Language Acquisition and Instruction – EDUC 632

CG • Section 8WK • 11/08/2019 to 04/16/2020 • Modified 02/04/2022

Course Description

This course incorporates instructional strategies for a variety of methods for developing critical thinking in the areas of literacy and language arts. Emphasis is placed on teaching strategies in reading and the other language arts based on current theory and research.

For information regarding prerequisites for this course, please refer to the Academic Course Catalog.


Designed to provide candidates with a focus on principles and practices of comprehensive approaches to language arts instruction to aid diverse learners. Focus will be given to language learning (reading, writing, listening, talking, viewing and visually representing) with application to literacy teaching and learning for the PreK-8 classroom.

Measurable Learning Outcomes

Upon successful completion of this course, the candidate will be able to:

  1. Use literacy strategies that meet the literacy needs of diverse students.
  2. Analyze the relationships between language arts skills.
  3. Understand the importance of promoting independent reading and reading reflectively by selecting quality literature, including fiction and non-fiction, at appropriate reading levels.
  4. Design instructional activities to impart a thorough understanding of the complex nature of reading and comprehension strategies for adolescent learners.
  5. Use reading comprehension strategies for both fiction and nonfiction text, including questioning, predicting, inferencing, summarizing, clarifying, evaluating, and making connections.
  6. Evaluate the necessary skills for teaching writing, including the domains of composing and written expression, usage and mechanics and the writing process of planning, drafting, revising, editing, and publishing, and provide instruction on the writing process.
  7. Examine the causes of literacy problems in elementary and middle level schools.

Course Assignment

Textbook readings and lecture presentations

Course Requirements Checklist

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

Discussions (2)

Discussions are collaborative learning experiences. Therefore, the candidate is required to provide a thread in response to the provided prompt for each discussion. Each thread must be 450–500 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 150–200 words. (MLO: A, B)

Journal Article Critiques

The candidate will select 2 peer-reviewed journal articles that focus on one of the following topics: importance of reading, reading comprehension strategies for fiction or nonfiction text, importance of teaching writing or literacy issues in elementary or middle schools. The review must be 4–5 pages, double spaced, and include a current-APA formatted title page. The candidate’s selected articles must be current (no more than 5 years old) and must relate specifically to the selected language arts topic and include a summary, main ideas, conclusion, personal reaction and application to a biblical worldview. The critique must include 2 references in addition to the course textbooks and the Bible. (MLO: A, C, D, E, F)

Language Arts Video Presentation

The candidate will use evidence-based practices applicable to the language arts topic (selected from the course textbook), journal articles, and other resources related to the selected topic to design a media presentation using Adobe Spark. The video presentation will consist of introductory slide, 5–6 minutes of relevant content, and references at the end (current APA). (MLO: A, B)

Patterns of Practice (4)

In planning literacy activities for preK–8 classrooms, the candidate will design a Patterns of Practice unit for an elementary classroom. The candidate must follow the steps in the Tompkins textbook for each of the 4 different Patterns of Practice (thematic unit, literature circles, literature-focused unit, and Writing workshop). For each of the four patterns of practice, a different grade level will be selected. There are two components: 1) create a graphic organizer or concept map following the required steps for each pattern of practice. This is a visually designed, mini-lesson type instructional tool and the main focus, and 2) write a rationale for literacy planning as if you were part of a collaborate planning team (250-300 words). Also includes a reference page in APA format. (MLO: A, C, D, E, F)

edTPA Task 2 – Instructing and Engaging Students in Literacy Learning

Task 2 is a practice task simulation in Literacy Instruction whereas you will demonstrate how you support and engage students in literacy learning. edTPA task instructions are located in LiveText. (MLO: A, B)

Language Arts Strand Project

For this project, the candidate will select a specific grade level (K–8) and design a Language Arts project to include the 6 language arts (listening, talking, reading, writing, viewing, and visually representing). The candidate will integrate the 6 language arts into a text set, lesson plan, student activities, tiered reading group activities, and assessments, focusing on the language arts. Activities from the Patterns of Practice can be utilized in the Language Arts Strand Project. (MLO: A, B, C, D, E, F, G)

Quizzes (10)

Each quiz will cover the Learn material for the assigned Module: Week. Each quiz will be open-book, contain 10 multiple-choice questions, and have a 1-hour time limit. The candidate may take each Chapter Quiz up to 3 times during this time limit and at one seating. The highest scoring attempt will count. (MLO: A, B, C, E, F, G)