THE TEACHING
OF COMMUNICATION ARTS
REQUIRED TEXT:
Routman, Regie,
(1991). Invitations: Changing as Teachers and Learners K – 12,
Fletcher, Ralph, (1993). What a Writer Needs,
Walk Two Moons
(Creech), Because of Winn Dixie (DiCamillo), Holes (Sachar)
This course is designed to provide an opportunity for students to formulate a professional philosophy of language and learning, develop a knowledge of classroom programs and language learning engagements appropriate for the elementary school, learn how to effectively evaluate literacy growth in students, and to develop and use instructional strategies that contribute to communication competence and performance in elementary school children. It is also designed to create teachers who can use children’s literature to support children’s language and literacy development. Students will use this course to further their development as effective decision-makers and reflective practitioners.
COURSE OBJECTIVES AND COMPETENCIES:
The student will:
1.
Demonstrate
the ability to apply current knowledge about literacy to facilitate effective
literacy growth in elementary school children.
2.
Understand the
goals and objectives of the communication arts program.
3.
Demonstrate
the ability to reflect about oneself as a learner and then apply insights
gained as he/she observes children and supports their literacy growth.
4.
Formulate and
articulate a professional philosophy of language/literacy learning.
5.
Demonstrate an
ability to plan and implement a classroom program that supports proficiency in
literacy and is consistent with the identified professional philosophy.
6.
Demonstrate
the ability to create a classroom environment conducive to learning and
literacy development for all students.
7.
Demonstrate
the ability to plan interdisciplinary learning experiences that incorporate the
communication processes and literature with other curricular areas.
8.
Demonstrate a
knowledge and understanding of the acquisition, development and extension of
literacy.
9.
Demonstrate an
understanding and appreciation of the teacher’s role as a literate person and
the power that this demonstration offers.
10.
Demonstrate
the ability to use technology and multiple sign systems in supporting and
encouraging literacy growth in all children.
11.
Demonstrate
proficiency in assessing and evaluating literacy growth and in using that
assessment to plan engagements that will facilitate further growth.
12.
Demonstrate
the ability to meet the needs of diverse learners.
12. Accept responsibility for your own learning
and learn how to support others in their
learning.
13.
Demonstrate a strong familiarity and knowledge of authors and
illustrators of
children’s literature. Discover and present ways to use our most
prolific authors
and illustrators to support and
mentor all students’ language and literacy
development.
14.
Show critical awareness and appreciation of the ethnic and cultural
diversity that
exists in our classrooms and how to
provide instruction that meets the needs of all
learners.
LEARNING INVITATIONS:
This course is
designed so that learning occurs through student engagement in learning
strategies that illustrate or demonstrate a philosophy of language arts
teaching, curriculum, and learning. Students will develop as thoughtful
decision makers and reflective practitioners.
1. Participate
consistently as a reader:
a. Read and respond
to the texts, children’s literature, and other assigned readings
b. Show evidence of
reading (Professional and Personal)
c. Keep a literacy response log – reflections
on readings and learnings.
d.
Explore and
become familiar with children’s literature (both print and non-print) and its
potential to impact and influence students’ learning
2. Participate
consistently as a writer:
a.
Publish one
piece of writing – a topic of your choice
b.
Show evidence
of growth in writing
c.
Participate
consistently in the authoring cycle
d.
Show evidence
of using writing as a tool for learning – engage in writing activities
independently and with your colleagues
e.
Keep a
literacy response log – personal reflections on readings and learnings
3.
Develop competence and confidence in
teaching Language Arts in a public school classroom. Engage in observing, assisting,
collaborating, teaching and integrating language arts engagements during your required
field experience. Share your insights
and discoveries with your colleagues in class. Engagements should focus on several areas of
language arts. During the field
experience you are required to observe 2 periods, actively participate in 5 language arts periods, and prepare and teach at least 3 lessons – one must
focus on phonics instruction and all must include some formal or informal
assessment of student literacy. You must submit written plans for the lessons
you teach to your partnership teacher for his/her approval before teaching
them. Copies of each lesson plan must be signed by your partnership teacher and
turned in to your instructor. The main
focus of the experience should be using what you know about teaching the
language arts to help students grow in literacy proficiency. The partnership teacher’s evaluation will be
included in the assessment of this experience.
Request consistent feedback and suggestions from your partnership
teacher.
4.
Reflect on what you are learning and about
yourself as a learner and literate person.
Take ownership of your learning. Be
aggressive in your learning. Ask questions,
discuss anomalies, explore questions and experiment with different forms of
representation.
5.
Use technology as a tool for learning and teaching. Use web
search engines and specific web addresses to find resources for instruction. In
particular, find resources for planning and teaching lessons in language arts
and for developing the curriculum and instructional strategies for the thematic
unit. Consideration will be given to
those students who:
-Make
computer resources available to others through the creation of files and handouts.
-Include
URL’s the bibliography of work completed for this course.
-Analyze
computer software and materials for different content areas and grade levels,
select software that matches objectives and student characteristics, and include use of the software
in instructional planning and teaching.
-Design
and deliver a lesson using presentation software.
-Extend
their learning by the use of technology.
6.
In collaboration with your classmates
design, develop, and present a Thematic Unit.
7.
Successfully complete a midterm exam.
8. Successfully complete a final unit plan
that includes a profile of a highly proficient
language arts teacher.
9. Your attendance in our class is very
important. Don’t shortchange yourself as
a
learner
and teacher. More than two absences will
result in one letter grade reduction. It
is important to send an email when there are circumstances that make an absence
unavoidable.
Beginning
Fall 05, the Watson School of Education requires that all education majors
enrolled in methods courses maintain an active account on TaskStream, a
web-based curriculum builder and portfolio toolset. You are asked to maintain that account for
the duration of your program with the Watson School of Education (www.taskstream.com). Students in these courses will use TaskStream
to maintain a Professional Development Portfolio. This portfolio includes evidence of your work
that will demonstrate your progress toward meeting exit requirements and
professional standards.
Late Work– In
order to get full credit for any work, you must turn it in the on the day it is
due. One full letter grade will be deducted for each day that an assignment is
late after the due date. I realize that in today’s world of
high technology, there will be occasional problems with computers, printers, or
storage devices – but you need to plan ahead and take precautions, to make sure
that these problems don’t cause you to lose points on an assignment. You should
always back up your files regularly. You should always have backup plans for
computers and printers – the university offers numerous computing centers with
free access to computers and printers, which you can use if your own computer/printer
should fail you for some reason.
Special
Needs – If for
any reason you have needs for special accommodations to fulfill class
requirements and succeed in this class, contact me as soon as possible.
Plagiarism
– As a student
and as a prospective teacher, I expect that you complete your own work. If you
use ideas and excerpts from other people and/or resources you must cite and
properly reference them in your work. Please review the university policy
with respect to plagiarism. If the policy is not clear to you, please ask me
for explanation or examples.
Academic
Honor Code -
The UNCW Provost has asked all UNCW faculty to make reference – in course
syllabi – to the ‘Academic Honor Code’ which can be found in the Student
Handbook and Code of Student Life, Section V. – Academic Honor Code. Please
regard this as a reminder that all UNCW students and faculty are held to the
terms of the Academic Honor Code.
GRADING:
Grades will be based on assessment of all learning strategies, written assignments, attendance, participation in class and required field experience, and professional dispositions and responsibilities.
ASSIGNMENTS: POINTS
Reading Strategies:
Read
Invitations: Changing as Teachers and
Learners, 25
What a Writer Needs, and a broad range of children’s
literature
Author
/ Illustrator Study (Individual Presentation) 50
Writing Strategies:
Reflective
Literacy Journal 50
Published
Story 50
Literacy Assessment Study 25
Field Experience:
Teaching
and Learning in schools 50
Including 3
required lesson plans reviewed and signed by your partnership teacher.
Mid-term:
In-class Exam 50
Final Exam:
Content of Final Unit Plan and
Teacher Profile 25
360-400 = A
320-359 = B
280-319 = C
240-279 = D
239 and below = F
University
The
The
primary mission of the Donald R. Watson School of Education at the