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Luther College

Education Department

EDUCATION 326: LANGUAGE ARTS METHODS 7/31/12

Fall 2012

4 Credits

This course is an introduction to the pedagogy and curriculum grounded in the NCTE/IRA Standards for the

English Language Arts program in K-6 classrooms. The Common Core Literacy Standards forms a foundation

for the knowledge, skills and dispositions for teaching Reading, Writing, Listening & Speaking, Language, and

Media Technology in this methods course (www.corestandards.org). This course is designated as a writing

course within the major.

Class Time:

Section A: M/W/F—11:00-12:00

Section B: M/W/F—12:15-1:15

Room: KOREN 216

Prerequisites: ED 115 or 185, 220, 221, 222. Students must be admitted into the Teacher Education Program before enrolling in 300 Level Courses. The “Introductory Portfolio” must also be completed before enrolling in 300 Level Courses. Note: 325, 326, 321/322, 328, and 329 must be taken within the school year prior to student teaching.

Instructor Contact Information

Instructor: Barbara Bohach, EdD

Phone: (563) 387-1547 (Office) (563) 562-3994 (Home)

Email: bohachba@luther.edu

Office: Koren 109

Office Hours: MWF (9:00-10:30)

T/TH (8:30-9:30)

Texts:

Tompkins, G. E. (2009). Language arts: Patterns of practice. Upper Saddle River, NJ: Pearson Education, Inc.

Marten, C. (2003). Wordcrafting: Teaching spelling, grades K-6. Portsmouth, NH: Heinemann.

Boushey, G. & Moser, J. (2009). The daily five: Fostering literacy independence in the elementary grades. Portland, ME:

Stenhouse Publishers.

Boushey, G. & Moser, J. (2007). The CAFE book: Engaging all students in daily literary assessment and instruction Portland, ME: Stenhouse Publishers.

Materials:

Student Treasures Book (for publishing)

1-2 packs post-its

Handwriting Journal ($2.00—ed. Office)

Writing Response Journal

Writing Folder (flash drive/Google Docs)

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Before the end of their year in their “elementary methods” classes, the candidates must identify activities from these classes

and from their field placement for ED 321 and ED 322 by which they believe they demonstrated “application level” learning

for each of the competencies.

Alignment with the Mission Statement of Luther College—See the Education Department’s conceptual framework below.

Luther College Education Department

Conceptual Framework for Teacher Education

“Preparing Competent, Caring, and Inquisitive

Teachers for Global Responsibility”

…The Education Department Faculty, as an academic community of Luther College, has formulated five strands that provide the

foundation on which students build both teaching skills and a sense of vocation.

Reflected in ED 326

Strand I: The Liberal Arts Luther College teacher candidates benefit from general education requirements that provide learning opportunities

grounded in the assumption that the liberal arts provide a foundation for educated adults.

In ED 326 students begin to understand the foundations of how one uses language strands (reading, writing, listening, speaking,

viewing, and presenting) based on their own experiences learning within the liberal arts curriculum. Students develop their own

skills through written and oral communication in courses outside the major and then further develop skills through this intensive

writing course within the major. Candidates learn different purposes for oral and written communication within the general

education requirements.

Strand II: Knowledge, Skills, and Dispositions

Luther College teacher candidates are presented with an array of opportunities and experiences that lead to the

development of the knowledge, skills, and dispositions necessary for quality teaching and learning.

In ED 326 the candidates focus on effective oral and written communication skills for 21st century instruction as they

communicate using technological media such as podcasts, SKYPE, websites, and socially shared media. As reflected in the

Common Core Standards for English Language Arts and the Iowa Core Curriculum for Literacy, candidates employ a wide range of strategies as they write and use writing process elements appropriately to communicate with different audiences for a variety of purposes. Candidates demonstrate personal competence in the language arts so they are capable of providing quality teaching to elementary learners.

Candidates must honestly examine their own knowledge, skills and attitudes toward writing and presenting in order to develop goals for quality teaching and learning as a language arts teacher. Students will also examine and use a variety of skills and strategies for teaching language arts skills (i.e. spelling, handwriting, grammar, etc.)

Strand III: Accountability

Luther College teacher candidates are prepared to individually demonstrate the knowledge, skills, and dispositions as they

relate to identified teacher competencies and to personal vocational choices.

In ED 326 the candidates continually review their progress toward the ten (10) teacher competencies and select “choice”

artifacts that demonstrate progress in the developing portfolio. Candidates also join in conversation (using technology)

with colleagues as they share writing drafts for children’s books, literature circles, professional journal reactions, and personal

reflections on their teaching experiences. The course goals and formative/ summative activities are related to the competencies.

(See chart) Luther College candidates also observe/reflect on models of classroom management as it applies to effective teaching

the language arts classroom.

Strand IV: Diversity

Luther College teacher candidates are provided with opportunities to engage in experiences with diverse populations

to assist their development as competent, caring, and inquisitive teachers for the 21st century.

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ED 326 candidates prepare for placement in diverse settings by implementing differentiated instruction as much as possible in

their lesson-teaching activities. The candidates recognize the need to differentiate for the specialized needs in language arts

instruction for English Language Learners and/or struggling learners. The candidates also recognize the importance of

connecting technology and 21st century language arts skills for the benefit of all learners. The candidates will also engage in

conversations about teachers Response to Intervention (RTI) when planning experiences with all learners. The candidates’ field

placement for ED 321 and ED 322 is intended to be a placement different from a previous clinical placement and offer candidates

opportunities for experiences with diverse populations.

Strand V: Reflection

Luther College teacher candidates are encouraged to develop ethical, reflective, and critical thinking skills that are

critical to life-long learning as a teaching professional.

ED 326 includes much reflection and critical thinking. Candidates must be aware of themselves as readers and writers as they

anticipate teaching elementary students. Throughout ED 326 they grapple with how they can continue to grow as critical

readers, writers, and presenters so they can learn to be an effective literacy teacher. Learners experience the benefits of

collaboration with peers to strengthen their knowledge and understanding and to gain confidence in their use of pedagogy to

make the difference in children’s success in literacy learning. The candidates engage in a succession of mini-teaching

responsibilities followed by self-reflection and goal-setting expectations.

Course Outcomes: 1.0 Students learn to integrate language arts as a comprehensive approach to elementary curriculum communication

skills.

1.1 Students will plan, implement, and evaluate integrated lessons in listening, speaking, writing, reading,

viewing, and visual representing throughout the curriculum.

1.2 Students will locate and utilize professional resources for knowledge and writing.

1.3 Students will integrate interdisciplinary understanding when planning/teaching the language arts.

1.4 Students will select and analyze quality children’s literature for use in the elementary classroom.

2.0 Students will have an understanding of theories on oral and written language acquisition and influences on

language development.

2.1 Students will identify the twelve language arts standards and translate those into teaching practices that

enhance language development in school.

2.2 Students will observe and analyze children’s developing skills in oral and written communication for the 21st

century

2.3 Students will write a unit integrating elementary content and components language arts.

2.4 Students will collaborate on planning and teaching language arts skills within an elementary curriculum.

2.5 Students will use inventories to assess and analyze students’ orthographic development

3.0 Students will know how to teach language arts emphasizing theory into practice.

3.1 Students will connect theory/research to practical application in the language arts classroom.

3.2 Students will design an interdisciplinary unit focusing on a theme or content area with special emphasis in the

integration of language arts (reading, writing, speaking, viewing and presenting)

3.3 Students will present and teach lessons demonstrating the use of The Daily 5 (Boushey, & Moser, 2007) as a

management/teaching tool for literacy instruction.

3.4 Students will apply the writing process in their own writing and in planning for teaching writing in the

classroom.

3.5 Students will design lessons that focus on quality literacy instruction.

4.0 Students will know how to examine, develop and produce a variety of techniques for assessment in a language arts

unit.

4.1 Students will select/design assessment strategies appropriate for evaluating teaching and student learning.

4.2 Students will design a variety of assessments appropriate for inclusion in an elementary unit.

4.3 Students will develop formative and summative assessments for language arts instruction.

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4.4 Students will evaluate writing using current assessment practices for teaching writing in elementary school (in

particular using the 6-traits writing as a model).

5.0 Students will know research-based methodologies of literacy instruction based on current best-practice in elementary

schools.

5.1 Students will examine current research on orthographic knowledge development

5.2 Students will assess analyze children’s orthographic knowledge & recommend strategies to

support continued development of learners

5.3 Students will examine current theories on teaching writing and engage in “writing

conferences” with elementary students using telecommunications

5.4 Students will engage in writing and conduct lessons using current teaching models of

“Writer’s Workshop”

5.5 Students will evaluate writing using current assessment practices for teaching writing in

elementary school (in particular using the 6-traits writing as a model)

. 5.6 Students will examine, debate, reflect, analyze, and evaluate curricula on teaching handwriting in

elementary school

6.0 Students will develop writing abilities and skills as an educator

6.1 Students will reflect and evaluate their current abilities as a writer

6.2 Students will examine and practice a variety of genres of writing

6.3 Students employ the writing process in producing quality writing

6.4 Students will reflect on personal growth as a writer moving toward writing in the JII experience.

The candidates engage in a succession of mini-teaching responsibilities followed by collegial critique, self-reflection

and goal-setting expectations. [video-taped teaching experiences]

GRADING:

Alignment of Outcomes with Activities and Assessments—MOST LESSON PLANS & WRITTEN WORK WILL BE

ASSESSED USING A-+

A “ ” is translated as meeting expectations

A “+” signifies work that goes beyond expectations in terms of critical thinking/reflecting and demonstration of true synthesis of learning. Comments will explain HOW and WHY work exceeds expectations.

A “-“ signifies that work needs further development in terms of critical thinking/reflecting and demonstration of learning. Comments will explain HOW and WHY work fails to meet expectations. Students may continue to improve work pieces

A “-“ can be ‘reworked’ and resubmitted. Please see me if you have questions & all resubmissions will be DUE by

November 15, 20012.

See the chart listing program competencies, activities, and assessments.

Luther Education Dept.

(Competencies)

Activities Assessments

Many can = Portfolio Artifact

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Attendance and participation policy:

Competency 1: Student Learning 1.1 Understands how students learn and develop. Competency 4: Learning Environment 4.1 Understands individual and group motivational theories and behavior. Competency 8: Reflection and Professional Development 8.2 Actively seeks out opportunities to grow professionally.

• Professional Collaboration—Candidates will work in

collaborative writing groups to give feedback on

writing

Professional Disposition--Active involvement is a

fundamental requirement for your success

as a teacher it is required through thoughtful

& purposeful questioning and discussion

Language Arts Unit

Journal reflections (flash drive)

In-class questions/discussions

Competency 8: Reflection and Professional Development 8.2 Actively seeks out opportunities to grow professionally. Competency 3: Communication 3.1 uses knowledge of effective verbal, nonverbal, and media communication techniques and other forms of symbolic representation.

Professional Journal Articles-- After journal

articles focusing on current trends or research in

elementary language arts instruction, candidates

write reaction papers to readings.

Dialogue Journal -- Candidates read children’s

literature, participate in literature circles, and

respond using double-entry journals

on the computer/ipad technology.

Reaction/Reflection Papers

Essays/Projects

Double-entry journals

Candidate and student writing

exchanges

Competency 6: Planning Instruction 6.2 effectively plan instruction based on knowledge of subject matter, students, the community, and curriculum goals. Competency 7: Assessment 7.1 Understands formal and informal assessment tools and strategies.

• Smartboard Lessons—candidates will plan and teach

language arts skills using technological tools for

instruction (ipads, smartboard, internet, etc.)

Unit Writing-- to plan and create a unit based on one

“Pattern of Practice.” (individual or pairs)

Writing Project & Assessment—candidates will

use SKYPE/Google-Chat to engage in

writing conferences with elementary students

on their writing process

-candidates use “6-Traits of Writing” to teach and

give formative assessment

Lesson plans and video-taped

teaching lessons for self-

reflection

Guidelines and unit rubrics

Candidate feedback to

Students w/ rubrics

Competency 10 10.1 understands the central concepts, tools of inquiry, and structures of the discipline(s). 10.2 creates learning experiences that make the aspects of subject matter meaningful for students.

• Writing Project & Assessment—candidates will

use SKYPE/Google-Chat to engage in

writing conferences with elementary students

as they use the writing process to

create a children’s book

Studentreasures Book

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Attendance is fundamental for the understanding and development of the learning process and for professionalism. You are required to

attend all classes. Please notify me of any upcoming absences, just as you will notify your principal when you become a teacher.

Absences are excused only for emergencies or illness. Attendance and absences affect the final grade.

Policies on late or missing work: Late or missing work will be reflected according to the expectation guidelines for each assignment.

Points are deducted for unexcused late work.

THE UNIT WILL BE A LARGE PROJECT AND WILL BE GIVEN FEEDBACK AS YOU START

WRITING YOUR UNIT. THIS WILL PROBABLY BE THE ONLY POINT-GRADED ARTIFACT FOR

THIS CLASS. OTHER ASPECTS WILL BE GRADED ON THE “CHECK” SYSTEM.

CLASS EXPECTATIONS

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-

Reading Reflection Journal

+ -

Handwriting Journal + - Professional Articles + - Children’s Book + - Skill Lessons on SMARTboard + - Video Reflections + - Lesson Plans + - Integration C. Literature + - Assessment & Differentiation + - Technology Integration + - Daily Assignments + - Lang. Arts Unit A/A- B+/B B-/C

Most of the “developing portfolio” artifacts will come from their Teacher Work Sample in ED 321 and 322. The students may choose

activities from ED 326, if they wish. See the activities that accompany the list of Learning Outcomes/Goals earlier in the syllabus. Luther Education Competencies reflected in ED 326

Competency Statement

ED 321/ED 322—TWS

Related ED 326 Activities

Competency 1:

Student Learning

1.1 understands how children learn and develop.

1.2 provides learning opportunities that

support the student learner's intellectual, career, social, and personal development.

TWS Methods classes 326—lesson plans; standards-based activities

Competency 2:

Diverse Learners

2.1 understands how children differ in their approaches to learning. 2.2 provides learning opportunities supporting the diverse learner's intellectual, social and personal development.

TWS Methods classes 326—lesson plans;

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Competency 3:

Communication

3.1 uses knowledge of effective verbal, nonverbal, and media communication

techniques and other forms of symbolic representation. 3.2 fosters active inquiry, collaboration, and supportive interaction in the classroom. 3.3 uses media and technology

appropriately and effectively.

TWS Methods classes 326—lesson plans; standards-based activities

Competency 4:

Learning Environment

4.1 understands individual and group motivational theories and behavior.

4.2 creates a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. 4.3 maintains an effective classroom management system.

TWS Methods classes 326—lesson plans; observation/reflection on classroom using “Daily 5” framework and/or “Responsive Classroom;” organization of schedule within a written unit

Competency 5:

Instructional Strategies

5.1 understands a variety of instructional strategies (for critical thinking) and

5.2 uses these strategies to encourage

students' development of critical thinking, problem solving, and performance skills.

TWS Methods classes 328—lesson plans; standards-based activities; children’s literature for interactive language arts instruction

Competency 6:

Planning Instruction

6.1 demonstrates knowledge of subject matter, students, the community, and curriculum goals.

6.2 effectively plan instructions based on

knowledge of subject matter, students, the community, and curriculum goals.

TWS Methods classes 326—Smartboard lesson plans; unit (using one model of “Patterns of Practice”

Competency 7:

Assessment

7.1 understands formal and informal assessment tools and strategies.

7.2 Uses the tools and strategies to

evaluate the continuous intellectual, social and physical development of each learner.

TWS Methods classes 326—lesson plans; unit assessment designs; article reflections on role of formative/summative assessment in language arts

Competency 8:

Reflection &

Professional

Development

8.1 continually evaluates the effects of individual choices and actions on

students, parents, and other professionals in the learning community. 8.2 actively seeks out opportunities to grow professionally.

TWS Methods classes 326—self-reflection after pre-assessment and at conclusion of ED 326

Competency 9:

Relationships with

Parents, Colleagues,

& the Larger

Community

9.1 fosters relationships with parents, schools, colleagues, and organizations in the larger community.

TWS Methods classes 326—reflection on work with co-teacher & members of small group activities

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NCTE / IRA Standards for the English Language Arts The Standards

1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of

the cultures of the United States and the world; to acquire new information; to respond to the needs and demands

of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic

and contemporary works.

2. Students read a wide range of literature from many periods in many genres to build an understanding of the many

dimensions (e.g., philosophical, ethical, aesthetic) of human experience.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on

their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of

other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter

correspondence, sentence structure, context, graphics).

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to

communicate effectively with a variety of audiences and for different purposes.

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately

to communicate with different audiences for a variety of purposes.

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media

techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.

7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems.

They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts,

people) to communicate their discoveries in ways that suit their purpose and audience.

8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks,

video) to gather and synthesize information and to create and communicate knowledge.

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across

cultures, ethnic groups, geographic regions, and social roles.

10. Students whose first language is not English make use of their first language to develop competency in the

English language arts and to develop understanding of content across the curriculum.

Competency 10:

Subject Matter

Specialization

10.1 understands the central concepts, tools of inquiry, and structures of the discipline(s).

10.2 creates learning experiences that make

the aspects of subject matter meaningful for students.

TWS Methods classes 326—lesson plans; Smartboard lessons designed for teaching language arts skills

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11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy

communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment,

persuasion, and the exchange of information).

Learning Support Services

Student Academic Support Center. The Student Academic Support Center (SASC) helps students develop confidence in their

abilities and achieve their potential. The center's services, based on best practices in learning assistance, include needs assessment,

student-to-student tutoring, and one-on-one instruction with professional staff. In collaboration with faculty and other staff, SASC

coordinates specialized services for students with disabilities. Go to http://www.luther.edu/sasc/ for information regarding SASC.

Student Support Services. The Student Support Services (SSS) project at Luther College is designed to help eligible students

maximize their academic potential and achieve their professional and personal goals. SSS offers individualized tutoring, writing

assistance, academic advising, career counseling, and personal support, in addition to small study groups, study skills workshops, and

leadership opportunities.

Disability Accommodations Luther College is committed to providing equal educational and employment opportunities for individuals with disabilities, in

accordance with state and federal law and regulations, including the Americans with Disabilities Act (ADA) of 1990 and Section 504

of the Rehabilitation Act.

Students who have concerns about a disability should register with Disability Services in the Student Academic Support

Center (SASC), Preus Library, Extension 1270. Eligibility for Disability Services is based on documentation of a

disability by a licensed professional provided by the student. Once documentation has been approved, Disability Services

will work with the student to develop a plan of accommodations and auxiliary services to ensure equal access to all

educational opportunities. It should be noted that no accommodation plan can be developed until the intake and

documentation process is completed. Luther College policy and federal disability law emphasize that students are responsible

for making timely and reasonable requests for accommodations and services.

(https://reason.luther.edu/sasc/disabilities/)

ANNOUNCEMENTS: WHERE WOULD YOU WANT TO TEACH???

Student Teacher meetings are set for 9/6/12 @ 9:45 a.m., 4:30 p.m. & 7:00 p.m. in Koren 217.

J-Block J-term meeting for 2012 practicum will be _____________________.