Education 310

Methods and Materials for Teaching Language Arts

(Block III)

Spring 2004

 

Dr. JoAnne Katzmarek                                                                        Hours:    M 1-2

CPS 459                                                                                                                  W 3:30-5

346-3292                                                                                                

jkatzmar@uwsp.edu                                                                                           And by appointment

 

 

 

Texts:

 

Cunningham, P. and Allington, R. (2003). Classrooms that work: They can all read and write (3rd ed.) NY: Longman.  (To be purchased at University Book Store)

 

Tompkins, G. (2002). Language arts content and teaching strategies (5th ed.). Columbus: Merrill.

(Rental)

 

 

Course Description:  

 

The purpose of this course is to examine materials and methods for teaching language arts.  Our major focus will be on exploration of current issues in teaching, assessing, and integrating reading, writing, speaking, listening, viewing, and visually representing in the elementary and middle school settings. We will include Wisconsin’s Model Academic Standards in reading and language arts in our considerations of instruction and assessment.

 

The course will focus on the following Wisconsin Teacher Standards:

 

1. Specific Knowledge – The teacher understands the central concepts, tools of inquiry, and structures of the discipline he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

 

Knowledge

Students understand central concepts of using language to help learners to learn and to be part of the classroom community.

 

Skills

Students can apply knowledge of using language to learn to assist instruction and encourage learner involvement.

 

2. Child Development – The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social, and personal development.

 

Knowledge

Students understand the developmental process of the language arts areas from infancy through early adolescence.

 

Skills

Students use learners’ strengths as a basis for growth and their errors as opportunities for learning.

 

4. Instructional Strategies – The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem-solving, and performance skills.

 

Knowledge

Students will consider all six language arts and the Wisconsin Model Academic Standards when designing lessons and planning instruction.

Students will understand the use of all levels of thinking (e.g. Bloom’s taxonomy) when designing lessons and planning instruction.

 

Skills

Students will be able to design, develop, and evaluate language arts lessons based on the state standards and which meet a wide range of pupil needs and interests.

Students will value the development of learners’ critical thinking, independent problem-solving, and performance capabilities.

Students will value flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs.

 

6. Inquiry, Collaboration - The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

 

Knowledge

Students understand communication theory, language development, and the role of language in learning through the language arts.

Students understand how cultural and gender differences can impact language arts instruction.

 

Skills

Students recognize the importance of nonverbal as well as verbal communication.

Students recognize the power of language for fostering self-expression, identity development, and learning.

Students value the many ways in which people seek to communicate and encourage many modes of communication in the classroom.

 

7. Methodology – The teacher plans and delivers instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

 

Knowledge

Students will be able to design, develop, and evaluate classroom language arts lessons, based on the state standards, which meet a wide range of pupil needs and interests.

Students will be able to integrate the language arts areas within the language arts curriculum and with the elementary and/or middle school curriculum as a whole.

 

Skills

Students value both long-term and short-term planning.

Students believe that plans must always be open to adjustment and revision based on student needs and changing circumstances.

Students value planning as a collegial activity.

 

8. Assessment – The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

 

Knowledge

Students will be able to use informal diagnosis, observation, and evaluation of language arts abilities in order to determine appropriate instruction.

 

Skills

Students will value ongoing assessments as essential to the instructional process and recognize that many different assessment strategies, accurately and systematically used, are necessary for monitoring and promoting student learning.

Students are committed to using assessment to identify student strengths and promote student growth rather than to deny students access to learning opportunities.

 

9. Reflective teaching - The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow.

 

Knowledge

Students will reflect on research and current trends in language arts instruction and their impact on classroom practice and student growth and achievement.

 

Skills

Students value critical thinking and self-directed learning as habits of mind.

Students are committed to reflection, assessment, and learning as an ongoing process.

Students are committed to seeking out, developing, and continually refining practices that address the individual needs of students.

 

10. Collective cooperation – The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

 

Knowledge

Students will be able to define and implement appropriate language arts strategies in their classroom practices and be able to explain these techniques to parents, administrators, other teachers, and their students.

 

Skills

Students will successfully complete an in-school practicum teaching assignment.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Performance Tasks:

 

1.        You are required to complete the assigned readings and participate in discussions about those readings. You will also be required to prepare and teach concepts and issues of some of those readings.

  1. You are required to attend all scheduled class sessions.  Should you have an emergency requiring your absence, please notify me by phone or email prior to the class. One excused absence will be allowed with no point deduction IF arranged prior to absence. Each additional absence (and, obviously, missed participation) will result in a five (5) point reduction in your participation grade.
  2. All students are expected to participate in Block III  Monday seminars.  You are required to actively participate in and successfully complete an on-site practicum assignment. As many of your course projects involve your practicum placement, your grade for this course will be impacted by the practicum experience. See Block III Guidelines for specific expectations concerning your placement. It is very possible that an unsatisfactory placement  experience may result in a failing grade for this course.
  3. As this is a writing emphasis course, you will be expected to demonstrate effective writing standards. I have built into the course calendar some times for you to participate in writing activities to facilitate the writing process (e.g. writers’workshop). The writing requirements for 310 are as follows:
    1. You will submit a literacy (reading and writing) autobiography of at least three pages.  (This may be a revision of the autobiography you wrote for Ed 302.)
    2. You will keep a portfolio of language arts teaching materials, arranged by the teaching standards covered in this course. See class handout and rubric for specific details on this portfolio.
    3. You will include in your portfolio three language arts  lesson plans. Two of these plans may be part of the integrated unit plan AS LONG AS THEY ARE  PREDOMINANTLY CONCERNED WITH TEACHING AND LEARNING THROUGH THE LANGUAGE ARTS.  Since you will be designing these lesson plans as a team, all team members may earn credit for the lesson plans.  The third lesson plan should be designed after you begin working in your school.  Design this plan specifically for the grade and curriculum with which you are working.   This lesson plan should demonstrate the integration of language arts instruction into a curricular area other than reading (e.g. science, math, social studies, art, music).  Teach the lesson and include a reflective writing about the success as well as probable changes to the plan. Include your cooperating teacher’s feedback in your reflection.  Keep copies of all your lesson plans.
    4. As a Block III requirement, you will keep a DAILY reflective journal of your school experience.  Your university liaison will be reading this journal weekly during school visits.  Be sure that you are reflecting on the teaching and not merely recording the events of the teaching day.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Tentative schedule of readings and discussion topics:

 

Week of

Jan 19                     Intro to course, explanation of texts and expectations, discussion of WI Teaching Standards and Model Academic Standards for Reading and Language Arts..

 

Jan 26                     Concepts of language acquisition and language arts instruction.

Skim Tompkins chapters 1 and 2. READ C&A ch. 1. Two page written summary of these concepts due (or a teaching lesson based on these concepts and a rationale for the components of the lesson ) to hand in.

                               

Feb. 2                     Creative Writing – read Tompkins ch. 11 and 403-411.

 

                               

Feb 9                      Journal writing  - Read Tompkins ch 6

                                Peer Teaching – Spelling. Read Tompkins ch. 12 and C & A ch. 2

 

Feb. 16                   Peer  Teaching – Talk and Drama – Read Tompkins ch. 8

                                Watch video of dramatic lesson and check WI Standards

 

Feb 23                    Peer Teaching - Handwriting  Tompkins ch. 14

                                Peer Teaching  - Listening – Read Tompkins ch  7

                                Three page literacy (reading and writing) autobiography due.

 

Mar 1                      Writing Process and Writers Workshop  - read Tomkins ch. 3 and 608-614

                                Read C & A ch.4

 

Mar 8                      Integrated teaching and learning. Read Tompkins ch 10 and C & A ch 7

                                Both groups meet in R. 209 at 10:30 on Tues March 9th

 

Mar 15                    Peer Teaching – Grammar and Conventions – Read Tompkins ch.  13

                                Primary and Intermediate settings for integrated learning – Read C & A ch 10-11

                                Final copy of Literacy Autobiography due.

                               

Mar 24                    Spring Break

 

Mar 29                    Begin full-time school placement

 

Evaluation:

Autobiography  due 3/17                                                   50 points

Teaching portfolio due 4/29                                              200

Peer teaching                                                                        25

Attendance and participation                                            25

                                TOTAL                                                  300

 

96-100%  = A                        288-300 pts

94-95% = A-                          282-287

92-93% = B+                          276-281

88-91% = B                            264-275

86-87% = B-                           258-263

84-85% = C+                          252-257

78-83% = C                            234-251

76-77% = C-                           228-233

74-75% = D+                         222-227

70-73% = D                            210-221