LAE 4314: LANGUAGE ARTS IN THE ELEMENTARY SCHOOL Instructor of Record: Mrs. Norine Blanch / ED 222D /Cell: 321-265-2441
E-Mail: [email protected]
Office Hours: Monday 10:00am – 1:00pm and by text Course Date/Time: Wednesday 1:30-4:20 pm
Location: TBD for first two and final classes/
Midway Elementary Magnet School (Jan 27 – April 20) Department: STLL Program: Elementary Course Credit: 3 CREDIT HRS Catalog Course Description: Instructional delivery, learning environments, assessments, and
best practices in language arts with emphasis on writing as well as listening, speaking, reading, viewing, and visually representing. 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 methods course, you will see how language arts impacts intensely on our lives and 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 of speaking, listening, reading and writing as part of the language arts curriculum and as links to disciplinary literacy across the larger elementary curriculum.
We will experience and experiment with language arts approaches that are also social processes; we will facilitate your language arts learning through direct instruction, social interaction, and active engagement through the use of technology as a tool, reading great
literature, writing personally and professionally, and teaching writing to second grade students. Each has the potential to help us grow academically as well as find meaning in our lives through the language arts. Candidates will gain a greater understanding of the elementary language arts learner with effective methods, strategies, and teaching practices to engage, motivate and
encourage student success at all levels and abilities within the elementary classroom. A one-time field experience visit has been arranged to provide a rich firsthand experience with students.
Elementary Education Program Goals (Fall 2014): The UCF Elementary Education program
is devoted to the development of all children as 21st Century learners, thinkers, and creators of new knowledge. As a professional preparation program, elementary education focuses on the preparation of teachers who collaborate and participate in action-research, data informed instruction, and continuous professional development to create effective learning environments that demonstrate high expectations, knowledge of child development, deep subject knowledge,
and research-based pedagogy and are focused on the development of creative and critical thinking.
Elementary Education Program Expectations (Fall 2014):
Teaching is a profession; therefore, let’s please strive to:
Treat each course as though you are interviewing for your first career position in the teaching profession.
Maintain a professional attitude: preparedness, attendance, attention, and
appearance. (Professional dress, as though in internship, is required for our school-based sessions)
Collaborate with others. Your future administrators and peer teachers will expect you to value and exhibit collegiality and positive attitudes toward others.
Communicate effectively through oral and written language. Please review mechanics and conventions of language. Online sources include Purdue Online Writing Lab (OWL), APAstyle.org (grammar and usage); print sources include writing handbooks (ex: Writers Express, Elements of Style).
Become an expert in all elementary curriculum areas; this may mean reviewing and refreshing knowledge of concepts you have not thought about since you were in
elementary school. (Elementary curriculum areas: language arts/reading, mathematics, science, social studies, arts, and health and wellness.
Learn as much as you can every moment; take notes, ask questions, think, connect, and reflect!
Note: Your journey begins in the College of Education and Human Performance and within it.
You are a member of the School of Teaching, Learning, and Leadership:
The elementary education program is housed in the School of Teaching, Learning, and Leadership in the College of Education and Human Performance. Please visit the college website to learn more about this “family” to which you will belong throughout your program: www.education.ucf.edu.
Click on “For Students” tab, and explore. Visit “Clinical Experiences” to learn about the student teaching handbook. Also, from the college home page, click on “Accreditation” and then “Resources” to learn about our conceptual framework, Code of Professional Conduct, and
Florida’s competencies and standards for which you will be held accountable as professional teachers http://education.ucf.edu/aadm/resources.cfm
Course 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:
CCSS- Common Core State Standards, which are national standards FEAP -Florida Educator Accomplished Practice
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
To successfully complete LAE 4314, students must be able:
to phonics, graphophonics, orthography, morphemic analysis, structural analysis, syntax, and semantics) as well as the corresponding modes of language arts. [ESOL 2.1.a, 2.1.b ; Tech I.C.1, III.A; FSAC-section 60 1.1, 1.2, 1.3, 2.3; NCTE/IRA 6, 9,12]
B. To understand Standards as handed down from our professional organizations, such as IRA & NCTE/IRA, and from the State of Florida through the Sunshine Standards and the Florida Accomplished Practices. [FEAP A.3e ; NCTE/IRA 11]
C. To realize the importance of listening, speaking, poetry, art, music, and drama in the elementary language arts program, including the key role these play in second language development. [ESOL 3.2.b, 3.2.c, 3.2.k ; FSAC-section 60 12.3; section 60 28.2, 28.3; section 60 35.1 35.2; NCTE/IRA 3, 4, 5, 8, 11,12]
D. To demonstrate an understanding of the many avenues of learning that children’s literature as well as other art forms and technological aids can bring to the elementary language arts curriculum, particularly in light of the culturally and linguistically diverse students in our classrooms. [FEAP/PEC 5, 9, 12; ESOL 3.3.c as well as PEC 14; Tech I.D.2, IV. B, IV.C; FSAC-section 60 4.4; FSAC-section 35.1, 35.2; 11.1, 11.2; NCTE/IRA 1, 2, 7, 8, 9, 11, 12; FSAC Section 28.2, 28.3]
E. To plan and execute a project related to stimulating written expression in elementary
students. [FEAP/PEC 2, 4, 7, 10, 12; ESOL 3.2.f, 3.2.g, 3.2.k; Tech I.D.2, IV.B; NCTE/IRA 3, 4, 5, 7, 8, 12; FSAC-section 60 5.1, 5.2, 5.3, 5.4, 5.5; NCTE/IRA 5; FASC Section 60 28.2, 28.3]
F. To plan and execute at least one letter home to parents about an issue in language arts instruction or a pedagogical strategy. This letter home will model acceptable written communication and to show evidence for collaboration with home/school and the larger community [FEAP (A) 2.e and (B) 1.d ]
G. To plan a thematic unit/text set related to a social studies topic, and utilizing a broad variety of genres of children’s literature to deepen and enrich student thinking, employing a pre/post test of 20 related facts & concepts, and enhancing higher order thinking. [FEAP (A) 3.b; (A) 3.e; (A) 3.f ; (A) 4.c]
H. To demonstrate an understanding of effective spelling, grammar, and handwriting instruction for the elementary student, taking into consideration differentiation across developmental levels and for the culturally and linguistically diverse child. [ESOL 2.1.a, 3.2.a; FSAC- section 60 5.3; NCTE/IRA 4]
I. To recognize the importance of the writing process as well as other instructional strategies related to the arts and language arts that also provide social language development such as writers’ workshop and literature circles.[ ESOL 3.2.f, 3.2.g, 3.2.k, 4.1.b ; FSAC section 60 35; 12.2; NCTE/IRA 1-12; FSAC Section 60 28.2, 28.3]
J. To demonstrate an understanding of appropriate techniques for evaluating and assessing the writer/ learner, particularly in light of culturally and linguistically diverse population. [ESOL 5.1.a, 5.1.b, 5.1.d, 5.3.f ; FSAC-section 60 5.1,5.2, 5.3, 5.4, 5.5, 5.6; section 60 6.2, 6.3; NCTE/IRA 1-12]
K. While accommodating for the various learning styles, and integrating art, music, and
movement, as well as the cultural/ linguistic backgrounds of students and families, 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. [ ESOL 1.1.a, 1.1.e, 4.1.c ; FSAC-section 60 5.1, 5.2, 5.3, 5.4, 5.5, 5.6; NCTE/IRA 1-12; ACEI 2.1]
Texts Required:
1. Tompkins, G. E., (2012). Teaching Writing: Balancing Process and Product (6th ed.). Boston: Pearson Publishing.
2. Hayes, C.W., Bahruth, R., & Kessler, C. (1998). Literacy con carino: A story of migrant children’s success. Portsmouth, NH: Heinemann.
THESE ARE GREAT ADDITIONAL CHOICES FOR YOUR PROFESSIONAL