Teaching Elementary Language Arts – EDUC 319
CG • Section 8WK • 07/01/2018 to 12/31/2199 • Modified 07/28/2020
A survey of instructional approaches, materials and media for the teaching of language arts in the elementary grades, including writing, speaking, and listening. Attention will be given to the connection of language arts to reading, as well as language acquisition, language differences, and creativity and enjoyment in communication. Emphasis will be given to developing differentiated instructional practices for diverse learners in the language arts classroom.
EDUC 225 and EDUC 318 (may be taken concurrently),
Registration Restrictions: Background Check Clearance, Enrollment in Teacher Licensure program
This methods course will help equip the candidate with theoretical and practical instructional practices regarding the teaching of language arts and writing.
Measurable Learning Outcomes
Upon successful completion of this course, the candidate will be able to:
- Model and develop effective differentiated instructional practices for diverse learners in the language arts classroom.
- Identify and analyze the six areas of language arts (listening, speaking, reading, writing, viewing, and visually representing).
- Demonstrate the ability to assess individual writing needs in a classroom situation and organize classroom instruction to facilitate the writing development of all learners.
- Connect language arts to reading, as well as language acquisition, language differences, and creativity and enjoyment in communication.
- Demonstrate an understanding of teaching research based techniques.
- Gain exposure to and practice with content area reading strategies.
- Develop pre-professional responsibilities that exhibit Christian stewardship.
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 Module/Week 1.
Discussion Board Forums (4)
Discussion boards are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each forum. Each thread must be a minimum of 350 words and demonstrate course-related knowledge. In addition to the thread, the candidate is required to reply to 2 other classmates’ threads. Each reply must be a minimum of 150 words. (MLO: D, E, F)
The candidate will create a writing prompt for each of the following: journal writing, biographical writing, expository writing, narrative writing, descriptive writing, persuasive writing and poetry indicating the grade level (K-8) and the Virginia State Standard of Learning. The prompts will provide candidates with an opportunity to teach the following research techniques to students: evaluating, organizing, crediting, and synthesizing information. The candidate will also create a rubric using RubiStar for one of the seven writing prompts. (MLO: A, D, F)
The candidate will complete a practice task simulation to prepare for the official tasks that will be prepared and submitted during student teaching. The candidate will evaluate a video clip of a literacy lesson segment by analyzing the learning environment, student engagement, and student learning based on the edTPA rubrics. The candidate will complete the Planning Commentary and write responses to explain how their instruction aligns with the edTPA requirements. (MLO: B, D, E)
The candidate will complete a practice task simulation to prepare for the official tasks that will be prepared and submitted during student teaching. The candidate will examine the student work samples provided in LiveText and respond to the prompts listed in the Literacy Assessment Commentary template and Literacy Assessment Commentary template. (MLO: B, D, E)
The candidate will write a lesson plan using content area strategies that focus on how to use informational text structures. The candidate will use the edTPA lesson plan template which includes a section on differentiation (MLO: A, E, F)
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 a text set, lesson plan, mini lessons, a tiered reading group activity, and assessments. The candidate will understand the nature and development of language and its impact on vocabulary development and spelling. (MLO: A, B, C, D, E, F)
Each quiz will cover the Reading & Study material for the assigned module/week. Each quiz will be open-book/open-notes, contain 10 multiple-choice questions, and have a 30-minute time limit. (MLO: A, B, C, D, E)