Young

An overview of the purpose and use of language from a Christian perspective forms the framework for this course. The student examines the goals, methods, materials, and evaluation in teaching listening, speaking, handwriting, spelling, and writing.

The Standards of the Teacher Education Program

The purpose of the teacher education program at Covenant College is to prepare competent and compassionate teachers who practice their profession according to biblical guidelines in diverse educational settings. Candidates develop the knowledge, skills, and dispositions to become teachers who model life-long learning and faithful service to God as change-agents in society.

Shared Vision

1. Framework. Apply a biblical worldview to the nature and needs of learners, content and professional knowledge, and instructional competence.

2. Professional Growth. Be an ethical, reflective practitioner who continually evaluates the effects of his/her choices and actions on others and who actively pursues opportunities to grow professionally.

3. Community. Foster relationships with colleagues, parents, and agencies in the larger community to support student learning and well being.

Nature and Needs of Learners

4. Student Development. Utilize knowledge of human learning and development to provide learning opportunities that support students’ physical, intellectual, emotional, social, and spiritual growth.

5. Diversity. Create instructional opportunities that are adapted to the needs of diverse learners, including learning differences related to culture, language, gender and ability.

Content and Professional Knowledge

6. Content. Demonstrate understanding of the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and create learning experiences that make these aspects of the subject matter meaningful for students.

7. Technology. Use appropriate technology in the teaching and learning process.

Instructional Competence

8. Planning. Plan instruction based upon knowledge of subject matter, curriculum goals and standards, student differences, and the social and cultural characteristics of the community.

9. Management. Create and maintain a learning environment that encourages responsible care for others, collaborative inquiry, active engagement in learning, and self motivation.

10. Instructional Strategies. Use a variety of instructional strategies to encourage students’ development of critical thinking, problem, solving, and performance skills.

11. Assessment. Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, emotional, and social development of the student.

12. Communication. Use effective communication to foster active inquiry, collaboration, and supportive interaction in the classroom.

Course Objectives.

Students will

know the components of a language arts program and how those components are interrelated
understand different views of how language is acquired and developed
acquire strategies for developing effective listening skills
acquire strategies for developing effective speaking skills
acquire strategies for developing effective reading skills through a study of semantics, syntax, and phonics
acquire strategies for developing effective use of grammar
acquire strategies for developing writing skills
become familiar with various approaches to teaching spelling
become familiar with practices that promote good handwriting
be able to select, administer, and interpret formal and informal assessment practices
be able to select and develop appropriate instructional materials for language arts instruction
be able to plan and organize a classroom learning environment that promotes the language arts
be able to use technology in language arts instruction and research

Textbooks.

Bruinsma, R. 2003. The joy of language. Colorado Springs, CO: Purposeful Designs Publications.

Pinnell, Gary S. & Fountas, Irene, C. 1998. Word matters. Cambridge, MA: Heinemann.

Tompkins, Gail E. 2005. Language arts: patterns of practice. Upper Saddle River, NJ: Pearson Prentice Hall.

Instructional Methods.

Instructional methods include, but are not limited to, lectures, discussions, small group sharing, internet use, presentations, hands-on activities.

Use of Technology.

Technology will be explored for pertinent web sites, learning resources, and teaching/learning tools.

Diversity.

Content will cover teaching methods and management strategies that provide appropriate challenge to meet the needs of culturally and linguistically diverse students.

Course Requirements and Assignments.

(1) Reading Log. Write 1/2 to 1 page on a topic, issue, quote, something you didn’t understand, a new insight, etc. for each week’s reading beginning with the readings for 1-11. Bring the entry to class and be prepared to share it with the class. (15%)

Note on reading assignments: Due to the abridged timeframe of the course, the readings may be quite time-consuming. It is recommended that you schedule your readings throughout the week rather than try to read it all in one sitting.

(2) Vocabulary Collection. Collect terms, phrases, topics, etc. of importance or that are personally meaningful from each week's readings. Define the words. Collect 5 vocabulary words per week beginning 1-18. (15%)

(3) Think Papers. You will write three think papers on topics assigned in class. Think Papers may not exceed 2 pages and word processed in 12pt., Times New Roman, double spaced. (15%)

(4) Helpful Web Site List. Create an annotated list of web sites related to language arts topics/issues. Find at least two sites each for each of the following categories: teacher resources, language arts lesson plans, student resources. (10%)

(5) Interview. Interview an elementary student using a form handed out in class. (10%)

(6) Resource Book. Compile all the above assignments into a binder along with copies of handouts from class to turn in after the last class. (10%)

(7) Participation. Every student is expected to contribute to and participate in the class activities. (25%)

Late Work.

It is important that homework is turned in when it is due. I can accept late work, but the grade will be reduced on late assignments.

Attendance.

Considering the amount of material to be covered and the limited number of class meetings (four), attendance at every session is critical to passing the course.

Course Calendar. (Schedule subject to change. This is my first Quest course so I am uncertain how the pacing of content and activities will go.)

Dates	Topics	Readings Due	Assignments Due
1-11	Session 1: Overview of Language Arts Perspectives, Principles, Philosophies, Processes Session 2: Organizing the Language Arts Program Classroom Environment Materials Diversity Student-Teacher Roles Session 3: Assessment in the Language Arts Program Diagnostic Methods Formative & Summative Methods	JOY: 1, 2, 3, 4 L.A.P.P.: 1, 2 WORD: 1, 2, 4, 5, 10	Reading log #1: Read assigned chapters prior to class. Write 1/2 to 1 page about an issue, topic, idea, statement, etc. from readings. Be prepared to share your comments in class. Note: I know this is a lot of reading. If you are short on time, then at least read the first chapter in each text.
1-18	Session 4: Oral Language Theories of Language Acquisition Kinds of Listening Oral Activities Session 5: Magic Circle Activity Session 6: Oral vs. Visual Language Semantics Syntactics Phonologics	JOY: 6, 9, 10 L.A.P.P.: 7, 8 WORD: 6	Think Paper #1, Reading Log #2, Vocabulary #1
1-25	Session 7: Meaning in Visual Language Emergent Literacy Understanding & Teaching Synonyms, Antonyms, Compounds, Homonyms, Inflections, Derivations, Figures of Speech, Coined Words Teaching Word Meanings Session 8: Structure in Visual Language (part 1) Theories and Models of Reading Phonics, Syllabication Session 9: Structure in Visual Language (part 2) Word Wheels and other teaching devices Spelling	JOY: 8, 11 L.A.P.P.: 4, 5 WORD: 8, 9, 12	Think Paper #2, Reading Log #3, Vocabulary #2
2-1	Session 10: Word Order in Visual Language (part 1) Sentences Session 11: Word Order in Visual Language (part 2) Paragraphs Composition Punctuation Session 12: Handwriting	JOY: 12 L.A.P.P.: 3 WORD: 15, 16, 17, 18	Think Paper #3, Vocabulary #3, Web Site List, Interview

Notes.

Session Times as Follows:

Sessions 1, 4, 7, 10: 6:00 – 8:00 p.m.

Break: 8:00 – 8:15

Sessions 2, 5, 8, 11: 8:15 – 9:00 p.m.

Break: 9:00 – 9:10 p.m.

Sessions 3, 6, 9, 12: 9:10 – 10:00 p.m.

Text Book Codes:

JOY: Bruinsma, R. 2003. The joy of language. Colorado Springs, CO: Purposeful Designs Publications.

L.A.P.P.: Tompkins, Gail E. 2005. Language arts: patterns of practice. Upper Saddle River, NJ: Pearson Prentice Hall.

WORD: Pinnell, Gary S. & Fountas, Irene, C. 1998. Word matters. Cambridge, MA: Heinemann.