispositions: PEP, EC, SDE Writing Project Performance includes demonstration of writing skills and the writing process by going through the different stages of the writing process to come up with a final piece of writing. IPTS 1 and 7 ICTS ICLAS 1, 2, and 3 ACEI 1, 2.1, NAEYC 1, 3, and 4 Dispositions: EC, PTSL Thematic Unit • The 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 content areas. • Multicultural Project: The students will demonstrate strategies to select and use appropriate multicultural literature for the language arts classroom. IPTS 1, 2, 3, 4, 5, 6, 7, and 8 ICTS ICLAS 1, 2, and 3 ACEI 1, 2.1, 2.8,3.1, 3.2, 3.3, 3.4, and 4 NAEYC 1, 3, 4 and 5 Dispositions: PTSL, EC, SDE Participation Performance includes presence and contribution during class meetings, and support of peer classmates. IPTS 2, 7, 11 ICTS ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1,3.5 Dispositions: PEP, EC, SDE Exams • The students will demonstrate their content and pedagogical knowledge of language arts by completing assessment tools. • The students will demonstrate handwriting abilities through the completion of the Handwriting Proficiency IPTS 2, 7, 11 ICTS ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1, 3.5 Dispositions: EC Core Assignments Brief Description Points/Due Date Approximate Weight Journal Article Review The students will do a critical review of an article associated with the teaching of language arts from a peer-reviewed journal. 30 points Due Date: January 25 10% Writing Project Depending on the directions given by the instructor, the pre-service teachers will complete a writing project by following all the steps of the writing process so that they become more familiar with the writing process and develop an understanding of how to present it to their future students. 45 points Due Date:


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