Teaching Elementary Language Arts – EDUC 319

Course Description

A survey of instructional approaches, materials and media for the teaching of language arts including reading, writing, speaking, listening, viewing and visually representing. Emphasis will be given to developing differentiated instructional practices for diverse learners with a focus on the writing process, reading and writing connections, assessment, writing genres, research techniques and content area strategies.

Rationale

This course will equip candidates with Science of Reading theory and instructional practices regarding the teaching of English language arts and writing. Teacher education candidates must understand and apply concepts from reading, writing, speaking, listening, and viewing in the context of the PreK-8 classroom. Additionally, teacher education candidates must address the specific differentiated literacy needs of struggling readers, English language learners, and those who speak language varieties other than English.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

After reading the Course Syllabus and Student Expectations, the candidate will complete the related checklist found in the Course Overview.

Discussions (4)

Discussions are collaborative learning experiences. The candidate will formulate a thread in response to the following prompts: writing strategies; the instruction assessment cycle; narrative writing devices; and incorporating technology into writing instruction. Each thread must be a minimum of 350 words and demonstrate course-related knowledge. In addition to the thread, the candidate will reply to 2 other classmates’ threads. Each reply must be a minimum of 150 words. (CLO: A, B, C, D, E)

The candidate will create a writing prompt for each of the following types of writing: journal writing, biographical writing, expository writing, narrative writing, descriptive writing, persuasive writing and poetry. Using the Virginia State Standards of Learning, the candidate will design developmentally appropriate instructional writing strategies and assessments across grades K-8. (CLO: A, B, C, D, E)

In preparation for edTPA in student teaching, the candidate will practice a simulation of edTPA Task 2. The candidate will view and evaluate a video clip of a literacy lesson segment. The candidate will complete the Planning Commentary to reflect on the instructional practices and assessments in relation to the diverse students’ needs in the classroom learning environment. (CLO: A, B, E)

The candidate will demonstrate differentiation in literacy for instruction and assessment. The candidate will review, analyze, and differentiate an existing lesson plan to meet the needs of either a struggling reader or English Language Learner. The candidate will include a reflection on differentiation and justify the instructional strategies and materials used to support the literacy development of diverse classroom populations.
(CLO: A, C, D, E)

The candidate will write a comprehension lesson plan focused on using content area strategies, skills and informational text structures. Using the edTPA lesson plan template, the candidate will include Science of Reading instruction and assessments. The candidate will differentiate the lesson plan to meet the needs of struggling readers, English Language Learners, students with other disabilities, and diverse learners. (CLO: A, B, D, E)

The candidate will select a grade level (K-8) and design a language arts project integrating the six language arts strands- listening, talking, reading, writing, viewing, and visually representing. The project will include selecting developmentally appropriate and culturally relevant resources to meet the needs of all learners. The candidate will include mini-lessons that emphasize writing, spelling, vocabulary, and comprehension instruction and assessments. Additionally, candidates will demonstrate differentiation of literacy needs by designing tiered reading group instruction.
(CLO: A, B, C, D, E)

Quizzes (4)

The candidate’s knowledge and understanding of the Science of Reading literacy approaches, instruction, and assessments are assessed through four quizzes. Each quiz will cover the textbook material for the assigned module: week. Each quiz will be open- book/open-notes, contain ten multiple-choice questions, and have a 60-minute time limit. (CLO: A, B, C, D, E)