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EIU ELE 3350 - ELE 3350-Syllabus

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ELE 3350Language Arts in the Elementary ClassroomTuesday/ThursdaySpring 2007* Text Set 10Total 480Grading ScaleWEEK ONE:DEPARTMENT OF EARLY CHILDHOOD, ELEMENTARY, AND MIDDLE LEVEL EDUCATION ELE 3350 Language Arts in the Elementary Classroom Tuesday/Thursday10:00 – 11:15BUZZ 2439Spring 2007 Professor: April Flood, Instructor Office: Buzzard 2206 Office Hours: Monday 8:30 – 11:30; Tuesday 3:45 – 4:15; Thursday: 11:15 – 11:45 Other hours available by appointment. Phone: Office: 217/581-7886 Home: 217/924-4482 Email: [email protected] Web site: Web CT: Theme: Educators as Creators of Effective Educational Environments: Integrating Diverse Students, Strategies, Technologies, Societies, and Subjects. Catalogue Description: ELE 3350: Language Arts in the Elementary School (2-0-2) 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 with ELE 3000 and ELE 3280, or permission from the department chair. Course Goal: Listening, speaking, reading, and writing are the heart of the elementary school curriculum. They form the basis for practically all classroom learning activities, both planned and spontaneous. Consequently, the language arts program has a great impact ona school’s success in achieving its instructional goals. The purpose of this course is to provide teachers with effective methods for developing language arts skills for all children. 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.Learning Model: Information-Processing Model: The information-processing model enhances students attempts to comprehend by acquiring and organizing data, sensing problems/generating solutions, and developing concepts and language for conveying them. The model focuseson input, processing and output. As the content is taught, the teacher directs students’ attention to the methods and materials used to present data. Outcomes for All ELE Classes: 11.0 Develop a desire for lifelong learning in students and personally display one’s own desire for lifelong learning, including self-evaluation skills. 12.0 Demonstrate knowledge of facts and an understanding of fundamental principles,0 ideas, and relationships among the various knowledge domains. 23.0 Demonstrate good communication skills. 34.0 Demonstrate knowledge of past and present develop, issues, research, and social influences in the field of education. 4.1 Describe cultural influences which are reflected in the history of the English language. 4.2 Demonstrate knowledge of current issues in the language arts domains. 15.0 Design instruction to develop and utilize the cognitive processes by which pupilslearn. 5.1 Demonstrate knowledge of children’s language acquisition. 5.2 Describe the factors which influence the development of language. 16.0 Demonstrate/exhibit sensitivity to students’ feelings. Outcomes Specific to ELE 3350: 17.0 Demonstrate a mastery of basic skills in language arts. 28.0 Demonstrate a mastery of the structure of the discipline(s) selected for3 specialization, theories, concepts, facts, principles, ideas, and relationships. 8.1 Demonstrate knowledge of the nature of language (i.e., phonology,morphology, syntax, and semantics.) 8.2Demonstrate an understanding of the developmental philosophy in relation to language arts (listening, speaking, reading, and writing.) 9.0 Demonstrate alternative methods of achieving similar learning outcomes. 10.0 Decide what will be learned and the process of learning. 10.1 Describe the role of language arts in the curriculum. 10.2 Demonstrate knowledge of the listening component in a language artscurriculum. 10.3 Demonstrate knowledge of the oral expression component in a language arts curriculum. 10.4 Demonstrate knowledge of the written component in a language arts curriculum. 11.0 Provide for the uniqueness of individuals, recognizing the characteristics of multicultural, at-risk populations, and foster appreciation for those differences. 12.0 Design instruction to promote a healthy self-concept in their students. 13.0 Use technology to support teaching and learning.Course Text: Tompkins, G. E. (2002). Language Arts: Content and Teaching Strategies (6th Ed.). Upper Saddle River, N.J.: Merrill, Prentice Hall. Additional supplemental readings will be made available during the semester. Course Requirements and Evaluation: Requirements Points * One short paper (1 ½ to 2 pages): Analyze one short journal article 25 * Thematic Unit 100 * Multicultural Literature Project 25 * Class Participation 100 * 2 Exams 200 * Text Set 10* Presentation 20Total 480 Grading Scale 92% or above = A 82%-91% = B 72%-81% = C 62% - 71% = D Below 62% = F At any point in this course, a student can determine the letter grade at which he/she is achieving by dividing the number of points earned on tasks required. The above percentage levels can be matched with the designated letter grade equivalents. Due dates will be set for all work, one point shall be deducted for each calendar day that a paper or project is late. No work will be accepted after the last class day before finals. A 10% deduction will be assessed on all tests not taken on the assigned test day. Additional Information: Short Articles: Select one current (1997 - ) professional journal article to research regarding any component of language arts. Cite title, author, date, and sources of material in APA format. Abstract the research into one and a half to two pages of double-spaced material. Write your reaction to the research findings. The

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