PIEDMONT COLLEGE

SCHOOL OF EDUCATION

Mastering the art of teaching: Preparing proactive educators to improve the lives of all children.

COURSE SYLLABUS B

EDUC 632, LANGUAGE ARTS

INSTRUCTOR INFORMATION:

Name: Dr. Charles Lucado

Office Location: L-124 Demorest

Phone Numbers: (706)778-8500 x1231 (Office)

E-mail: clucado@piedmont.edu

Fax Number: (706)776-0135

Office Hours: Mon. 3:30 – 5:00 Wed. 3:30 – 4:30

Tues. 3:30 – 5:00 Thurs. 3:30 – 4:30

Others by appointment

Campus Security: (706)778-2222 Demorest; (706)548-8505 x8117 (Athens)

TIME AND PLACE

CAMPUS: Demorest or Athens SEMESTER: Fall or Spring YEAR: ________

Dates:

Time: 5:00 – 9:30 p.m.

Place:

COURSE INFORMATION:

Corequisite: EDUC 631

Credit: 3 hrs.

Period: ________

I. TEXT AND SUPPLEMENTARY READINGS (In addition to information provided on School of Education Syllabus A – I).

Thompkins, G. E. (2005). Language arts: Patterns of practice (6^th ed.). Upper Saddle River,

NJ: Pearson Merrill Prentice Hall.

Lynch-Brown, C., & Tomlinson, C. M. (2008). Essentials of children’s literature (6^th ed.).

Boston, MA: Pearson Allyn & Bacon.

Supplemental readings will be required as needed throughout the course. These readings will include research, professional documents, and personal reading. Also, copying some materials to share with the class may be required.

II. PIEDMONT COLLEGE MISSION; SCHOOL OF EDUCATION MISSION; &

GRADUATE MAT AND MA PROGRAM GOALS (See School of Education Syllabus A – II)

III. COURSE DESCRIPTION AND PURPOSE:

In this course you will study the basic content in communication, including the exploration of current issues, materials, techniques and methods for teaching the process components (reading, writing, speaking, listening, viewing, and visual representation). A variety of applications of these process components will be explored to enable you to become scholarly, reflective, and proactive in planning, implementing, and evaluating effective language arts programs. Topics include: how children learn language; language rich classrooms; the reading and writing processes; the listening process; conversations; dramatic activities; reading and writing stories, reports, and letters; reading and writing poetry; and spelling, handwriting, and grammar tools. A focus will be on integrating children’s literature in all areas of the curriculum.

IV. SCHOOL OF EDUCATION OUTCOMES (See School of Education Syllabus A – IV)

(Candidate Learning Outcomes by Program and Dispositions for All Candidates)

V. COURSE OUTCOMES :

Upon successful completion of this course, the candidate will be able to:

1. Develop knowledge of current philosophies and issues in the area of language arts. CCLO #s 2, 3, GCLO #s 11, 12, 13

2. Explore developmentally appropriate reading, writing, speaking, listening, viewing, and visually representing activities. CCLO #s 2, GCLO #s 12

3. Explore and analyze the Language Arts Georgia Performance Standards (GPS) and the International Reading Association (IRA) and National Council of Teachers of English (NCTE) standards; use these standards to plan for instruction. CCLO #s 1, 2, 8, GCLO #s 12, 13

4. Analyze and develop measures and methodologies for engaging diverse students and students with special needs in the language arts. CCLO #s 3, 4, 8, GCLO #s 12, 13

5. Demonstrate competence in assisting children to think critically, express themselves creatively and learn to make independent decisions. CCLO #s 3, 5, GCLO #s 11, 12

6. Demonstrate an ability to read orally both prose and poetry in an entertaining fashion and to develop storytelling techniques. CCLO #s 2, 5, 7, GCLO #s 12

7. Know the characteristics of effective teaching with core books and literature units. CCLO #s 3, 5, 8, GCLO #s 12

8. Develop and apply developmentally appropriate instructional communication strategies and create activities that promote self-esteem, group responsibility and relationships. CCLO #s 3, 5, 7, GCLO #s 11,12, 13, 14

9. Be able to design, role play, and teach literature lessons which encompass a variety of literature-related activities and purposes. CCLO #s 2, 5, 8, GCLO #s 12

10. Explore strategies for use of classroom technology for the language arts. CCLO #s 7, GCLO #s 12, 13

11. Question and select materials and media appropriate to the instructional level and needs of the students, with emphasis upon the implications of the learning process. CCLO #s 3, 4, 7, 8, 9, GCLO #s 12, 13

12. Analyze and select appropriate methods for observing, recording, and evaluating students’ behavior, progress, knowledge and attitudes in order to plan an appropriate instructional program and learning environment. CCLO #s 6, 8, GCLO #s 12, 13

13. Be able to critique audiovisual materials, games, simulations, and computer software programs related to the language arts. CCLO #s 6, GCLO #s 12

14. Reflect on his/her own teaching and make suggestions for improvement. CCLO #s 9,

GCLO #s 11, 12, 13, 14

VI. COURSE POLICIES & PROCEDURES: (In addition to information provided on School of Education Syllabus A – VI).

1. Class Attendance & Participation (Also review inforamtion about INCLEMENT WEATHER and PARTICIPATION on Syllabus A – VI, #1)

The allotted number of excused absences for this course is one. Only those absences due to emergencies, illness, or extenuating circumstances will be excused. Additionally, tardiness or leaving class early will be considered a partial absence reflected in your grade. Work missed due to an excused absence may be made up. Please contact me prior to an absence when possible. It is your responsibility to inform me in writing how you make up the work. Make-up work must be submitted within two weeks of the absence. If you are absent on class #7 or #8, you need to immediately discuss with me arrangements for make-up. Your writing should be professional and include: the date you were absent; a statement about why you were absent; a detailed, quality description of the process you undertook to make up the work; and a comprehensive summary of the content that was covered in class. Be sure to include a cover page. If work is not made up satisfactorily, the highest grade a candidate can receive for the course is a B. Any candidate who misses more than one class will be asked to drop the course or will receive an F at the end of the semester. However, if make up work is approved by the professor and satisfactorily completed, a passing grade is still possible. Also understand that reading a classmates notes cannot easily duplicate many of the experiences of the course.

2. Written Work (In addition to the information below, review guidelines on Syllabus A – VI, #2)

Each paper should have a cover page with your name, course number and name, assignment, and date clearly typed on the front. For example (double spaced and centered), Your name; EDUC 632: Language Arts, Field Experience A: Classroom Observation, Date.

(10% Assignment Parts; 20% APA Format / Citation and Standard Edited English; and 70% quality).

3. Academic Integrity (See School of Education Syllabus A – VI, #3)

4. Special Considerations (See School of Education Syllabus A – VI, #4)

5. Cell Phone Usage (See School of Education Syllabus A – VI, #5)

VII. INSTRUCTIONAL METHODS, DESCRIPTION OF ASSIGNMENTS, AND FIELD EXPERIENCES:

1. Instructional Methods: (See School of Education Syllabus A – VII, #1).

In addition to the approaches listed on Syllabus A, the following will be utilized: reports, projects, individual work, audio and visual representations, role playing, and small group discussions.

2. Description of Assignments:

Readings from the assigned texts will be one focus for discussions, writings, and group activities. Please read the assigned readings before coming to class in order to facilitate quality discussions. Think about how the readings relate or could relate to your classroom teaching experiences. Also keep in mind that you are responsible for the reading assignments even if we do not go over them in class.

All work for the course is to be in on time, or handed in on an agreed upon future date. Work submitted late will automatically lose 15 points per class meeting unless prearranged by the professor and candidate. To meet the deadline, assignments may be mailed (post marked by the due date), sent electronically on or before the due date, or delivered by a peer at the class meeting. Make-up checkpoints will be considered if a reason for missing the original checkpoint is justified. Completion of all assignments is required for a passing grade in the course. If at any time you are unclear about assignments or expectations, please contact me for clarification.

Other assignments or activities may be required as deemed necessary to assure the mastery of the course objectives as stated.

Assignments to Be Completed for This Course:

10% A. Four Journal Critiques/Reactions: CO: 1, 2, 4

Select four articles from the attached bibliography (or submit a more recent article for approval). Your selections should include one article from each content section (Theoretical Orientation, Oral Language, Reading and Writing, and Language Arts Across the Curriculum). Use the following criteria to select the articles: 1) you have not read the article, 2) the article is of interest to you,

3) it broadens your perspective/learning, and 4) the article is in a professional research journal.

Guidelines: 1) select and read the article, 2) make a copy of the article and highlight key points,

3) write your reactions and reflections to the key points in the margins by connecting to personal experience and implications for your teaching (you may type your reactions/reflections on separate paper if you wish), 4) be prepared to discuss the article in class, and 5) make a cover page and turn in the article on the due date noted on the Tentative Course Schedule beginning on page 10.

20% B. Checkpoints: CO: All

There will be two checkpoints that will focus on the course textbook readings, class discussions, and class activities. The checkpoints will consist of multiple choice questions, true/false, short answer, and/or problem solving/application questions.

20% C. Literature Focused Plan or Theme Cycle: CO: 2, 3, 4, 5, 7, 8, 9

Develop a five day, two hours per day, well-developed literature focused plan (Literature Focus Unit or Literature Circles); or theme cycle. The plan/cycle should be for a grade level of your choice (1-5) and integrate developmentally appropriate listening, talking, reading, writing, viewing, and visually representing activities. A suggested model plan will be placed on reserve in the Piedmont College Library. Chapters 2 & 15 (Tompkins, 2005) and Chapters 12 &13 (Lynch-Brown & Tomlinson 2008) may also be helpful.

The following criteria will be used to evaluate your plan.

1) Completeness: Are the lesson plans comprehensive? All of the language arts are included within the literature focused plan or theme cycle.

2) Clear Objectives: Are the objectives/expected outcomes based on the Georgia Performance Standards (GPS) clearly stated? (Observable, measurable, related to specific content, etc.)

3) Lesson Thread: Is there a clear relationship between the stated objectives/expected outcomes, content being presented, student activities, and evaluation of student learning?

4) Active Involvement: Are students engaged with the content in an active, not passive way?

5) Builds Interest: Does the plan indicate effective ways to generate interest?

6) Detailed Application: Are the procedures sufficiently detailed to communicate your ability to apply the content of this course? Is the progress of the lesson well sequenced? Are the strategies taught in the course appropriately utilized? Has the grouping of the students been thoughtfully planned? Are questions and directions that you will use included? Are they appropriate? Have transitions been identified? Is there sufficient variety in the lessons? Have back-up activities been planned? Has an effective summary or closure been planned?

7) Pacing: Is sufficient time planned for the lessons so students can comprehend? The lessons do not “lag” or leave students waiting or uninvolved.

8) Strong Content: Were valid up-to-date resources/guidelines used for curriculum development? Does the content appeal to a variety of students’ interests and ability levels? Is the content a valid representation of the discipline? Are knowledge, skills, and dispositions addressed where appropriate?

5% D. Handwriting Sample

Practice the alphabet and numbers (manuscript and cursive) using either Zaner-Bloser or D’Nealian on writing paper provided during 2nd class meeting. Practicing handwriting will prepare you for working with elementary students. Turn in one final copy, cursive on one side and manuscript on the other. Make sure you write you name and date on each side as well.

15% E. Attendance and Participation: CO: All

Refer to information under under VI, “Course Policies & Procedures,” #1 above.

3. Field Experiences (Initial and Advanced Ceritification Tracks):

Different county and city school systems require that specific field experience procedures and forms be used for placement of candidates in their schools. Also, certain field experience placement forms may be required by your college professor. Make sure you are using the appropriate placement request form(s) for the field experiences in this course.

Each candidate is responsible for arranging and documenting his/her field experiences at an appropriate grade level. Keep in mind that Early Childhood Majors are required to work in grades P-K, 1-3, and 4-5. When selecting your field experience, be sure that you are getting a good representation from each of the grade level areas in diverse settings for documentation of field experiences. Initial certification candidates should document a minimum of five hours for this course.

Document time actually spent performing the field experience, not time preparing and writing the results. When you are visiting schools for field experiences, you are representing Piedmont College and yourself as a professional. Your appearance, behavior, and demeanor should present those qualities that best represent you as a professional. Dress appropriately (no jeans, tennis shoes, or tee shirts unless the teachers and students are participating in a Spirit Day or similar event). However, if you are doing some type of drama that would require a particular type of dress to enhance the lesson it would be appropriate.

15% FEA. CHOOSE ONE (FEA 1, FEA 2, FEA 3, or FEA 4, FEA 5, FEA 6, FEA 7, FEA 8,

FEA 9, or FEA 10.)

FEA 1 - Read-aloud or Book Talk Activity: CO: 2, 6, 14

Select and prepare a picture book or passage from a chapter book for a read-aloud or book talk. The information on pp. 302 – 304 and p. 320 of Language Arts: Patterns of Practice may be helpful information if you are interested in a read-aloud and p. 456 of Teaching Children to Read: Putting the Pieces Together may be helpful for a book talk. Read the picture book aloud or give the book talk to a group of children in a grade level of your choice (K-5) and videotape the process (submit videotape with assignment). Critique the videotape by noting pluses, minuses, and interesting points of the activity itself, your strengths and weaknesses in delivery, and students’ reactions/responses. Reflect upon:

1. How and why you selected the book as well as how you prepared for the read-aloud or book talk.

2. Things to work on or think about.

3. What you would do differently and why.

4. Implications for your (future) classroom.

Follow the Directions for Field Experience A.

FEA 2 - Storytelling Activity: CO: 2, 6, 14

Select and prepare two stories, one for telling without props and one for telling with props. The information on pp. 354 and 355 of Language Arts: Patterns of Practice may be helpful. Tell your stories to a group of children in a grade level of your choice (K-5) and videotape the process (submit videotape with assignment). Critique the videotape by noting pluses, minuses, and interesting points of the activity itself, your strengths and weaknesses in delivery, and students’ reactions/responses. Reflect upon:

1. How and why you selected the stories as well as how you prepared for the storytelling.

2. Things to work on or think about.

3. What you would do differently and why.

4. Implications for your (future) classroom.

Follow the Directions for Field Experience A.

FEA 3 - Interview Students: CO: 2, 5

Interview six students about their concept of story and what they think about as they read and write stories. (Two first or second graders; two third or fourth graders; and two fifth graders.) Note the pluses, minuses, and interesting points of the interviews. Ask questions like:

Ø Tell me about a story that you have read that is a really good one.

Ø What things do authors include in stories to make them good?

Ø Do you like to read stories? Write stories?

Ø Tell me about some of the stories you have written.

Ø Tell me some of the things you think about while you are writing a story.

Ø What do you include in stories you write to make them good?

Ø What have your teachers taught you about reading and writing stories?

Ø Who are some of your favorite authors and/or illustrators? Why are they your favorites?

Follow the Directions for Field Experience A.

FEA 4 - English as a Second Language: CO: 2, 4, 11, 12

Observe students in a grade level of your choice (K-5) who are learning English as a second language and notice how the teacher adapts the language arts curriculum to meet these students’ needs. Pay attention to the strategies the teacher uses, materials being used, how students respond to the lesson/strategies, the language arts that are being used, and how learning is assessed. Note the pluses, minuses, and interesting points of what you observed and follow the Directions for Field Experience A.

FEA 5 - Yahooligans! CO: 1, 2, 8, 10, 11

Check Yahooligans (www.yahooligans.com) for:

Ø Brief biographies written for elementary students about historical figures and well-known contemporary personalities.

Ø Locating websites on children’s poetry. Check out websites with poems for and by children, information about poets, and information about publishing poetry on the Web. Also, check out poetry programs at elementary schools’ websites.

Ø Links to websites about spelling, such as the website on the National Spelling Bee, that are of interest to elementary students and their teachers.

Ø Links to websites about grammar, such as the website on Grammar Rock, that are of interest to elementary students and their teachers.

Ø Links to websites about handwriting, including websites with handwriting charts and

practice activities, that are of interest to elementary students and their teachers.

Note the pluses, minuses, and interesting points of your explorations. Share and discuss your findings with a first, third, and fifth grade teacher. Ask yourself questions like: Are teachers aware and familiar with this website? Do they view the website as a viable tool that complements their language arts program and instruction? Etc. Follow the Directions for Field Experience A.

FEA 6 – Exploring Websites: CO: 1, 2, 5, 8, 10, 11

Examine five of the websites listed in Figure 3-10 on page 146 of your text that publish children’s writing. Select websites appropriate for students in grades P-5. Discuss your findings and thoughts with a local elementary teacher. Note the pluses, minuses, and interesting points of your findings and discussions. Follow the Directions for Field Experience A.

FEA 7 - Classroom Observation: CO: 2, 3, 4, 12

Observe in two different classrooms for a sustained language arts period (one in a K-2 setting, the other in 3-5). Reflect upon the instruction and assessment of children as they participate in any of the language arts. Note what the teacher does and what the children do. Information gleaned from this experience will be helpful when developing your literature focused plan or theme cycle. Note the pluses, minuses, and interesting points of what you observed. Consider the following:

¨ Information about the overall environment/climate of the classrooms.

¨ The language arts that were addressed.

¨ Activities in which students were engaged.

¨ Materials used during the lesson/activity, including technology.

¨ Group structure and teaching strategies.

¨ Assessment of learning (formative; summative)

Follow the Directions for Field Experience A.

FEA 8 – Write a Story CO: 2, 3

Partner up with an elementary school student in grade 3, 4, or 5 and work with him or her on writing a story. Select a student outside of your family. After the story is written, reflect upon the writing using the criteria on page 421 of Language Arts: Patterns of Practice. Attach a copy of the student’s story. Follow the Directions for Field Experience A.

FEA 9 – Emerging into Literacy CO: 2, 3, 12, 14

Collect a set of examples of young children’s “kid writing” from a local pre-school, kindergarten, or first grade classroom. Try to obtain at least 12 representative samples that reflect different stages of developmental writing (these could be copies provided by a teacher). Identify concepts and forms of written language (writing left to right, spacing between words, one-letter labeling, etc.). Based on your reading chapter 4 of Language Arts: Patterns of Practice (pp. 162 – 164 and pp. 188 – 193 may be particularly helpful) consider the development of each child and place the set of papers on a continuum. Attach a copy of the papers to this assignment. Follow the Directions for Field Experience A.

FEA 10 – Spelling Analysis CO: 3, 12, 14

Collect 10 to 12 writing samples from a class of elementary students for a grade level of your choice (grades 1 – 5) to analyze and determine spelling stages. Attach a copy of the writing samples to this assignment. Use the examples provided on pages 539 – 540 in Language Arts: Patterns of Practice as a guide to support your analysis. You will also find the LA Essentials on page 534 helpful. Follow the Directions for Field Experience A.

15% FEB – Language Tools: Spelling, Grammar, Handwriting: CO: 1, 2, 3, 4, 11

Conduct an in-depth interview with a teacher who teaches in grades 1-3 and a teacher who teaches in grades 4-5 in an elementary school to gain information about how spelling, grammar, and handwriting are taught and assessed at a particular grade level respectively. Then for:

SPELLING: Create a Venn Diagram (or other graphic organizer) on a small posterboard to compare and contrast information in Chapter 12, Language Arts: Patterns of Practice with what you learned from your interviews. Then write 3 to 4 paragraphs explaining how this activity reinforced or changed your ideas about teaching and learning spelling.

GRAMMAR: Reflect upon how the information about grammar gleaned from the interviews compares to the Language Arts Georgia Performance Standards and information presented in Chapter 13 of Language Arts: Patterns of Practice for each grade level you selected. Create a “Baker’s Dozen” list to synthesize the key things you learned from this task about grammar and the teaching of grammar in the elementary school.

HANDWRITING: Guiding questions to consider: What model (if any) is used in the school? What do