Course Proposals Help Course Name: Language Arts Instruction in Elementary Schools  Course Prefix: MEDUC Course Number: 6316              Submitted by (Name & E-Mail):  Louise Moulding, lmoulding@weber.edu Current Date:  11/3/2009 College: Education Department:   Teacher Education                               From Term: Spring  2010  Substantive new  Current Course Subject N/A Current Course Number New/Revised Course Information: Subject:  Select Subject             Course Number: 6316 Check all that apply:     This is for courses already approved for gen ed.     Use a different form for proposing a new gen ed designation. DV  SI  CA  HU  LS  PS  SS  EN  AI  QL  TA  TB  TC  TD  TE Course Title: Language Arts Instruction in Elementary Schools Abbreviated Course Title: Course Type:  LEC Credit Hours:  2  or if variable hours:    to Contact Hours: Lecture 30  Lab    Other Repeat Information:  Limit 0   Max Hrs 0  Grading Mode:  standard This course is/will be: a required course in a major program a required course in a minor program a required course in a 1- or 2- year program elective Prerequisites/Co-requisites: Course description (exactly as it will appear in the catalog, including prerequisites): MED 6316. Language Arts Instruction in Elementary Schools (2) F, S Students will explore theory, instructional methodology, and activities for supporting students in developing expertise in the essential skills of communication: listening, speaking, reading, writing, viewing, and visually representing. Justification:  The current MED program offers reading instruction courses specifically approved by the Utah State Office of Education and designed to meet the needs of in-service teachers who are seeking a reading endorsement. The courses, however, are not appropriate for pre-service teachers who do not have experience teaching reading. This proposed course is appropriate for pre-service teacher candidates, focusing on reading instruction and assessment. The new course ensures the integrity of the existing courses that meet the specific requirements for a reading endorsement. INFORMATION PAGE for substantive proposals only 1. Did this course receive unanimous approval within the Department? true If not, what are the major concerns raised by the opponents? Yes. 3/17/2009 2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department? No. The existing course is inappropriate for pre-service teachers and altering it would threaten the integrity of the USOE approved endorsement course. 3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course. Other departments do not offer similar courses for pre-service elementary teacher candidates. 4. Is this course required for certification/accreditation of a program? no If so, a statement to that effect should appear in the justification and supporting documents should accompany this form. 5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

Language Arts Instruction in Elementary Schools

MED 6316 (2 credit hours)

Instructor:

Dates/Times:

Catalog Description:

Students will explore theory, instructional methodology, and activities for supporting students in developing expertise in the essential skills of communication: listening, speaking, reading, writing, viewing, and visually representing. They will develop a clear understanding of the individual language arts as well as the value of integrating them within an instructional program. This course is required for MED candidates in the Elementary Education Licensure track.

Course Description:

The purpose of this class is to provide knowledge and understanding of the seven language arts (listening, speaking, reading, writing, viewing, and visually representing) and to provide practical experience in planning and teaching effective lessons in communication. Students will also develop confidence and expertise in using the Utah State Language Arts Core Curriculum.

Required Text and Materials:

The Utah State Language Arts Core Curriculum for Literacy in the Elementary School

Tompkins, G. E. 2006. Language Arts Essentials. Pearson Education, Inc. Upper Saddle River, NJ

Course Objectives/Outcomes:

MED 6316 is designed to reflect the conceptual framework of the Department of Teacher Education at Weber State University: Student Achievement: Teachers, Students and Communities Working Together. The representation of this framework illustrates that courses 1) are based on professional standards, 2) utilize and model reflective practice, 3) foster reflection, engagement, and collaboration in student performance, and 4) are dedicated to increasing student achievement.

University Ethics Policy:

Failure to maintain academic ethics/academic honesty including the avoidance of cheating, plagiarism, collusion and falsification will result in an E in the course and may result in charges being issued, hearings being held, and /or sanctions being imposed.  Any violation of the WSU student code of conduct may result in a failing grade in the course and/or withdrawal of the student’s admission to the Master’s of Education Program.

ADA Statement:

Any student requiring accommodations or services due to a disability must contact Services for Students with Disabilities (SSD) in room 181 of the Students Service Center.  SSD can also arrange to provide course materials (including this syllabus) in alternative formats if necessary.

Course Requirements:

1.                  Punctuality and attendance at every class period.  Because the schedule for the course is so compact, it is imperative that students are actively engaged each class period for the entire class. The teacher candidate is expected to demonstrate a high level of professional behaviors and attitudes that have been specified on a previous document. Each time a student attends class and is an active participant (prepared and contributing), the student will receive 1-2 points. Students are expected to be punctual to class.  Assignments are due in class on the date specified in the course disclosure, unless adjustments are made for the entire class.  Late work will NOT receive full credit; if you are ill, please e-mail your work.  Assignments handed in late will lose 10 percent of the total points earned for that assignment.

2.                  Careful reading of assigned material, reflection regarding the impact it may have on classroom teaching, and subsequent active involvement in class discussions and activities.  Written reflections will include (1) a summary of what you learned from the assigned material, (2) bulleted points of ideas you plan to apply in your teaching arena, and (3) how you felt about this assigned reading. This reflective learning journal will be kept by each student to facilitate the process of integrating what is learned with individual philosophy, dispositions, and the student’s teaching, or plans for teaching in the future.

3.                  For each Part of the textbook, students will create a Mind Map as a tool to elaborate thinking and help in making connections to the material presented. The purpose for this assignment is to prepare students for class discussions and activities. The mind map will be handed in on the day the text topic is discussed.  A rubric will be used to grade this assignment.

4.                  The teaching of one fully developed language arts lesson to colleagues in the class. A complete lesson plan, from objectives to reflection, will be created and used to guide instruction. Time in class will be set apart for group discussion to analyze the planning and implementation of each lesson. The lesson must focus on one of the seven language arts (listening, speaking, reading, writing, viewing, and visually representing).  Students are encouraged to use a basal reader to support the development of this language arts lesson.  The lesson must be based on the Utah State Language Arts Core and include objectives, assessment, and learning activities appropriate for the grade level selected.  A rubric will be given on which this assignment will be graded. 

Grading Standard:

MED 6315 follows the University grading system: A, A-, B+, etc. In keeping with University policy as outlined in Weber State University Catalog, a grade of incomplete will only be given for legitimate reasons such as severe illness or family crisis.

Punctuality, attendance, class participation                    20 points

Mind Maps (on Parts from the textbook)                         70 points

Reflective Learning Journal                                               50 points

Development/Teaching of Literacy Lesson                    60 points

                                                                        Total:              200 points

Course grades will be determined on a 200-point system.

Class Schedule (Each class is 3 hours. Classes are held in the evening.):

Session 1:

• Overview of class
• Presentation on Mind Mapping
• Discussion of the language arts (their importance, their unique place in curriculum as both a content area and the tools with which instruction and assessment are administered in other content areas, etc.)

Session 2:

• Discussion of Part 1 of Language Arts Essentials (Teaching language arts past and present)
• Presentation on lesson plans and their implementation, with modeling of

the expectations in the class for this major project.

• Discussion of reflection and activities producing a sample entry for the

Reflective Learning Journal.

Session 3:

• Discussion of Part 2 of the textbook (Listening)
• Examination of methods and activities used to teach listening skills to elementary students.
• Student participation in listening activities and debriefing.

Session 4:

• Discussion of Part 3 of the textbook (Speaking)
• Examination of methods and activities used to teach speaking skills to elementary students.
• Exploration of some of the speaking activities used in the elementary classroom.
• Discussion of the reciprocal relationship between listening and speaking.

Session 5:

• Discussion of Part 4 of the textbook (Reading)
• Examination of instruction and activities that can be used to enhance the reading skills, confidence, and enjoyment of reading for elementary students.

• Group work on the connection and integration of listening, speaking, and reading.

Session 6:

• Discussion of Part 5 of the textbook (Reading)
• Examination of instruction and activities that can be used to enhance the writing skills, confidence, and pleasure of writing for elementary students.
• Presentation on Dispositions that encourage student writing, and those that discourage it.
• Putting the “main 4” together, integrating listening, speaking, reading, and writing.

Session 7:

• Discussion of Part 6 of the textbook (Tools of Language)
• Presentation on the importance of grammar, punctuation, spelling, and other tools that support clear communication through the language arts.
• Activity with centers that showcase using the tools of language.
• Discussion of spelling, its importance and ways to teach and reinforce it in the elementary classroom.

Session 8:

• Discussion of how viewing and visually representing fit in with the other language arts.

• Presentation on using children’s literature (both fiction and informational books) to teach and reinforce the language arts.
• Literature-based activities that can be used in the classroom.

Sessions 9 and 10:

• Devoted to language arts lesson presentations and analysis.

Some time in each class will be set aside for the sharing of reflections from Learning Journals and discoveries students have made or questions they have.