Syllabus

Course Description

The premise of this course is the underlying belief that language knowledge, fluency, and ability form the foundation of all learning and communication. Course content provides teachers with up-to-date information, research based methods, and strategies for helping learners develop greater communication skills integrating the use of literature and technology with traditional teaching and professional organization standards.

Objectives

Upon completion of this course the teacher will be able to:

• Develop integrated lesson plans combining multifaceted activities to insure greater development of language skills, knowledge, fluency and ability to communicate
• State current research basis for language arts practices
• Design language arts lessons that introduce and reinforce language standards as supported by professional organizations, state and federal governments and local school districts
• Assess student growth in language and communication skills by both quantitative and qualitative means.

Curriculum Design

This course is a forty five hour, 3 graduate credit course offered online. It includes Modules 1-12. Modules 13-15 are hands on modules during which students will demonstrate their level of competency with course content by completing their preplanned final projects of designing an exemplary literacy program for a grade level of their choosing from 2nd grade to 6th grade. 

Time Requirements

This course is offered over a period of 15 weeks. Modules are completed over the 15-week period pending length of assignments per week.

Skill and Hardware Requirements

Students may use either a Macintosh computer or a PC with Windows 2000 or higher. Students should possess basic word processing skills and have Internet access as well as an active email account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Internet Explorer, Mozilla Firefox, Safari, etc.

Course Materials

The required text for this course is: Hancock, M. R. (2007) Language arts: Extending the Possibilities, Pearson, Merrill/Prenhall, Pub. Upper Saddle River, NJ.

Course Outline

Introduction: Introduction & Overview

Module One: New Vision for Language Arts

Objectives:

• Students will synthesize how to integrate the components of dynamic language learning and the ongoing changes in our society's needs for communication into the curriculum.
• Students will critique language standards of learned societies.

 

Module Two: Teaching in the Language Arts Classroom

Objectives:

• Students will establish a framework for effective language arts instruction.
• Students will assess elements necessary for creating a learning community classroom environment.

Module Three: Language Diversity In Language Arts Classrooms

Objectives:

• Students will support multicultural literature and the need for including in language arts instruction.

Module Four: Language Arts Learning in Grades K - 2

Objectives:

• Identify the components of a balance language arts program for early grade learners
• Identify NRP, National Reading Panel recommendations for exemplary language arts programs for early stage literacy learning
• Define and enumerate components of a model guided reading lesson
• Define and enumerate components of a model guided writing lesson
• Identify research based theories for independent reading, writing and speaking as major components to exemplary language arts programs

Module Five: Listening and Speaking in a Learning Community

Objectives:

• List and define the five types of listening and introduce activities to foster development of same in language arts classrooms
• Examine the rationale and research base for using interactive read alouds, readers theater, and other expressive arts in language arts instruction
• Identify the concepts surrounding talk in a learning community

Module Six: Writing Apprenticeship Grade 3-8

Objectives:

• Define apprenticeship concept and identify the characteristics of this type of writing instructional program
• Identify the five stages of writing process and relate their importance in writing development
• Examine the role of mentorship in writing and having teachers serve as writing models
• Identify methods associated with the writing workshop and other research based appropriate writing activities

Module Seven: Narrative and Poetic Writing, Young Authors At Work

Objectives:

• Define narrative and poetic writing genres and explore use in language arts
• Identify elements of narrative writing in both literature and in isolation
• Define the role of writing in teaching and learning elementary language arts concepts, skills and strategies
• Identify developmental levels of writing from authentic student writing samples
• Identify appropriate assessment tools and instruments for assessing students' writing

Module Eight: Expository Writing - Sharing Information in Literary Mode

Objectives:

• Identify the five basic expository text structures
• Define expository writing and activities that effectively develop this skill
• Define inquiry learning process and learn ways to foster through expository writing apprenticeship
• Identify components of inquiry learning process

Module Nine: Viewing and Visual Representation

Objectives:

• Define the role of illustration and visual representation of story in language arts instruction
• Identify graphic structures that organize information and aid in learning
• Identify methods and strategies for teaching visual representation in language arts classrooms

Module Ten: Spelling, Grammar, Mechanics, Handwriting, and Word Processing

Objectives:

• Define and examine the developmental stages of spelling and the implications for instruction
• Identify classroom elements that are conducive to a balance between conventional spelling and risk-taking aspects of developmental writing instruction
• Identify the role of conventional grammar and mechanics as editing tools for the writing process
• Define the roles of handwriting and word processing to support the writing process

Module Eleven: Technology and the Language Arts, Exploring New Literacies

Objectives:

• State rationale for technology, new literacies and traditional language arts for instruction and learning
• Identify popular reading and writing software for quality and meaningful language arts instruction and practice
• Identify and list learning objectives for students' use of the Internet in language learning
• Provide examples of Internet resources for teachers to use in planning language arts instruction

Module Twelve: Interdisciplinary Instruction, Language Arts Across Curriculum

Objectives:

• Explore language arts and the relationship to teaching and learning across the curriculum
• Clarify role of literature, language, and writing in integrated curriculum programs
• Define thematic learning and identify the essential components of this organizational pattern for instruction
• Provide research proven teaching learning activities for integrated instruction

 

Module Thirteen: Assessment of Language Arts

Objectives:

• Identify the purpose of assessment of language arts as both individual achievement and instructional effectiveness
• Explore both formal and informal authentic assessment tools for language arts
• Identify components of balance approach to assessment
• Define and identify the implications of high stakes testing in the reality of teaching and learning

Module Fourteen and Fifteen: Catch Up, Review, and Final Evaluation

Objectives:

• Provide additional time for researching a topic of choice in more detail
• Provide time for completing all projects to be submitted
• Provide time for evaluation of course participants achievements
• Provide time for evaluation of course content and instructor

Course Requirements:

Requirements	Points
Forum Discussions	50
Weekly Assignments	70
Project 1 (Module 3) White Paper	20
Project 2 (Module 6) Unit Plan	20
Project 3 (Module 10) White Paper	20
Project 4 (Mods 11 & 12) Internet Resources	20
Total	200

Grades
200-186 - A
185-170 - B
169-154 - C

 

Proctored Exams:

General Information

Specific courses in each program require the completion of an online proctored exam using a Teacher Education University proctor via the ProctorU ^TM service. This serivce gives students the ability to take the proctored exam at a convenient time and location with the proctor viewing the student via Web cam.

 

Some Facts About the Exam

 

• Questions will reflect course content for modules 1-8.
• The content of the questions will reflect the type of assignments you completed in Modules 1-8, so it would be to your advantage to review your assignments prior to the proctored exam.
• This exam is designed to take approximately 2 hours to complete.
• Question types will include multiple choice, short answer, and essay.
• You will be able to log in to the exam the day after Module 8 assignments are due to your professor.
• Once you log in, the exam will only be available for 2 hours
• During the exam, you may use the course Web site for assistance, as well as other research sites such as Questia that may assist you in successfully completing the exam.

ProctorU^TM Technical Specifications and Instructions

The ProctorU^TM service requires equipment with the following specifications:

1. A high speed internet connection
2. A computer running Windows XP or later versions
3. A webcam with 640 x 480 pixel video resolution (provided by Teacher Education University upon student request)
4. Audio capabilities, either through the webcam or through a standalone microphone (most cams come with a built in mic)
5. Speakers must be connected to the computer and working
6. The ProctorU^TM program must be downloaded onto the computer (no installation necessary)

 

Each student will need to register for a free account with pupilcity at http://teu.pupilcity.com. 

Once an account is created, students should return to http://teu.pupilcity.com to schedule all exams at least seven full days before the desired exam time.  Students can change reservations until 24 hours before the exam, at which time they will need to contact pupilcity’s exam line at 205-870-8122. 

At the scheduled exam time, students should return to http://teu.pupilcity.com and follow the posted instructions to log into the assigned exam room.

Students should make sure their webcam and speakers are plugged in and turned on.  STUDENTS CANNOT TURN ON THE WEBCAM SOFTWARE BEFORE LOGGING INTO ProctorU^TM (this will create issues with the video feed).  Once in the room, students should follow the instructions to connect to the proctor and follow the verbal instructions to begin their exam.

 

Taking the Exam

The day after the Module 8 due date, course instructors will send students with the link to the exam.  Students will only be able to access the exam once.  They should not click on the link or attempt to open the Web page until they are ready to begin the exam.

Exam Rules

• The exam is designed to take approximately two hours to complete.
• Exams submitted more than two hours after they are initially accessed will not be accepted (proctors should carefully keep track of time spent on the exam).
• Students who do not propose a suitable exam site and possible proctor will not be allowed to take the exam.
• Students must not communicate with anyone regarding the exam, other than the proctor (or instructor or other designate), either verbally, electronically or otherwise, during the exam.
• The exam must be completed independently.
• Students must not discuss the curricular content of the exam with colleagues from class, either verbally, electronically, or otherwise, until after the final deadline for completion of the exam.
• If technical problems arise such that the student is unable to access the on-line exam, the proctor will notify the Teacher Education University staff, in order for the student to have an extended time period to complete the exam, if necessary.
• The proctored exam covers Modules 1-8.  It is not a closed book exam, students are free to use the textbook, browse the Internet, and the course Web site.  Because students will be tested on concepts, browsing absolutely does not help those who have not studied, but may be an aid to those who wish to occasionally clarify their thinking.
• Students and proctors may not remove a printed copy of the final exam from the exam site.
• If the exam is printed during the examination period, the copy must be destroyed by the student in site of the proctor before the student leaves the site of the final exam.
• It is recommended that students who may wish to browse during the exam open two copies of the browser during the exam (using one for browsing if necessary, and the other for the exam).
• It is recommended that students "save" frequently during the exam, or write down a few words to help remember which answer they have chosen for each question in the event that there is a power failure, or they accidentally close the browser window in which they are completing the final exam.

After The Exam

Upon completion of the exam, the student will log off from ProctorU^TM.  The instructor is notified that the exam is ready for grading.  Once the exam is graded, the grade will be posted in Maestro.

 

 

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by the Teacher Education University catalog and is subject to academic disciplinary action.

Bibliography

 

Teacher Education University reserves the right to adjust and adapt this syllabus as necessary.