Language Arts



Language ArtsEducation 340 Spring 2014Tuesday & Thursday9:30-10:45Instructor--Dr. Kathy R. Fox, FoxK@uncw.educationDrop in Office Hours: Tuesday 12:30-2:00 pm Wednesday 12:00-2:00 pm Online Wednesday & Thursday 12:30-1:30 amOther appointment hours may be arrangedOffice Phone: 910-962-3219 Room 218, Ed BuildingTexts and materials: Required texts (3): 1. Cohen & Cowen (Reader). Literacy for Children in an Information Age. 2nd edition2. Fox, Bahlmann, Foster-Hughes & Milstead. Organic Vocabulary: The Keywords Approach to Seeing Words in Print. 3. Dow & Baer. Self paced phonics: A text for educators. Pearson, 4th edition. Recommended: 3. Boushey & Moser.The Daily Five.4. Put reading first: The research building blocks for teaching children to read. Available from USDE at or 1-800-228-8813. This is a free document.-Selected handouts from Instructor-Selected children’s textsRequired material: Facility and use of a digital camera for filming one teaching lesson (Midterm Exam)It is recommended that you keep a notebook (or 3 ring binder) with lesson plans, notes, quickwrites, and articles from instructor. Include a front page for Table of Contents. Use dividers to separate by readings, assignments, forms, lesson plans, etc.Attendance Policy: It stands to reason that your attendance is important to your growth in this class. Perfect attendance is also important to our learning community. The need for any absences exceeding two will result in lowering your final grade. Academic Honesty Policy: The UNCW Student Academic Honesty Policy, as documented in the Student Handbook, will be followed.Student Disabilities: UNCW Disability Services supplies information about disability law, documentation procedures and accommodations through their website: . In order to obtain accommodations please first contact Disability Services and present documentation to the coordinator for review and verification.Purpose: This course is designed first and foremost to encourage students to delve into literacy and the language arts. The course is also designed to aid students in their growth as effective decision-makers and reflective practitioners, including presentation strategies. Learning Engagements:Class reading assignments, activities and discussions. Your participation counts as 10% of your grade. (*Please see note below.)Online Journal Discussions with cohort group: Discussion entries will include prompts on classroom questions and events from our lab experiences. Discussion entry must be logged by 5 pm of the assigned date to count for credit. Your participation counts as 10% of your grade.In class Quickwrites on readings from pletion of Self-Paced Phonics Workbook cumulative review in text. Implement Keywords methodology with your Ed Lab tutee and reflect on the experience in an ongoing Keywords journal.Present shared reading, language experience, writing mini-lesson or guided reading lesson plans to each other in a small group format. This assignment counts in your participation grade and is TBA, according to the syllabus.Video reflection: You will video yourself teaching [tutoring] in order to reflect upon your teaching practice. You will share one section of the video with your classroom cohort and instructors during a guided reflection session for your midterm. A written reflection will be due by the following class day.Write a research paper, complete with introduction, learning theory upon which program is based, and current status of program. A topics list will be introduced to choose from. A bibliography of sources, including texts and electronic media, must also be included. Paper should be between 4-6 pages. Peer editing is required and must be documented and submitted with final copy of paper submitted electronically. Findings will be presented to class on that day.Observation and follow up support conference with one peer from our classroom should be conducted after our midterm. A written reflection describing the tutoring session and your follow up conference is due.Final exam, modeled from the PRAXIS II, including definitions and essay on classroom practice. This will be distributed electronically.*Participation:Classroom discussions and activities are a valuable part of our learning experiences. Just as you will want your students to participate both through attentive listening and active discussion, I want the same for you. Please be conscious of how you represent yourself as a contributing member of our group and as a future educator. This includes your representation as an active and supportive peer…therefore, no use of electronic devices for phone calls, text messages, etc. during class time. Grading: As noted above, your grades are dependent on your assignment completion. To earn an A in this class you must meet all of the criteria on time and to the expectations we will develop and discuss in class. Please feel encouraged to bring your work to me as you progress so that you can feel confident of the process as well as the product. Class ScheduleClass 1: Orientation to reading foundations course with Dr. FoxNo Child Left Behind, Common Core standards and current status of literacy instruction Five components of successful literacy developmentOrientation to ED Lab with Mr. Brinkley, Ms. Walker & Ms. HeglarRead: Cohen & Cowen, Chapter 1, through page 20Class 2: Personal philosophy of teachingLisa Delpit’s 10 guidelinesOrganic Literacy—introducing the Keywords approachAssignments: 1. First online discussion. Log on Discussion Board by 5 pm.Read: Cohen & Cowen, Continue with Chapter 1Read: Fox, et al, Chapter 1, Chapter 9Class 3: Top-down and Bottoms up processing and instructionHoldaway & Shared reading. Big Book Lesson demonstration with embedded phonicsRead: Cohen & Cowen, Chapter 3Dow & Baer, Chapter 1Class 4: Looking at materials according to age level…where are the 5 elements?Read: Cohen & Cowen, Chapter 4Fox, et al, Chapter 8Class 5: Phonics instruction…the debate and the how-toDirect Instruction ModelReading: Dow & Baer, Chapter 2Begin Cohen & Cowen, Chapter 6Class 6: Comprehension strategiesQuestions for comprehensionRead: Cohen & Cowen, Chapter 7, Continue Chapter 6Class 7:Update on tutoring—share initial experiencesIntegrated Literacy ApproachRead: Cowen & Cohen, Chapter 7Fox, et al, Chapter 2 and 3Class 8:Language Experience Approach/Model Writing/Letter of the Week/JournalsRead: Handout on journal writingClass 9: Diagnostic assessmentDow & Baer, Chapter 8 (in class)Running Records and Miscue AnalysisRead: excerpts from Clay, M. .Reading Recovery, chapters 3-4Class 10: Continue from Monday’s classClass 11: Award Winning Teachers: What do they say?Due: Dow & Baer, Self-Paced Phonics Cumulative Review (see assignment 4 above)Class 13: Guided Video Reflection Protocol—sharing your videoDue: Written reflections due by Wednesday, October 7, 11:00 am (see assignment 6 above)Class 14: Update on Organic Literacy and Keywords approachIntroduction of formal paper assignmentThe Writing Process—an overviewNo discussion board this weekBreak: Begin work on your paperClass 15: Draft of Paper due to share in class. Participation in small group discussion on paper today (see assignment 7 above).Choose partner for peer editing of research paper (draft due to Dr. Fox in 2 classes) Choose partner for peer coaching (reflection due Nov 11)Writers Workshop, book making and publicationRead: Handouts on Writers Workshop (To be distributed)Reading: Cowen & Cohen, Chapter 8Class 16: Poetry, drama and songHow to integrate into a weekly lesson planClass 17: Draft of Paper due to Dr. Fox; remember to schedule peer editingDaily Schedules and Year-long Scope and Sequence Reading: Cowen & Cohen, Chapter 13Class 18: Lesson planning and unit planning in small group: Frog and Toad ReadClass 19: Literature Response Journal: Begin The Hundred DressesContinue small group work on lesson planningClass 20: Literature Response Journal: Continue The Hundred DressesBegin lesson planning and unit planning in small groups: Chapter book choiceRead: Handout on Literature CirclesClass 21: Lesson planning and unit planning in small groups: Chapter book Class 22: Observations/Conferencing reflections –due electronically by 11AM Reading: Ho, Fox & Gonzalez (2007). How to make your classroom parent friendlyRead: Chapter 13 Lesson planning, particular attention to pages 582=599Class 23: Present one of the two lessons to class. Submit both to Dr. FoxParent InvolvementHomework and nightly reading as family literacy Reading: Review parent scenarios from Cowen & Cohen text, end of chapters; Ho, Fox & Gonzalez (2007). How to make your classroom parent friendlyClass 24: Observations/Conferencing reflections –due electronically by 11AM Homework and nightly reading as family literacyPrepare homework packetsReading: Research homework ideas on web for comparison to our classworkClass 25: Homework and nightly reading as family literacyPrepare homework packetsReading: Research homework ideas on web for comparison to our classwork Complete and share homework packets and researchReading: Cowen & Cohen, Chapter 2Last day to turn in Research paper for Dr. Fox’s revision (electronically)Last Discussion Board due Friday, November 22Class 26: Technology Survey. Meet in Tech Lab to review and submit comments. Complete and share homework packets and researchReading: Cowen & Cohen, Chapter 2Class 27: Review technology findings. Share favorite websites.Final version of research paper due.Class 28: Field Trip to local classroom. (Hours TBA)Last Class: Follow up to field tripExam dueExam Day:10:00 AMAll materials returned ................
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