Winter 2006 EDU 421 1 Bishops’ University School of Education EDU 421: Methods in Teaching Language Arts 1 Winter 2006 Instructor: Jim Slocombe Office: Champlain 312 E-mail: firstname.lastname@example.org Tel.: (819) 564- 3666, Ext. 319 Office Hours: Mondays/Wednesdays 13.30 – 14.30 or by appointment Course Text (Mandatory): Bright, R.M., Pollard, M.J., Tomkins, G.E. & Winsor, P.J.T. (2002). Language Arts: Content and teaching strategies (3rd Canadian Ed.). Toronto, ONT: Pearson. Accompanying Website: http://wps.prenhall.com/chet_tompkins_language_5 The purpose of this course is to introduce pre-service teachers to the teaching of Language Arts in the elementary school. Attention will be focused upon how elementary students learn to use each of the Language Arts: listening, speaking, reading, writing, and viewing in the classroom setting, and what teachers can do to facilitate this learning. Current research will be examined pertaining to the development of these skills and be considered in the light of classroom experience. This course will focus primarily on the research on and development of oral language and reading skills, although due attention will be given to the interconnectedness of all the Language Arts. Students will be expected to attend class, be punctual, and stay for the duration. Absences should be accounted for in advance whenever possible, and all missed assignments must be made up by arrangement with the instructor. All work must be submitted on the assigned date, and late submissions will not be accepted without prior arrangement. Late work submitted after the due date without prior permission will receive a mark of 0. Course Objectives 1. To develop an understanding of the role of language in the elementary curriculum. 2. To develop an understanding of the process of language learning, particularly the process of learning to read written language. 3. To examine structural methods and materials for the enhancement of language acquisition in the classroom. 4. To devise appropriate language activities for the elementary classroom. 5. To devise appropriate means for monitoring students' language development. 6. To become familiar with MEQ Educational Programme for Elementary Language Arts. Winter 2006 EDU 421 2 Assignments Value Due Dates Major Project 50% By arrangement Annotated Bibliography 30% March 22 Writer's Notebook 20% April 12 Descriptions Major Project For the Major Project, students (in groups of four) must take responsibility for teaching one chapter of the text. Each group will submit a written (maximum) four-page summary of the chapter. The summary should identify the salient points of the particular chapter covered. Each group will also write an eight page response and will be expected to refer to at least four other references (books, journals, articles) in discussion of the topics covered. The response should include a discussion of these points, along with reference to research on the topic, as well as to personal experience. The APA style must be adopted for referencing all research documents. Each group will be responsible for conducting an hour-long in-class presentation based on the selected chapter, including a lesson of thirty minutes’ duration. Marks will be assigned as follows: Summary: 5 Response: 10 Lesson and Lesson Plans (and MEQ connections): 10 Overall Presentation: 20 Technical Accuracy: 5 Annotated Bibliography For this assignment students must compile a collection of ten books that they plan to use with future classes. With each entry, students must include a short (half page) summary of the story, a critique of the book, a suggested age and reading level, and a justification for its inclusion in the bibliography. Each entry should be a maximum of two pages in length. All references must be entered in APA style and the bibliography should be prefaced with an introduction. Each entry is worth 2 marks, with the extra 10 marks given for the introduction (3 marks), mechanics (3 marks), and presentation/justification (4 marks). Winter 2006 EDU 421 3 Writer's Notebook Ten classes will include a writing activity that can be used with elementary-aged children, as well as with older students and adults. Students are expected to keep these writing assignments and assemble them into a notebook to be submitted in the last class. For full marks, students must include all ten of the writing activities, presented in an orderly fashion, with two of the pieces of writing in a polished form. Apart from the polished piece, these are drafts, and thus errors in spelling and grammar will not lead to lost marks. The important thing for this assignment is to get involved in each writing activity and keep a record of what you have done. Tentative Course Schedule Wednesday, January 11th, 2006 Introduction to participants, course, textbook, assignments, and expectations First writing assignment (1) Monday, January 16th, 2006 Writing assignment (2) Chapter 1: Learning and the Language Arts Cognitive structures The learning process Learning strategies Wednesday, January 18th, 2006 Chapter 1 (cont’d) Language systems Diversity, bilingualism, and second language Culture, aesthetics, and gender Paradigms Monday, January 23rd, 2006 Writing assignment (3) Chapter 2: Teaching Language Arts Physical arrangements Centres The language-rich classroom Multimedia The Internet Winter 2006 EDU 421 4 Wednesday, January 25th, 2006 Chapter 2 (cont’d) Resource-based units Thematic units Inquiry-based units Reading and Writing Workshops Teacher roles Individual needs Monitoring, assessment, grading, and evaluation Monday, January 30th, 2006 Chapter 3: The Reading and Writing Processes The reading process (preparing, reading, responding, exploring) Extending (Integrated curriculum) Teaching the reading process Individual needs The Langer process Wednesday, February 1st, 2006 Chapter 3 (cont’d) The writing process (prewriting, drafting, revising, editing, publishing) Teaching the writing process Individual needs Connections between reading and writing Other constructions Monday, February 6th, 2006 Writing assignment (4) Chapter 4: Emergent Literacy Fostering interest Concepts (written language and alphabet) Adapting resource-based units Adapting reading workshop Wednesday, February 8th, 2006 Chapter 4 (cont’d) Alternative teaching strategies Introducing emergent readers to writing Individual needs Winter 2006 EDU 421 5 Monday, February 13th, 2006 Writing assignment (5) Chapter 5: Listening and Speaking in the Classroom The listening process Teaching listening Strategies for aesthetic listening Reading aloud to students Teaching and assessing aesthetic listening Strategies for efferent listening Teaching and assessing efferent listening Individual needs Wednesday, February 15th, 2006 Chapter 5 (cont’d) Conducting conversations Types of conversations Small-group conversations Public speaking Assessment of speaking abilities Conversations about literature Conversations during thematic units Show-and-tell Oral reports Interviews Debates Monday, February, 20th, 2006 Writing assignment (6) Chapter 6: Viewing and Visually Representing Viewing processes Viewing purposes Teaching viewing strategies Persuasion and propaganda Strategies for critical viewing and listening Wednesday, February 22nd, 2006 Chapter 6 (cont’d) Purposes for representing Teaching representation strategies Assessing students’ critical viewing and representing Winter 2006 EDU 421 6 Monday, March 6th, 2006 Chapter 7: The Language Arts and the Fine Arts Integrating Fine Arts and Language Arts Reader’s theatre Planning drama Story drama Wednesday, March 8th, 2006 Chapter 7 (cont’d) Drama techniques Drama exercises Role-playing Theatre Drama and building understanding Language Arts and Dance Monday, March 13th, 2006 Chapter 8: Reading and Writing Stories and Poetry Story elements Assessing students’ understanding of stories Aesthetic reading Teaching stories Assessing students’ understanding Playing with words Chanting Rhyme Poetic devices Teaching students to read poetry Assessment Poetry genres (in terms of reading) Assessment of experience Wednesday, March 15th, 2006 Chapter 8 (cont’d) Writing retellings of stories Assessment by rubrics Journals (personal, dialogue, reading response (logs), double-entry, simulated) Writing poetry (formula, free-form, syllable- and word-count, rhyming) Models of poetry Teaching students to write poetry Assessment of poetry-writing Winter 2006 EDU 421 7 Monday, March 20th, 2006 Writing assignment (7) Chapter 9: Reading and Writing Information Expository text structures Reading and learning from expository writing Hypertext Assessment Reports (collaborative, individual) Teaching and assessing report-writing Wednesday, March 22nd, 2006 Chapter 9 (cont’d) Letters (friendly, business, simulated) Teaching and assessing letter-writing Individual needs Monday, March 27th, 2006 Chapter 10: Words and the Language Tools to use them: Spelling, Grammar, and Handwriting History of the English Language (Old English, Middle English, Modern English) Etymology Root words and affixes Synonyms, antonyms, and homonyms Multiple meanings Idioms and metaphors New words Word-walls Word-study activities Teaching word-meanings Wednesday, March 29th, 2006 Chapter 10 (cont’d) Why teach grammar? Grammatical concepts Teaching grammar Assessing students’ knowledge of grammar Spelling development Teaching and assessing spelling Handwriting forms Handwriting development Planning instruction Assessing and correcting handwriting Word-processing Winter 2006 EDU 421 8 Monday, April 3rd, 2006 Writing assignment (9) Chapter 11: Putting It All Together Culturally conscious literature The importance of culture and diversity Strategies for teaching culturally diverse students Resource-based units (development) Primary-Grade resource-based unit on a novel Middle-Grade resource-based unit on an author Upper-Grade resource-based unit on a recognized work of fiction Wednesday, April 5th, 2006 Chapter 11 (cont’d) Thematic unit or inquiry-based unit (development) Using content-area textbooks Primary-Grade thematic unit on money Middle-Grade thematic-based unit on birds Upper-Grade thematic-based unit on the industrial Revolution Monday, April 10th, 2006 Writing assignment (10) Chapter 11 (cont’d) Establishing a workshop environment Setting up a Readers’ Workshop Variations of Readers’ Workshop Setting up a Writers’ Workshop Variations of Writers’ Workshop Wednesday, April 12th, 2006 The final word Winter 2006 EDU 421 9 Marking Criteria: Letter Grade Definitions Letter Grade Percent Range Description A 80 - 100% Work of outstanding quality This mark will be given for exemplary work that demonstrates excellent comprehension of the subject, exceptional thoughtfulness, and an inquiring mind. The assignment shows evidence of a high level of critical scrutiny of texts and discussions and a willingness to explore ideas beyond what has been presented and an ability to question and evaluate critically the student's own thinking and learning processes. The assignment illustrates a high degree of personal engagement with the topic and makes connections that are deep and insightful. The assignment frequently gives credence to articulate and innovative ideas based on broad background; it is creative and thought-provoking and consistently integrates broad orientations towards language and learning. B 68 - 79% Work of good quality with no major weaknesses This mark will be given for strong work that demonstrates in-depth comprehension of the subject. There is evidence of articulate and critical insights and a demonstration of thoughtful use of existing knowledge of the subject. There is also evidence of a willingness to engage actively in the learning experiences of the course, and an illustration of personal and meaningful connections. There is also evidence of critical reflection, questioning, and creativity in the assignment. C 55 - 67% Adequate work This mark will be given for satisfactory work showing no major weaknesses in comprehension of the subject. The assignment shows few original or critical insights, but the background knowledge is adequate. There is evidence of personal involvement in the learning experience, and the assignment meets all objectives and requirements; however, the work needs further development in the areas of critical reflection, inquiry, and creativity.