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ELE 3350.005 Language Arts in the Elementary School Spring 2006 Instructor: Daniel Carter Location: BB 2160 Time: M,W 3:00-4:15 Office: BB 2210 Office Hours: M,W – 9:40-11:30 T,R – 11:40-1:00 Telephone: Office – 581-7892 Home – 549-4959 E-mail: [email protected] EIU CEPS Theme: Educator as creator of effective educational environments – integrating diverse students, subjects, strategies, and societies. Course Description: Topics include objectives, research, teaching methods, and materials for teaching and evaluating the language arts. Field based activities provided in conjunction with ELE 3000. Learning Model: Personal Systems Model – Developmental (Joyce, Weil & Showers, 1992). This model emphasizes self-development, personal awareness, and enhanced self-concept. It assumes that learning occurs when individuals assimilate new experiences into already existing cognitive structures. The model pays 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. Outcomes for all ELE classes: • Develop a desire of lifelong learning in students and personally display one’s own desire for learning, including self-evaluation skills. • Demonstrate good communication skills. • Demonstrate/exhibit sensitivity to students’ feelings. • Design instruction to develop and utilize the cognitive processes by which pupils learn. • Manage the classroom to optimize academically engaged time. • Perform successfully within the social and political contexts of schools and community. • Demonstrate knowledge of facts, and an understanding of fundamental principles, ideas, and relationships among various knowledge domains. • Demonstrate knowledge of past and present developments, issues, research, and social influences in the field of education. Outcomes specific to ELE 3350: • Demonstrate a mastery of basic skills in language arts. • Demonstrate knowledge of the nature of language systems (phonological, syntactic, semantic, 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. Course Text: Tompkins, Gail E. (2002). Language Arts: Content and Teaching Strategies (5th ed.). New York: Merrill, an imprint of Prentice-Hall, Inc.Assignments: • Jump-Start Activities: 20 pts • Multidisciplinary Thematic Unit: 100pts • Expository Writing: 50 pts • Persuasive Presentation: 50 pts • Midterm Exam: 100 pts • Rubric Writing Evaluations: 25pts • Final Exam: 100 pts • In-class quizzes/assignments 10 pts each • Participation/Goal Achievement 25 pts Grading Scale: 92%-100% = A 82%-91% = B 72%-81% = C 62%-71% = D Brief Assignment Descriptions: Jump-Start Activities: These ten minute focusing activities should be designed as an attention grabber, utilizing one of the six components of the language arts, and created to introduce a reading or language concept. Multidisciplinary Thematic Unit: This thematic collection of lesson and activities will integrate multiple elementary disciplines while concentrating on a specific topic. The objective is to have elementary students improve their language arts skills while learning about and participating in various subject matter. Expository Writing/Persuasive Presentation: Research a current language arts topic, developing a formal writing of the topic using the expository style. While researching, clarify your opinion about the topic in a manner where you can then present the topic to the class in hopes of persuading them to feel a desired way about the topic. Your formal writing should be three to five pages in length with appropriate APA standards being followed. Your presentation should be roughly ten to fifteen minutes in duration. Midterm/Final: Each exam will cover designated chapters, class activities, lectures, and audio-visual materials used. The final exam will not be comprehensive. Rubric Writing Evaluations: Using the components of the Write-On Illinois rubric, you will review student writing samples, ultimately grading and writing rationales for specific samples. Participation/Goal Achievement: All notes, in-class work, and assignments should be kept neatly organized in a three ring binder. These will be reviewed during the final exam and used to aid in evaluating class participation. You also will be expected to establish at least one personal/individual goal for this course, reporting at the end of the semester whether it was reached or not. * Consistent attendance is a basic expectation and extremely important to educational progress. You will be expected to notify the instructor prior to any absence. Late arrival to class will result in the reduction of the class participation grade. Grades on all assignments will be deducted 5% of the possible points for each weekday the assignment is late. Your assignments will be judged on quality of content, presentation, organization, and the integration of ideas. Evaluation of progress will be based on written exams, course assignments, and class contributions. All information in this syllabus should be considered subject to change based upon professional discretion. If you need course adaptations or accommodations due to a disability, please make an appointment to see me as soon as possible or contact the Director of Disability Services


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