University of Central Florida s6

1 UNIVERSITY OF CENTRAL FLORIDA College of Education I. Descriptive Information Department: Teaching and Learning Principles Program: Elementary Education Course title: Methods of Elementary School Language Arts Course number: LAE 5319 Course credit: 3 credit hours Semester: Instructor: Internet Address: UCF Mailbox & administrative asst: Office phone & office location:

Course description: Principles, procedures, organization, and current practices in reading, writing, listening, and talking. Florida ESOL Performance Standards have been infused within the objectives for this course. Course objectives and assignments are designed to prepare students for the Florida ESOL Endorsement.

Purpose and Rationale: The importance of literacy in today’s society cannot be overstated. Literacy is the foundation of any democracy and often is thought to be the key to a successful life. In this graduate level methods course, you will see how language arts impacts intensely on many if not all of our lives and therefore upon all other content areas. Language arts also may act as a complementary subject when integrated into almost any learning situation. Today’s elementary educator must have a solid understanding of what a good elementary language arts program should encompass so that our students will be able to use language in the most competent and satisfying ways. As educators, we must be committed to a better understanding speaking, listening, reading and writing as part of the language arts curriculum and as part of the larger elementary curriculum. In this course, we will experiment with language arts approaches that are also social processes; we will facilitate your language learning through direct instruction, social interaction, and active engagement. Using technology as a tool, reading great literature, and writing personally and professionally have the potential to help us grow academically as well as find meaning in our lives through the language arts.

II. Course Goals and Objectives Language Arts Objectives and Accreditation: The following objectives have been developed to meet the requirements of our accrediting agencies. They meet the standards established for the following: FEAP- Florida Educator Accomplished Practices PEC - Professional Education Competencies Tech- NCATE technology and teacher education ISTE ESOL- English for Speakers of Other Languages SELA- NCTE/IRA Standards for the English Language Arts FSAC- Florida Subject Area Competencies - Sections 60, 35, 28 ACEI - Association for Childhood Education International

The students must be able: A. To intelligently discuss the components of language (analyze language according to phonics, graphophonics, orthography, morphemic analysis, structural analysis, syntax, and semantics) as 2 well as the corresponding modes of language arts. [FEAP/PEC 4, 7, 8; PEC 14; ESOL 5, 10; Tech I.C.1, III.A; FSAC- 60.1.1, 1.2, 1.3, 2.3; SELA 6, 9,12] B. To understand Standards as handed down from our professional organizations, such as IRA & NCTE, and from the State of Florida through the Sunshine Standards and the Florida Accomplished Practices. [FEAP/PEC, 6, 3, 11; SELA 11] C. To realize the importance of poetry, listening, speaking, and drama in the elementary language arts program. [FEAP/PEC 2, 7, 8, 10, 11; PEC 14; ESOL 5, 11; FSAC- 35.12.3; FSAC 28.2, 3; SELA 3, 4, 5, 8, 11, 12; ACEI 2.1] D. To demonstrate an understanding of the many avenues of learning that children’s literature and technological aids can bring to the elementary language arts curriculum taking into consideration the culturally and linguistically diverse child. [FEAP/PEC 5, 9, 12; PEC 14; ESOL 15; Tech I.D.2, IV. B, IV.C; FSAC-60.4.4; FSAC-35.11.1, 11.2; FSAC 28.2, 3; SELA 1, 2, 7, 8, 9, 11, 12; ACEI 2.1] E. To foster and promote the role of a teacher as stimulating written expression in elementary students. [FEAP/PEC 2, 4, 7, 10, 12; PEC 14; ESOL 16; Tech I.D.2, IV.B; FSAC- 60. 5.1, 5.2, 5.3, 5.4, 5.5; FSAC 28.2, 3; SELA 3, 4, 5, 7, 8, 12; ACEI 2.1] F. To demonstrate an understanding of effective spelling, grammar, and handwriting instruction for the elementary student taking into consideration the culturally and linguistically diverse child. [FEAP/PEC 7, 8; PEC 14; ESOL 16; FSAC-60.5.3; SELA 4; ACEI 2.1] G. To recognize the importance of the writing process as well as other instructional strategies related to the language arts such as writers’ workshop and literature study groups.[FEAP/PEC 4, 5, 6, 10,11; PEC 14; ESOL 16; FSAC-35.12.2; FSAC 28.2, 3; SELA 1-12; ACEI 2.1] H. To demonstrate an understanding of appropriate techniques for evaluating the writer/ learner taking into consideration the culturally and linguistically diverse child. [FEAP/PEC 1; PEC 14; ESOL 21; FSAC-60.6.2, 6.3; SELA 1-12; ACEI 2.1, 3.2] I. To participate in inquiry groups, writers’ workshop, and in literature study groups culminating in group presentations and a writing portfolio. [FEAP/PEC 4, 5, 6, 8, 9; PEC14; ESOL 16, 18; Tech I.C.1, III.A.1; SELA 1, 3, 4, 7, 9, 10, 11; ACEI 2.1]. J. While accommodating for the various learning styles and cultural/linguistic backgrounds, to explore instructional decisions about the elementary teacher’s role as the manager of the language arts learning environment and as the parent and community literacy educator. [FEAP/PEC 9, 10, 11; PEC14; ESOL 18; FSAC-60.1-6 in total; SELA 1-12; ACEI 3.2]

Key Assignment: Describe key assignment that will be used by everyone who teaches this course.

FEAPs addressed: Communication, Knowledge of Subject Matter

** LETTER TO PARENTS. Each professor will assign at least one letter home to parents to provide evidence of our students’ knowledge of current language arts practices, such as writers workshop, spelling development, Florida Writes! preparation, literature circles, grammar instruction, creating the best writing environment, ESOL concerns, OR guiding principles for the instruction of spelling, grammar, or handwriting.

Communication with parents with the choice of topics require the following: Positive introduction and tone throughout Rationale for the strategies based on both practical and research based results Addressing the audience appropriately excluding misleading jargon or confused terms Address common concerns and misconceptions Appropriate form without conventional errors 3

III. Required Texts and Readings Reading Requirements for LAE 5319: Cramer, R. L. (2001). Creative power: The nature and nurture of children’s writing. New York: Longman.  Sunshine State Standards for Language Arts (FDOE) at http://www.firn.doe/curric/prek12/frame2.html  Language Arts through ESOL: A companion to the Sunshine State Standards for Language Arts (FDOE) at http://www.firn.doe/emsle/egtoc.htm Other materials: One small folder with pockets, may be a recycled one. This will be your writing folder/portfolio.

Scholarly Research Journals: JOURNAL OF CHILD LANGUAGE CHILD DEVELOPMENT LANGUAGE LEARNING COGNITION LANGUAGE ARTS YOUNG CHILDREN LANGUAGE QUARTERLY THE NEW ADVOCATE THE HORNBOOK PRIMARY VOICES BOOKLINK READING AND WRITING THE READING TEACHER READING TODAY JOURNAL OF READING RDG RESEARCH QUARTERLY

Books that might be of help for projects: I put most of these on reserve in CMC for you…) Peregoy & Boyle: Reading, Writing, and Learning in ESL. Koch, Kenneth: Wishes, Lies, and Dreams and Rose,Where Did You Get that Red? (writing and poetry) Hoskisson & Tompkins: Strategies for Language Arts Norton, Donna: Language Arts Activities for Children Petty, Petty, and Becking: Experiences in Language Arts Tiedt & Tiedt: Language Arts Activities for the Classroom Huck, Charlotte Children’s Literature in the Elementary School Watson, Dorothy: Ideas and Insights in Language Arts

Special Notes Each reading assignment is expected to be completely read ON the day discussion begins according to your syllabus. Attendance: Mandatory. However, if for any reason you anticipate being absent, you must talk with the professor before the absence or before the next class period. You must talk in person or on the phone (no email) to the professor before missing a test or a zero will be awarded.

IV. Evaluation and Grading System All projects or assignments are due at the beginning of the designated meeting time or will be marked off 5% of the total points. Otherwise points will be assessed at the rate of 10% per day (including weekend days). No extra points are possible. This is a criterion-based grading system. A=90-100, B=80-89, C=70- 79, D=60-69, F=<60. Also, according to the ADA, please inform me should you require a particular accommodation for this class. Students with disabilities, who need reasonable modifications to complete assignments successfully, are encouraged to meet with the instructor as early in the semester as possible to identify and plan specific accommodations. Students may be asked to supply a letter from the Office of Student Disability Services. 4 Academic dishonesty in any form will not be tolerated.

Determinants of your grade: Attendance, participation, thought cards, group work………………………………..…10%…………100 pts Midterm and final exam……………………………………..50%…………500 pts Writing Inquiry Groups…………………….……………...… 5 %……….. 50 pts Ready Resources Notebook, including TESOL file……….. 12 %…….….120 pts *30 Journal or FCAT writing prompts*…………………….. 3% …………30pts * These may be counted within your Ready Resources Notebook for 15 items, and turned in separately. Literature Study Groups …………………..……………… 10%………... 100 pts Writing Workshop Project w/ 1 minilesson ……………….10%………... 100 pts Minilesson 1st draft and revision (25 pts) Draft of poetry (10 pts) Draft of narrative or expository (10pts) Evidence of growth across all pieces (45 pts) All drafts of final piece plus Spandel evaluations (10 pts) Total 100% 1000 pts

V. ACADEMIC COURSE REQUIREMENTS COURSE PROJECTS The following course projects address the course objectives, as well as the Florida Performance Standards for Teachers of English for Speakers of other Languages: through Standards 5, 11, 15, 16, 18, and 21. Each of these course projects allow preservice teachers to consider best practice and find ways to incorporate ESOL guiding principles related to native language literacy support, cultural relevance, contextual support (Cummins), authentic writing needs (Graves), and comprehensible input (Krashen) to best facilitate future students’ social communication (BICS) and academic language proficiency (CALPS). Here are the particular standards and corresponding in-class or out projects that may apply.

ESOL STANDARDS FOR LAE 5319 PROJECTS 1. Graphic organizer for expository/narrative #11 writing str 2. Sorting activity: Labov’s Lang Dif’t priorities #5 knowl of 1st/2nd #21 assessment 3. Ready Resource Project, including ESOL #15 evaluate instr’l materials/tech #16 lesson plans #17 tech applications 4. Spandel’s Analytical Categories #21 assessment #18 lrng environment 5. Poetry: predictable, repetitive #11 writing strategy #16 lesson plan 6. Social lrng formats: BICS (social) into CALPS (academic) language Inquiry groups #5 knowl of 1st/2nd Lit study groups #5 knowl of 1st/2nd #18 lrng environment Writers workshop #18 lrng environment 7. Minilesson plans #16 lesson plans 8. Transformational-generative grammar activity #11 writing strategy  Pieces of evidence do not need signatures, but must be evaluated. 5 TESTS: Tests are designed not only to be an assessment situation, but to be a learning situation so as to make the best use of our time together. Part of each test will allow you to make connections and parallels that you likely would not see or synthesize otherwise. Often, essay questions are created as prompts that allow for many right answers, or to even create a plan for a product for classroom use. It is also likely that questions on the midterm and/or final will ask you to document evidence of your success at Florida Educator Accomplished Practices, such as Knowledge of Subject Matter, Communication, and Learning Environments, as they relate to the language arts. In addition to the artifact, you must write the reflection in the 3-r format of the COE Conceptual Framework of the reflective practitioner, as described in the portfolio guidelines found at http://reach.ucf.edu/~ed_found.

ATTENDANCE/PARTICIPATION: There are no make-ups for thought cards, or participatory small group work. All these scores are averaged to derive your attendance/participation grade which has 1 pt deducted for each unexcused absence and 1 point for any 3 tardies. Individual scores are √ +=100, √ =85, and √ -=70. Sometimes I may give a true quiz, on which would be possible to make between 0-100.

INQUIRY GROUPS: Instead of buying a separate professional book for collaborative study and reading, I want to try to use the Cramer book for this purpose. Chapters 3, 4, 5, 6, and 7 will be offered as topics to study and share with the rest of the class. Inquiry groups are often used in science methods as a strategy for research and reporting through social learning which is an important step to acquiring academic language. Inquiry groups extend a topic and focus on bringing in outside resources. Think about organizing the workload like this: one person could research websites and find an art or music or lit connection. The other could find journal articles or professional book sources. Yet another may research ESOL considerations, and create an overhead/handout that teachers would put to good use that is related to this topic. Then we will culminate with a 10 min sharing/ celebration of the topic (this may be inputted into Trackstar or a website for all to access or you may bring copies for each class member). Grades are based on my “clipboard cruising” of: Level of discussion: Prepared? Thought provoking? Documentation/record keeping : Each person contributing? Well-researched? Outside resources and ESOL resources being tapped? Sharing/Celebration: All participating? Brought in outside resources? Met 10 min time limits? Made others want to explore the topic? Personable? Stimulating? Prepared? Unique? Enjoyable? ? PIP FEAP: Continuous improvement or Knowl of Subject Matter

JOURNAL and Florida Writes! PROMPTS This project should be some beginning foundation for a learning center servicing individual students that will motivate them to write introspectively in a journal and/or to prepare for the Florida Writes exam. This project is a great way to increase both the fluency of both English speakers and of ESOL students in your classroom. Probably the best way to approach this resource project is to create an attractive, well-constructed, organized, and durable set of 30 stimulating writing ideas for independent student use. Visual cues and/or rebus will help all students. Be sure to include initial instructions, prompts or questions. If you decide to prepare students for Florida Writes!, you might have 10 narrative, 10 expository and 10 journal prompts for their practice (code these so that students may practice discerning which is which. Try using Appleworks or the Draw capabilities in Word or KidPix (or Kid Works2) to make these. Pictures and rebus often provide important clues for our ESOL students. In any case, they should look inviting and stimulating. I picture this on one sheet of paper or on separate large index cards, or by whatever creative means you desire…whichever you prefer. Include citations from references. This may be counted within your Ready Resources Notebook, if you would like as 15 of the 60 6 items {Remember Narrative= story with beg, mid, end; Expository = thesis statemt in 5P essay, and journals= personal/expressive writing, like a diary.} PIP FEAPs Learning Environments, planning, assessment,

READY RESOURCES NOTEBOOK I picture this project as housing resources to be used in your classroom and as having at least 4 sections, one of which must be ESOL helps for students in language arts. Some of the following topics which you may use are: journal prompts, expository writing, narrative writing, sentence combining, poetry, spelling (avoid word searches and crossword puzzles, punctuation, capitalization, grammar (avoid identifying parts of speech), handwriting, literature study groups, writers’ workshop, reference sections, or evaluative checklists/rubrics. Let’s avoid children’s literature authors & illustrators. This notebook should include items you know you will really use as well as brief margin notes about how/when you might use them (a post-it note will do). I want you to work on this resource all along. Let’s consult at midterm (if turned in here, you will be awarded 5 extra points) and then turn in at the end of the semester. Visit these websites for help: http://www.firn.edu/doe/sas/fwaphome.htm http://www.asdk12.org/staff/lloyd_pam/pages/NCTE/ You must have 60 total resources of any combination. Each category must have a minimum of five resources. You are strongly encouraged to add an Appendix of miscellaneous ideas that you run across in creating this notebook. To be included in the notebook, I want only items ready for dissemination; that is, items should be: Either a handout or overhead—ready to use Have at least 3 categories with TABS, including ESOL Margin notes for each resource provided Useful and meaningful to students Professional; without mistakes Chockful of good information/resources Not a waste of paper, okay?  Appendix provided with at least 3 items PIP FEAPs: Learning Environments or Planning

LITERATURE STUDY GROUPS These groups will be formed in the fashion described in Ralph Peterson’s and Barbara Eeds’ Grand Conversations; that is, groups of three to five students will choose a chaptered novel to read collaboratively. Thus, groups are formed out of interest and will be diverse in many ways. Your group will set their weekly agendas and will share predictions, responses, questions, and concerns every week. Some people find it helpful to use post-it notes or index cards to generate at least 2 initial responses or questions that you will bring to your group each week. At the end, you will collect this documentation in an envelope, staple it to your typed, double-spaced, 1.5 to 2 page book response (not a summary!) to turn in (For full credit, include two quotes from the book). Literature study groups in particular allow preservice teachers to experience and find additional ways to incorporate ESOL guiding principles and strategies by powerfully facilitating students’ social communication (BICS) as well as their academic language proficiency (CALPS). See Language Arts through ESOL: A companion to the Sunshine State Standards for language arts (FDOE) at http://www.firn.edu/doe/omsle/egtoc.htm for the important research support related to undergirding students’ social language skills. 7 Upon completion, your group will plan a brief celebration (10 min) to share the book. As part of the chapter book celebration, your group will prepare a “party favor” for each of our class members. The “party favor” should include the citation and one sentence blurb of lit study book and the citation of 3 other related books. I picture this on a small sheet of paper (3 or 4 to a page), with copies for all. Consider this celebration and party favor as an alternative assessment for your ESOL students. Your grade will be based on the following evidence: Documentation/record keeping (post-its/index cards--put in envelope & staple to book review) Clipboard cruising for the level of discussion: prepared? Thought provoking? Citations of related books for party favor: well-researched? LSG book? 3 add’l citations? Celebration: stimulating? Made others want to read the book? Prepared? Met time limits? Personable? Unique? Enjoyable? Book response: 1.5 - 2 typewritten, double space pages? Introduces? Summarizes? Examines the positive /negative aspects of the book? Includes at least two quotes from the book? Shares your personal response? PIP FEAPs: Continuous Improvement or Assessment or Ethics or Critical Thinking or Communication, let your reflection highlight the emphasis.

Writing Workshop Project This project was outlined with the recent NAEP report launching the nation’s Writing Challenge ) as well as the FDOE documents aforementioned (read the report at http://www.writingcommission.org ).Consult these documents for additional guidance. All semester, we will be writing in and out of class following Britton’s continuum and working toward proficiency in narrative, poetic, expressive, and expository writing. The repetitive and predictable nature of poetry for elementary students is of great value for ESOL students as well as English speakers. So that we may experience how writing can be a social and interactive process, we will form small groups to work on our writing together. I picture each of us brainstorming and deciding on a writing project. While you may want to bring your individual book response for help in your writing group, you must bring a piece that we will take through the writing process throughout semester and turn in at the end of the semester. Save all drafts of the pieces you work on this semester as well as notes from the minilessons you’ve attended. Add margin notes across drafts that show your improvement over the semester. While this original piece will be part of your grade, the bulk of your grade rests on your being able to document your writing growth. The other significant portion of your grade will be reading and diagnosing writing so that you will execute at least one minilesson that will help us improve our expository or narrative writing. After reading about the readers/writers workshop and after engaging in writing and diagnosing the strengths and needs of our group, you will actually teach several different lessons “for adult consumption” to a group of your colleagues. You will write and turn in one minilesson plan for a grade. The minilesson presentation is worth a quiz grade and then I will give you feedback for the final revision (25 pts). Each minilesson must include literature as a model or example of the skill or strategy you are teaching. The minilesson must use the following format (also given in your packet): an ABCD objective, snazzy set induction, sharing the objective with students, modeling the strategy /skill (provide a brief transcript), excerpts from literature highlighted (attach citation, pg #, and highlight imp’t parts), practice with lit or student work, clear closure, and setting goals for application (finding a way for students to apply the strategy/skill to their own writing), any special accommodations for ESOL as well as for learning disabled students. As part of this project, you will include one draft of poetry (10 pts), one complete first draft of narrative or expository (10pts), and all drafts of your final piece with two Spandel’s self-evaluations included (10 pts). You will provide a 5 paragraph essay providing evidence of your growth across all drafts (45 pts) which points to particular drafts as evidence. Include a list of all minilessons attended. Using Spandel and the minilesson list, write a 5 paragraph essay on 3 ways your writing has improved pointing to particular drafts of your piece. Use a topic sentence and evidence from your drafts to make your case. (We may even do this as part of our final.) 8 PIP FEAPs: Continuous Improvement or Assessment or Knowledge of Subject Matter

TENTATIVE COURSE SYLLABUS

Week one: Course introduction & the big picture Read Ch 1 Cramer What are the language arts? What are the language arts for? Maxine Greene Choose Writing Inquiry Groups tonight: Ch 3, 4, 5, 6, 7, 10

Week two: Meet in writing inquiry groups- Have assigned ch read  Have Ch 2 read/focus on writing process (similar to rdg process) Print out the Standards for English language arts (SELA) http://www.ncte.org/about/over/standards/110846.htm Review the Sunshine State Standards for the Language Arts http://www.firn.edu/doe/curric/prek12/frame2.htm DON’T print b/c it is a huge document…just play around to get a feel for the items/tone Think reflective practitioner and integrate CoE’s Conceptual Framework…

Week three : Read Ch 8 Cramer on evaluating writing-this is the hard part! Spandel’s rubric for improving writing & FL Writes! Look for email of handout What is writers’ workshop? Writing portfolios Inquiry groups tonight-Bring one actual resource to plan presentation

Week four: Writing Inquiry presentations tonight-Ch 3, 4, 5 Everyone skim chapter 3, 4, 5 for tonight Britton’s continuum Read Ch 9 Cramer on writing as therapy Journal writing –list different kinds of jo in class FIRST WRITERS WORKSHOP-do some journaling

Week five: Writing Inquiry presentations tonight-Ch 6, 7, 10 Everyone skim 6, 7, 10 for tonight Britton’s Continuum and story/narrative writing tonight Story mapping ideas for fiction Draft narratives in class WRITERS WORKSHOP JOURNAL/FCAT WRITING PROMPTS due

Week six: Britton’s Continuum, informational books, and expository writing Try drafting an expository 5-paragraph essay in class tonight ESOL best practice= best practice Native language literacy approach Comprehensive input-Krashen Priorities exercise by Labov Perhaps give take home portion of midterm exam…

Week seven: Learn the Minilesson format tonight and sign up 9 Introduce the essentials of literature study groups Have a grand conversation! Choices for chapter book for upcoming LSG WRITERS WORKSHOP

Week eight: MIDTERM EXAM Turn in take home portion by class time Check Ready Resources Notebook progress in class Choose lit study group books tonight

My goal for you is that you would have at least several examples of journal writing, a preliminary draft of a poetry piece (next week), an expository piece, and a narrative piece started by this time. We will fine tune these during the rest of the semester.

Week nine: WRITERS WORKSHOP-jumpstarting our writing Poetry Night! I love this night! Read ch. 11 Cramer Writing Poetry w/ children We’ll enjoy some listening, speaking, and drama tonight, too. Draft at least one preliminary poetry piece over the next week—turn in for a quiz grade next week.

Week ten: Turn in draft of poetry piece from last week… Start LSG’s tonight with chapter books; Bring 2 sincere Q’s Bring a draft of your 1.5-2 pg. response for LSG book, including themes/theme statements that were important to you for editing WRITERS WORKSHOP w/ Editing groups Tools of writing: SPELLING Read Ch. 12 thoroughly for a thought card grade Draft a letter in class to help parents understand and support their students in spelling

Week eleven: WRITERS WORKSHOP w/ editing groups TONIGHT Meet in LIT STUDY GROUPS & (bring 2 sincere Q’s) Bring draft of minilessons for a workshop to improve Read Ch 13 GRAMMAR to see if you see any difference in the way you were taught grammar and emerging practice today Draft a letter in class to help parents understand and support their students in transformational-generative grammar

Week twelve: READY RESOURCES NOTEBOOK DUE Meet in LSG tonight—bring 2 sincere Q’s WRITERS WORKSHOP w/ Editing groups Minilessons due tonight Handwriting research and Handwriting stations tonight Draft a letter in class to help parents understand and support their students in handwriting

Week thirteen : CELEBRATION OF LSG BOOKS Revisit Spandel and Stiggins –look for growth Revisit ESOL best practice = best practice Bring any PIP sheets due to me….With time to reflect GIVE TAKE HOME PORTION OF FINAL EXAM –Due _____ 10

Week fourteen: No class tonight…enjoy Thanksgiving without your torturous teacher! Work on WW folder & Ready Resources Notebook, if needed

Week fifteen: Read Ch 14 Environments for language arts teaching--quiz Putting it all together: Managing larts curric & sts Do one essay in class on setting up your LARTS classroom Bring any pip sheets for my signature or enter LiveText TURN IN WW FOLDER with final piece/Authors’ Chair

Week sixteen: FINAL EXAM turn in take-home & take in-class portion I’ll pass back WW folder & last week’s essay Celebrate authors’ growth and submit manuscripts 11

What Works in the Language Arts Classroom? * Email- "Control group testing has shown that students who used e-mail had better scores in reading and writing." * Writing cinquains at Wacky Web Tales is a favorite - http://www.eduplace.com/tales/c/cinquains.html - not only do they have cinquains, they have a program for writing stories for grade 4 and up: http://www.eduplace.com/tales/ * Refrigerator Poetry - An excellent site based on the idea of fridge magnets. Must have java enabled in browser for this one. http://prominence.com/java/poetry * Cracked Classics - interactive connections for the older student. Cracked Classics gives them the opportunity to play online with classic poetry and develop some funny renditions of poems. http://www.wockyjivvy.com/cracked/index.html * URL's for Stories - Myths - http://www.mcli.dist.maricopa.edu/smc/journey/ * Jabberwocky (a grammar review) -http://www.jabberwocky.com/carroll/jabber/jabberwocky.html * Standards and Curriculum Requirements Online - Day 14 at the English Room - http://www.the-english- room.net - teaches review of grammar, poetry forms, literary terms. * Six Traits - http://www.nwrel.org and http://www.ncrel.org/msc/gateway/gatewrit/process/content.htm * Web Sites for English Classes K-12 * The English Room (Grades 6-12) - Internet search, literature study, poetry lessons - http://the-english- room.net * Early Childhood Technology (PreK-Prim) - A great site for teaching students in beginning grades to use computers and at the same time reinforce curriculum - http://www.mcps.k12.md.us/curriculum/littlekids/index.html * Blue Web'n (K-12) - http://www.kn.pacbell.com/wired/bluewebn/index.html * English Resource Page by Bellingham School District (high school) - http://www.bham.wednet.edu/ENGLISH2.htm * McREL links to lesson plans. Check out the related resource links. There are links all across the web to everything from E-books to writing labs (K-12) - http://www.mcrel.org/resources/links/hotlinks.asp * Children’s magazines are a great motivator. http://www.childmagmonth.org. * THE Gateway to all Shakespeare sites on the web. Well if not THE gateway, one of the best. - http://daphne.palomar.edu/shakespeare/ * ABC's of the Writing Process - http://www.angelfire.com/wi/writingprocess/secwplinks.html * Five Paragraph Essay - http://www.geocities.com/SoHo/Atrium/1437/index.html * The Writing Web Site (Grades K-5) - Contains rubrics, graphic organizers, style sheets, word lists, writing terms, and links to other sites. Has samples of writing from K-5. http://w3.nai.net/~chewie/write.htm * Northwest Regional Educational Laboratory - (grades 4-12) - http://www.nwrel.org/eval/writing/ * Florida State English Education webquests sites - A great site for webquests for English/Language Arts. - http://www.fsu.edu/~Cand1/ENGLISH/web.htm * Brigham Young University database of English sites - http://www.byu.edu/ipt/vlibrary/curriculum/literature.html

FROM: http://www.asdk12.org/staff/lloyd_pam/pages/NCTE/ 12 5.3 Syllabi Addendum Program: M.A.Elementary Education

Course Title & Number: LAE 5319 METHODS OF ELEMENTARY SCHOOL LANGUAGE ARTS Course Description: Principles, procedures, organization and current practices in reading, writing, listening, and talking.

Faculty who teach this course (full-time): Drs. Roberts, Buchoff, Crawford, Circle, and Williams.

Repetition/rephrasing Free writing Teaching Strategies Used: √ Show patterns Graphic organizers √Classify, categories √Small groups √Group reading √Compare and contrast √Summarize √Interview √Cooperative learning Timelines Language experience approach √Jigsaw Thematic approach Dialogue journal Experiments Venn diagrams Interactive language tasks Flowcharts √Use students’ experiences Learning log √Games Continuums Mini-museums Illustrations √Overheads Models Maps Jigsaw √Predict, observe, explain Concept Mapping Corners √Reflective thinking Reading logs Numbered heads together Laboratory investigations Outlines √Think, pair, share History, literature, storytelling √Peer tutoring √Debate Identify main ideas and vocabulary. Predict √Brainstorming Consequence diagram/decision tree Problem solving K-W-L Literature Study Groups √Roleplay, simulations √Field experience-optional  Readers and writers workshop Researching  inquiry groups 13

ESOL Performance Standards addressed in course

#5. Related Course Objectives  To apply principles of language development and language learning, both of first and second languages, to the teaching of language arts

 To demonstrate the importance of poetry and written expression in the elementary language arts program.

Related Readings, Class Activities, & Assignments #5  Students read and reflect on readings and in-class activities related to three guiding principles of language arts instruction, including Native Language Literacy Approach, Cultural Relevancy, and Krashen’s Comprehensible Input. They will work to brainstorm practical ways to operationalize these concepts into their teaching, particularly in poetry, writing, handwriting, grammar and spelling instruction.  Students will be presented with stages of second language development and then will participate in a small group game in which they use cards to rearrange priorities according to William Labov.  Students will also read and complete thought cards on all chapters dealing with writing, grammar, handwriting, spelling, and poetry instruction and what is best practice for elementary students, including the language different.

Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators #5  Students will create resources ready for dissemination in their future classroom in regard to poetry, journal writing, grammar, handwriting, and spelling with activities that are in keeping with the guiding principles of ESOL instruction.  Students will research, choose, and organize many resources, including websites/resources that facilitate ESOL instruction in the elementary language arts classroom.

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#11. Related Course Objectives  Apply principles of language development and language learning, both of first and second languages, to the teaching of language arts  Gain insights and develop techniques for meaningful integration of language arts.  Demonstrate knowledge of effective strategies for the development of content and mechanics of listening, speaking, writing, viewing, and representing taking into consideration the culturally and linguistically diverse child.  Demonstrate awareness that the writing process involves prewriting, drafting, revising editing, and sharing; and applies these own concepts to their own writing. Related Readings, Class Activities, & Assignments #11  Students read and reflect on readings and lectures regarding the relationship between social learning contexts and the academic aspects of writing process activities, particularly as it relates to Writers’ Workshop, brings authenticity, and highlights the context of the writer’s life.  Understanding the importance of BICS (basic interpersonal communication skills) and CALPS (cognitive academic language proficiency skills), students will participate in social literacy activities (BICS) that lead to academic growth (CALPS) in literacy via participation in inquiry groups, literature study groups, and writers workshop.  Students will also read and complete thought cards on all chapters dealing with therapeutic and social writing for the culturally and linguistically different as it is embedded in the writing process. Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators #11  Students will participate in the process of writing and will create writing portfolios which document writing growth over time. Portfolios will either be their own or that of an elementary student.  Knowing the importance of experiential and interactive literacy activities, students will create materials that may be taken home and used with parents or tutors to facilitate literacy and writing growth and which reflect the contextualized and social processes of learning to write.  Students will participate in social literacy activities, such as inquiry groups, literature study groups, and writers workshop, that lead to academic growth and will have documentation of their participation in the form of reports, presentations, handouts, and creative endeavors that could take a variety of written or performance forms. 15

#15 Related Course Objectives  To gain insights and develop techniques for meaningful integration of language arts  To demonstrate an understanding of the many avenues of learning that children’s literature and technological aids bring to the language arts curriculum taking into consideration the culturally and linguistically diverse child.  While accommodating for the various learning styles and cultural and linguistic backgrounds of students, to explore the teacher’s role as the manager of the total language arts environment in the elementary classroom as well as serve as the parent and community literacy educator. Related Readings, Class Activities, & Assignments #15  After related readings and in class activities with Krashen’s comprehensible input and a matching game with Labov’s priorities for Language Different elementary students, students will create a Ready Resources Notebook that houses at least 60 resources for direct student use. Students must perform evaluative critiques keeping in mind the priorities for Second Language Learning in order to select the appropriate instructional materials, in particular for the required ESOL section. .

Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators

#15  Ready Resources Notebook project ______16

#16. Related Course Objectives  Gain insights and develop techniques for meaningful integration of language arts.  Demonstrate knowledge of effective strategies for the development of content and mechanics of listening, speaking, writing, viewing, and representing taking into consideration the culturally and linguistically diverse child.  Demonstrate awareness that the writing process involves prewriting, drafting, revising editing, and sharing; and applies these own concepts to their own writing. Related Readings, Class Activities, & Assignments #16  Given the importance of modelling, students will participate in a modelled minilesson designed to improve an aspect of their writing and designed to incorporate instructional strategies that are highly effective with LEP students.  Students participate in editing groups or partners and then research topics for improving the writing of their colleagues and/or future elementary students.  Students will also participate in the minilessons offered by colleagues and vicariously in texts to understand the interactive power of immediate application in a social setting, and giving full consideration to the linguistically diverse.

Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators #16  Students will create writing portfolios which document writing growth over time. Portfolios will either be their own or that of an elementary student and provide evidence of strengths and weaknesses in writing, particularly focusing on growth.  Students will plan and/or execute lesson plans (likely minilessons as part of writers workshop and the ______writing process) to improve the writing of their peers, or of elementary students. 17

ESOL Performance Standards addressed in course #18 Related Course Objectives  To gain insights and develop techniques for meaningful integration of language arts  To demonstrate an understanding of the many avenues of learning that children’s literature and technological aids bring to the language arts curriculum taking into consideration the culturally and linguistically diverse child.  While accommodating for the various learning styles and cultural and linguistic backgrounds of students, to explore the teacher’s role as the manager of the total language arts environment in the elementary classroom as well as serve as the parent and community literacy educator. Related Readings, Class Activities, & Assignments #18  Students will participate in an enabling activity and then in brainstorming various formats and structures for teaching a two hour language arts block schedule Monday through Friday. Students will provide the means of accommodating language diverse students in their future classrooms by effective planning of the whole classroom environment. Many, if not all, of the readings and activities of this course will be directly applied to these final products because these two outcomes synthesize the knowledges and skills of the entire semester.

Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators #18  Students will generate a generic Monday through Friday schedule of activities that lead to academic growth in literacy for their future classrooms, keeping in mind language different students. In addition to the daily schedule,  Students will make weekly written plans for the first six weeks of school in regard to all of the language arts and in terms of learning who their students are and for building community within their classroom.  As part of the final exam, students will create mock letters home to parents along with mini-projects that explain context-rich experiences for teaching the tools of writing (spelling, grammar, handwriting) for authentic purposes, so that rote-memorization without meaningful context does not further complicate the lives of ESL ______students learning isolated skills. ______18

ESOL Performance Standards addressed in course #21 Related Course Objectives  To demonstrate knowledge of techniques for ongoing assessment of the language arts, in particular of the writing process, writing mechanics, and writing growth, using Florida Writes holistic scoring as well as analytical scoring. To demonstrate an understanding of appropriate techniques for evaluating writing taking into consideration the special language needs of the LEP child.

Related Readings, Class Activities, & Assignments #21  Students will study various formative and summative rubrics for evaluating writing skills of elementary students. They will also read chapters and journal articles outlining various rubrics for expository and narrative writing.  In small groups, students will brainstorm minilesson ideas that are generated from various subcategories and share these with the whole group. Later, they will execute at least one minilesson plan for improving writing.  In addition, students will participate in jigsaw groups to re-create the holistic assessment of Florida Writes into an analytic and self-evaluative assessment that uses more social language than academic language and is, therefore, more user-friendly and which points children in the right direction for improvement.

Related Assessment—Including Exams or Artifacts/Products that Demonstrate Mastery of ESOL Performance Standards & Indicators #21  Knowing the importance of formative evaluation in writing to the LEP child as well as all others, students will participate in creating writing portfolios which document writing growth (either their own or that of an elementary student). Documentation will be through the use of various rubrics, both analytic and holistic, and through the subcategories of Florida Writes, and through their own narrative. Students will study ways to document growth, taking into account the strengths and weaknesses that may likely be the natural consequence of writing in a language other than one’s mother tongue.  Using that documentation, LAE students will create a plan of improvement that will include strategies appropriate for the LEP child. ______