Eastern Illinois University Department of Early Childhood, Elementary, and Middle Level Education ELE 3350: Language Arts in the Elementary Schools Spring 2008-Section 001 Instructor: April Flood Office: BB2206 Telephone: Office 581-7886 Time: Monday/Wednesday 11:00 – 12:15 Location: Coleman Hall 3290 Office Hours: Monday 2:30 – 4:00; Tuesday 9:00 – 10:30, Wednesday 2:30 – 3:30; or by appointment E-mail address: [email protected] Web Address: http://www.ux1.eiu.edu/~adflood 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 & 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 opportunity to 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.Models of Teaching: Personal Systems Model (Developmental) emphasizes self-development, personal awareness, and enhanced self-concept. Learning occurs when individuals assimilate new experiences into already existing cognitive 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 the methods 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 practices evidenced 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.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. 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 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 5B ICLAS 1, 2, and 3 ACEI 1, 2.1, NAEYC 1, 3, and 4 Integrated 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. IPTS 1, 2, 3, 4, 5, 6, 7, and 8 ICTS 2A, 3A, and 5B 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 Multicultural Project The students will demonstrate strategies to select and use appropriate multicultural literature for the language arts classroom. IPTS 1, 2, 3, and 5 ICTS 2A ICLAS 1, 2, and 3 ACEI 1, 2.1, 3.1, 3.2 NAEYC 1, 2, 3, and 4 Participation Performance includes presence and contribution during class meetings, and support of peer classmates. IPTS 2, 7, 11 ICTS 8A ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1,3.5Exams The students will demonstrate their content and pedagogical knowledge of language arts by completing assessment tools. IPTS 2, 7, 11 ICTS 8A ICLAS 4.5 NAEYC 3, 4a, 4b, 4c, 5 ACEI 3.1, 3.5 Core Assignments Brief Description Approx.Weight Points Per Project 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. 10% 50 Writing Project 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. 15% 75 Thematic Unit This