1

EDUCATION DEPARTMENT Builders of Community

Ed 319 Integrated Language Arts Methods

Ed 317 Integrated Language Arts Practicum 8:00 to 10:30 Tuesday/Thursday

Spring 2013

Piper Wentz FAC 210 913-360-7371 pwentz@benedictine.edu Office Hours: 1:00-3:00 Tuesday/Thursday 9:00-10:00 Monday/Wednesday or by appointment

Required Text: Cooper, J. D. and Kiger, Nancy D. (2007) Literacy Helping Students Construct Meaning. Seventh Edition Credit Hours: ED 317 1 credit ED 319 5 credits

Course Description: This course combines the methods of reading, language arts, and children’s literature in an integrated approach to literacy development. The concepts, processes and standards of each curriculum area will be addressed. Candidates will develop proficiency in a range of pedagogical strategies for teaching the language arts. Evaluation of the instructional approaches will require connections to be made with learning theory and the conceptual framework, Educators as Builders of Community. Teacher candidates are concurrently enrolled in ED317, a 30 hour practicum in K-8 schools where candidates team teach with the cooperating teacher in designing, implementing, and evaluating an integrated language arts unit. General Education Requirement: ED319 meets the General Education requirement for Written Communication. A significant amount of time is devoted to the writing process, including classroom instruction time in writing skills and opportunity to revise/rewrite a paper on Scientific Based Reading Research.

Conceptual Framework: The conceptual framework of Benedictine College’s education program, both undergraduate and graduate, is built upon the theme, “Educators as Builders of Community.” It calls for pre-service teachers and pre-service educational administrators to perceive their roles in education as developers of community. The community is within the place called school as well as outside of its walls. Within this structure, goals for all education programs include: 1. Builds community within schools and classrooms so that students and teachers make personally meaningful choices, communicates and collaborates with others, thinks critically and conceptually, and acts justly; 2. Actively involves the community as part of the educational process;

2

3. Pursues outcomes that enable students, in the 1300 year tradition of Benedictine monasticism, to become builders of community Specific Course Outcomes and Objectives: This course is designed to enable teacher education program candidates to:

1) Demonstrate an understanding of how individuals learn and develop intellectually, socially, and personally and provide learning opportunities to support this development,

2) Understand and use formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development to all learners,

3) Plan effective instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading, and understand and use formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development to all learners.

Course Outcomes Assessment BC Conceptual

Framework and TEP Outcomes

KSDE Content Area Standards

1. The candidate demonstrates an understanding of how students successfully develop literacy applicable to many different situations, materials, and ideas.

Daily reading, class discussion, simulations, mid-term and final exam.

1, 2, 3,4,5 Standard #1 K 1,2,4,5,7,8,9,10 P 1,4,5,6, Standard #7 K 1,2,3,4 P 1,7,8

2. The candidate uses a variety of appropriate instructional strategies to develop students reading, writing, speaking, listening, and viewing abilities.

Research and synthesize information about instructional strategies in SBRR paper; strategy presentation to class.

1, 2, 3, 4, 5 Standard #1 K 1,2,5,6,7 P 1,2,3, Standard #7 K 4,5 P 5,6

3. The candidate effectively plans instruction based upon the knowledge of all students, community, subject matter, curriculum outcomes, and current methods of teaching reading

Candidates will successfully complete a practicum of no less than 30 hours in which they demonstrate competency in planning, assessing, and actually teaching reading and language arts activities.

1, 2, 3, 4, 5

Standard #1 K 1,2,3,4,5,7,8,9,10 P 1,2,3,4,5,6,7,8 Standard # 7 K 1,2,3,4,5,6, P 1,2,3,4,5,6,7,8

4. The candidate understands and uses formal and informal assessment strategies to evaluate and ensure the continual intellectual, social, and other aspects of personal development to all learners.

Candidates will successfully complete a practicum of no less than 30 hours in which they demonstrate competency in planning, assessing, and actually teaching language arts activities.

1,2,3,5

Standard #1 K 1,2,3,8,9 P 1,4,8,9 Standard #7 K 1, 2,4 P 1,3,4,6,7

3

Special Accommodations Clause: Benedictine College complies with the Americans with Disabilities Act (ADA) that requires reasonable accommodations for individuals with documented disabilities and/or special needs that may affect their performance in the class. Students should contact the instructor to discuss specific requirements and contact Camille Osborn in the Academic Assistance Center, Library 209, at 913-360-7517

Instructional Methods: Instructional methods in this course, evaluation of student work, and intended course outcomes have been aligned to serve our program goals. Course instructional methods will include lecture/class interactions, large group discussions, and small group collaborations applying instructional strategies and/or demonstrating an understanding of literacy concepts. In addition you will be making individual and group presentations, as well as, completing 30 hours of field experience. Assignments and Activities: 1. Attendances/Quizzes: Students are expected to attend class every session, be on time, stay for the whole class, and actively participate. Each assignment is an opportunity to learn; which is crucial for your success as a future educator. Daily points will be assigned for attendance. If a student is unable to attend a class, it is the student’s responsibility to notify the professor prior to class via phone or email. There will be no make-up quizzes. 2. Children’s Literature Project: Students will identify and locate children’s books that are Newberry and Caldecott Award winners and develop a bibliography of 20 books. Students will read and complete a summary of 10 children’s books including reading levels and strategies for use. Summaries and strategies should be no more than 1-2 typewritten pages and will address criteria identified by the professor. 3. Research Paper: Students will prepare a Scientific Based Reading Research (SBBR) paper. The paper must be a minimum of 10 pages (typed, double-spaced) and cite a minimum of 8 academic references. Students will follow the current guidelines for the APA format. 4. Presentation: Students will investigate an instructional strategy and present an example of this strategy to the class. The presentation will include a brief overview of your findings and a demonstration of the strategy, as it would be used in a lesson. 5. Lesson Plans, Strategies, and Routines: Throughout this course students will be asked to prepare lesson plans, gather strategies and routines that will become resources for the instruction of reading and language arts. 6. 6-Trait Writing Project: Students will design a writing cycle applicable to a grade level of their choice. The writing project will be standards driven. Projects will be evaluated on design of lesson, implementation, design of rubrics and evaluation of student work. Course Evaluation ED 319: Activity Percentage of Final Grade Attendance/Quizzes 5% Lesson Plans, Presentations, Routines, Homework 15% Midterm Exam 10% Six-Trait Writing Project 20% Children’s Literature Project 20% SBRR Research Paper 10% Final Exam 20%

4

Evaluation ED 317 Integrated Language Arts Practicum The practicum experience will consist of a minimum of 30 hours spent working directly with K-8 students. Responsibilities include planning, teaching, and assessing reading and language arts lessons. For the purposes of ED 317, the teacher supervising the practicum will initially evaluate students. The course instructor retains the right to modify this initial evaluation to ensure that all students are graded on approximately the same basis. COURSE GRADES Grading Scale: 100% - 95% = A 94% - 92% = A- 91% - 89% = B+ 88% - 85% = B 84% - 82% = B- 81% - 79% = C+ 78% - 75% = C 74% - 72% = C- 71% - 69% = D Below 68% = F All late work will be docked 5 points for each day. Unique situations will be handled on an individual basis.

COURSE CALENDAR This schedule is subject to change. Date Topic Preparation for next Class

Jan. 10th Thurs.

Introduction to the Course-Syllabus-Expectations Children’s Literacy – What is it? What makes a good language arts teacher?

Read Ch. 2 Read Ch. 2 of Tuck Everlasting

Jan. 15th

Tues.

Comprehensive Balanced Literacy Program Lessons Mini-lessons Children’s Literature Project Guidelines

Research Part 1 of Children’s Literature Project

Jan. 17 Thurs.

Class will meet in library

Read Ch. 3 of Tuck

Jan. 22

Tues

Comprehensive Balanced Literacy Program Modes Types of texts Part I of Children’s Literature Project is due

Continued work on Children’s Lit. Project Read Ch. 3 Literacy Read Ch. 4 of Tuck

Jan. 24 Thurs.

Prior Knowledge Strategies for Student Independence

Read Ch. 4 Literacy Read Ch. 5 of Tuck Strategy Research

5

Jan. 29 Tues.

Strategies for Constructing Meaning Strategy Research Mini-lesson/Presentation

Jan. 31 Thurs.

Strategy Presentations Scientific Based Reading Research APA Style-Supporting a thesis and citing your sources-avoiding plagiarism and integrating quotations and other source materials.

Start your research Read Ch. 6-TE

Feb. 5 Tues.

Strategy Presentations The Writing Process-Planning-formulating a thesis supporting your ideas.

Continued research on paper- Come to class with your thesis Read Ch. 7-TE

Feb. 7 Thurs.

The Writing Process-Composing and revising

Read Ch 8-TE

Feb. 12 Tues.

The Writing Process-Peer Editing Rough Draft Due

Read Ch. 9-TE

Feb. 14 Thurs.

Writer’s Workshop-Final Revision How to teach strategies for constructing meaning

Finalize paper Read Ch. 10-TE

Feb. 19 Tues.

SBBR papers due Review for Midterm

Study for midterm Read Ch. 11-TE

Feb. 21 Thurs.

Midterm Exam

Read Ch. 12-TE Read Ch. 5 Literacy

Feb. 26 Tues.

Beginning Literacy Part 2 Children’s Literature Project Due

Read Ch. 13-TE

Feb. 28 Thurs.

Beginning Literacy Read Ch. 14-TE Read Ch. 6 Literacy

Mar. 12 Tues.

Vocabulary Read Ch. 15-TE

Mar. 14 Thurs.

6-traits-Teaching Writing in the Classroom

Read Ch. 16-TE 6-trait writing project begins

Mar. 19 Tues.

6-traits-Teaching Writing in the Classroom Read Ch. 17-TE

Mar. 21 Thurs.

No class Read Ch. 18-TE Read Ch. 7-Literacy

Mar. 26 Tues.

Responding and the Construction of Meaning

Read Ch. 19-TE Read Ch. 8 Literacy

Apr. 2 Tues.

Writing and Constructing Meaning Read Ch. 20-TE Read Ch. 9 Literacy

Apr. 4 Thurs.

Helping Struggling Readers

Read Ch. 21-TE Read Ch. 10 Literacy

Apr. 9 Tues.

Management System Part 3 Children’s Literature Project Due

Read Ch. 22-TE Read Ch. 11 Literacy

Apr. 11 Thurs.

Assessment and Evaluation Read Ch. 23-TE 6-trait project due Apr. 16th

Apr. 16th Tues.

6 Trait Projects Due 6 Trait Presentation

Read Ch. 24-TE

Apr. 18 Thurs.

6 Trait Presentation Read 25/Epilogue-TE

6

Apr. 23 Tues.

Bringing it all together Field Experience Hours/Reflection/Log due

Apr. 25 Thurs.

Overflow…Guest Speaker…I need more information on __________?

Apr. 30 Tues.

Review for Final Exam Course Evaluations

May 3 Fri.

Final 8:00-9:50