Course
Syllabus
Integrating
the Content Areas I
EDU4313 ~ Fall ~ 2007
Instructor: Mrs.
Beth Davidson, M.ED.
Office: College
Work Phone:
425-3267 Home
Phone: 267-6901
E-mail: davidson-b@lambuth.edu
Office Hours:
MWF
TR
Class Meets:
TR
CU220
Required
Text:
Gail
Tompkins (2006). Literacy for the 21st Century. Teaching
Course
Description:
This course is designed to
give a detailed theoretical and practical picture of the integration of the
four language arts strands: reading, writing, listening, and speaking. Emphasis will be placed on teaching these
processes through literature and the content areas. You will explore approaches, methods and
materials to be used in helping children appreciate multicultural perspectives.
STANDARDS:
English Language Arts
Standard 1:
developing beginning literacy skills, for integrating reading instruction across all subject matter areas, and
for enabling all children to become proficient and motivated readers.
Supporting Explanation: Candidates know what is necessary for all
children to learn to read, and they
implement a balanced reading program. Teacher candidates understand that children
learn to read
within the context of every subject and
that explicit instruction in reading is needed throughout the
elementary and middle grades.
1.1 Candidates understand how phonemes (speech sounds) are connected to print.
1.3 Candidates develop reading fluency in students at a rate that supports text comprehension.
1.4 Candidates understand the need for developing prior knowledge such as background information and vocabulary as aids to comprehension.
1.5 Candidates apply active comprehension strategies to help students to construct meaning from text.
1.6 Candidates understand the importance of developing and maintaining in students a motivation to read.
1.7 Candidates know and use the skills necessary for informational reading (reading to learn).
1.8 Candidates know and apply research-based teaching practices that enable children to become proficient and motivated readers.
1.9 Candidates
know the
1.10 Candidates develop expertise in explicit approaches to support student acquisition of phonemic awareness, fluency, reading comprehension, and study skills.
1.11 Candidates know how children develop literacy skills before formal instruction and how instruction should proceed in order to help all children learn to read and write.
1.12 Candidates provide experiences enabling children with diverse cultural and language backgrounds to become competent, independent readers.
1.13 Candidates know that assessments are used for a variety of purposes, including diagnosing of strengths and weaknesses (for planning, grouping, and designing individual programs), monitoring students’ progress and evaluating achievement.
1.14 Candidates understand the reciprocal nature of literacy elements: reading, writing, and language elements.
Standard 2: Writing: Candidates know, understand, and use the writing process for communication,
expression, and reflection in all subject areas, for a variety of purposes, in a range of modes, and for
multiple audiences.
Supporting Explanation: Candidates demonstrate a broad understanding
of the uses of writing to
communicate, to promote the dissemination
of information, to generate, develop, and refine ideas, and to
express individual voice.
2.1 Candidates understand and apply knowledge of the writing process.
2.2 Candidates know the state writing curriculum standards and incorporate that knowledge into their instruction.
2.3 Candidates write frequently for multiple purposes and in practical, occupational, personal, and academic modes.
2.4 Candidates evaluate written products and assess students’ progress both holistically and through the analysis of discrete elements.
2.6 Candidates acknowledge and respect the effect of cultural diversity and linguistic differences in the writing of students whose first language is not English.
2.7 Candidates understand the interactive relationship of language arts.
2.8 Candidates promote the integrating of literacy skills across all subject areas.
Standard 3: Elements of Language: Candidates know and understand basic English usage, mechanics,
spelling, grammar, and sentence structure as tools to facilitate the writing process.
Supporting Explanation: Candidates understand and use the rules and
conventions governing the
structure and syntax of language as
prerequisites to effective communication and as markers of literacy.
3.1 Candidates recognize that effective instruction in the elements of language in integrated with and applied to the writing process.
3.2 Candidates demonstrate understanding of the parts of speech and their functions in sentences.
3.3 Candidates apply the standard rules of capitalization and punctuation, as well as legible handwriting, in written communication.
3.4 Candidates display a knowledge of the emerging stages of accurate spelling, including temporary spelling, and of phonemic awareness and structural analysis of words.
3.5 Candidates translate the knowledge of structure and mechanics into proofreading and editing of written language in all disciplines.
3.6 Candidates construct simple, compound, and complex sentences, using correct word order, subject-verb agreement, and correctly placed modifiers.
3.7 Candidates model effective oral and written communication skills.
3.8 Candidates design instruction appropriate to students of diverse backgrounds.
Mathematics
Standard 4: Geometry: Candidates know, understand, and use geometric concepts and create learning
experiences that develop geometric concepts and spatial reasoning in students.
Supporting Explanation: Candidates have an understanding of geometric
concepts and relationships
and can apply them in problem solving
situations. They also demonstrate
knowledge of effective
instructional practices necessary for
developing geometric proficiency in students.
4.2 Candidates specify locations and explain spatial relationships using coordinate geometry and other representational systems.
Science
Standard 1: Elements of Effective Science Instruction: Candidates demonstrate understanding of science
and technology in daily life through the use of inquiry-based, open-minded, and materials-based
investigation, incorporating habits of mind and pedagogical techniques required to deliver the content in a
safe environment.
Supporting Explanation: Candidates know, understand and use
strategies and pedagogy to enhance
science instruction for all students.
1.4 Candidates show the interrelationships among the various science disciplines, literacy, mathematics, and social sciences.
1.7 Candidates plan lessons and units that incorporate a learning cycle-engagement, exploration, explanation, extension and evaluation – and safe management of materials.
Social Studies
Standard 1: Social Studies Process: Candidates use effective instructional strategies that integrate social
studies content and knowledge.
Supporting Explanation: Candidates recognize how culture; economics;
geography; governance and
civics; history; and individuals, groups
and interactions impact the various elements of the
curriculum:
local communities, world communities, American history from its
beginning to the present
and early world civilizations. Candidates understand and use a variety of
instructional strategies to
encourage the development of critical
thinking, problem solving and performance skills in students.
1.1 Candidates assist students in acquiring information through locating, gathering, observing, comprehending, organizing, and processing information from a variety of primary and secondary sources.
1.3 Candidates model the problem solving process involving comprehension, analysis, and data
interpretation that lead to a solution or conclusion
1.4 Candidates use communication to convey ideas through individual expression, group dialogue, cultural communities, and global networks using oral, written, symbolic, visual and technological means.
1.5 Candidates relate an understanding of chronological placement, historical trends, and historical decision-making that is integral to all of the social studies disciplines.
1.6 Candidates analyze historical data to prioritize events, identify bias, recognize perspectives, interpret trends, and predict outcomes.
Standard 2: Culture: Candidates understand and demonstrate appreciation of the variety of human
cultures. Candidates recognize the contributions of individuals and people of various ethnic, racial,
religious and socioeconomic groups to the development of communities and civilizations.
Supporting Explanation: Candidates explore different elements of
societies to help develop their
students’ appreciation of and respect for
the variety of human cultures.
Candidates recognize the
contributions of individuals and people of
various ethnic, racial, religious, and socioeconomic groups to
the development of communities and
civilizations.
2.1 Candidates explore different elements of societies to help develop their students’ appreciation of and respect for the variety of human cultures.
2.2 Candidates recognize the contributions of individuals and people of various ethnic, racial, religious and socioeconomic groups to the development of communities and civilizations.
Standard 3: Economics: Candidates understand basic economic concepts and recognize the effects of
globalization, population, growth, technological changes and international competition on production,
distribution and consumption of goods and services.
Supporting Explanation: Candidates create learning experiences to
help students contrast basic needs
versus wants and using versus saving
money. Candidates assist students in
understanding economic
decision making on a personal and global
level.
3.1 Candidates create learning experiences to help students contrast basic needs versus saving money.
3.2 Candidates assist students in understanding economic decision making.
Standard 4: Geography: Candidates use knowledge of geography to explain the web of relationships
among people, places, and environments.
Supporting Explanation: Candidates integrate the six essential
elements of geography in their teaching:
the world in spatial terms, places and
regions, physical systems, human systems, environment and
society, and use of geography. Candidates prepare a balanced approach to the
teaching of social
studies, including both cultural and
physical geography.
4.1 Candidates integrate the six essential elements of geography in their teaching: the world in spatial terms, places and regions, physical systems, human systems, environment and society, and use of geography.
4.2 Candidates prepare a balanced approach to the teaching of social studies, including both cultural and physical geography.
Standard 5: Governance and Civics: Candidates understand the concepts of governance and civics
Supporting
Explanation: Candidates convey the
structure and purpose of governance in a democracy in
language
that is meaningful and appropriate for students. Candidates demonstrate an understanding of
individual rights and responsibilities,
including ethical behaviors, and the role of citizens.
5.1 Candidates convey the structure and purpose of governance in a democracy in language that is meaningful and appropriate for students.
5.2 Candidates demonstrate an understanding of individual rights and responsibilities, including ethical behaviors, and the role of citizens within their community, nation, and world.
Standard 6: History: Candidates understand the importance of history and its relationship to informed
decisions in contempory life.
Supporting Explanation: Candidates understand the place of historical
events in the context of past,
present, and future. Candidates construct sound historical
arguments and perspectives on which
informed decisions in contemporary life can
be based. Candidates evaluate evidence,
including primary
sources, to develop comparative and causal
analysis.
6.1 Candidates understand the place of historical events in the context of past, present, and future.
6.2
Candidates construct sound historical arguments and
perspectives on which informed decisions in contemporary life can be based.
6.3
Candidates evaluate evidence, including primary
sources to develop comparative and causal analysis.
Standard 7: Individuals, Groups, and Interactions: Candidates understand that personal development and
identity are shaped by factors including culture, groups, and institutions and highlight the exploration,
identification, and analysis of how individuals and groups work independently and cooperatively.
Supporting Explanation: Candidates describe the responsibilities that
individuals have both to
themselves and the group to which they
belong. Candidates convey how
interactions between
individuals and groups can influence
communities and the individuals therein.
Candidates assist
students in understanding how groups can
impact change at the local, state, national, and international
levels
7.2 Candidates convey how interactions between individuals and groups can influence
communities and the individuals therein
7.3 Candidates assist students in understanding how groups can impact change and the local, state, national, and international levels.
.
~ Course
Policies ~
Students should attend
classes to actively participate in group discussion and collaborative
assignments. After two unexcused
absences, the final grade will be lowered by one grade level. Three
tardies equal one unexcused absence. Excused absences are those excused by
Students
This course is exclusively
designed for students registered through the university. Therefore, children are not permitted to be
present in scheduled classes. As an
instructor, I purport to provide a stimulating learning environment. This cannot be achieved with children present
and does not emulate the design of a college level course. Additionally, children can not be left
unattended.
Plagiarism is copying from
another’s published or unpublished works without permission, or using another’s
words without giving credit to the author.
Plagiarism is illegal by the State’s standards, and unethical according
to the academic standards of
Cheating in any form will
mean automatic “0” on the assignment/exam, and the Academic Dean will be
informed. A second incidence of cheating
will result the failure of this course.
Dishonesty about observation hour totals, ‘faking’ visits, or using
another’s time as your own will be treated as a cheating offense.
The student will protect the
right to privacy of all children and families observed in the classroom or
elsewhere. No reference should be made
to them in any way that would identify them to another person. All information about students, their
families, or problems are considered confidential and not to be revealed to
anyone without the consent of the parent.
Please use first names only.
American
Disabilities Act
Liability Insurance
Each student taking this course will be
required to carry liability insurance for individual protection during
observations and other work in schools or clinics. Liability insurance may be
obtained at minimum cost through membership in the Student Tennessee Education
Association (STEA). This must be done prior to your receiving your observation
placement.
Please silence all cell phones and
beepers during class.
All papers should be typed with a cover
sheet and neatly
presented to the professor unless otherwise
indicated.
Grading
Scale 100 -- 95% A 94-87% B 86-80% C 79-73% D Class Participation
____/50 Observation Packet
____/150 Chapter Outlines ____/100 Examinations ___/100 ___/100
___/100 ___/100 Reading Newsletter
____/100 Reading Lesson _____/100 Semantic Map _____/150 Reading Activities _____/400
~ Course
Requirements ~
1.
Class Attendance/Participation (50
points). Materials and activities
presented in this course are designed to enhance your development as an
educational leader. Students pursuing the teaching profession are mature enough
to take the responsibility of facilitating the acceptable completion of course
requirements and for judging the role of class attendance in meeting this goal.
2.
Observations (150 points).
EDU4313 requires 10 observation hours in a K-3 classroom. As you observe, you are to complete the observation
packet located in the Teacher Education Program Handbook. You will need to make copies of this packet because you will use this same
observation packet in other classes. Observation packets are due November 29th.
3.
Chapter
Outlines/Summaries/Graphic Organizers. (100 points – total of 12 – you will
be required to turn in 10) You will submit a critique/summary/outline/ or graphic
organizer for the assigned readings that are listed in the syllabus each class
period.
4.
Reading
Newsletter (100 points) This will be a group project.
Each group will be responsible for designing a newsletter for parents
regarding reading. Your newsletter needs
to be information; yet, eye-catching.
5.
Examinations (400points). There will be
four examinations. The tests will be worth 100 points each and consists of
short answer, multiple choice, and essay questions from the text. See syllabus schedule for the dates of review
and tests.
6.
Social
Studies Semantic Mapping with Goals and Objectives (150 points). Semantic
mapping will assist in thematic grade level planning. You will develop this map
from a Social Studies standard, choosing your own grade level. All items should
be neatly organized and typed. A rubric
will be given for this activity.
Include the following in your Semantic
Map Packet:
a.
Concepts and specific
ideas under each concept.
b.
References,
handouts, games, activities, or any ideas that would assist in teaching these
concepts.
c.
The
d.
Other content
areas that the semantic mapping reaches.
e.
How the
activities relate to
f.
Why this theme is
developmentally appropriate.
7.
Reading Activities (400 points).
1.
Develop a sight
word card file. Divide the cards into pre-primer, primer, first,
second, and third grades. Develop an alphabet card file with upper and lower
case letters.
2.
You will create a
bound copy of environmental print.
Your book should be at least ten pages in length with one piece of
environmental print per page. Your book
does not have to tell a story, but each page should contain at least one
sentence of print.
3.
In a group you
will create a word wall. Your word
wall will be displayed on a bulletin board.
Your word wall will need to have a theme. Ex. Based on a trade book,
basal reader, sight words. Your wall
will need to have at least 20 words. You
will need to include an index card on your board indicating the grade level and
the rationale for why your group chose those particular words.
4.
Literacy Center-this
will be a literature based language arts center. Your center
will be displayed using a tri-fold board in the curriculum lab and three
language arts activities. One activity
will be hands-on, one activity will be you reading a children’s book on tape,
and the last activity will be one of your choice. All of your activities and the appearance of
your center should be centered around the children’s book that you choose to
put on tape.
8.
Reading
Lesson Plan (100 points). You
will be responsible for writing a lesson plan following the Lambuth University
Lesson Plan format. . I will observe you and grade your lesson plan
based on you following the Lambuth Lesson Plan format. If you are able you will teach this lesson in
a classroom in the public school system.
If you are unable to teach a reading lesson, then you write an
additional lesson that you will teach.
Tentative
Schedule
EDU 4313
Thursday,
August 23 Review of Syllabus
Review
of Teacher Portfolios / Praxis Information
Review of Observation
Packet
Sign-up for
observation placements
T- August 28 Bloom and
Lesson Plan Guidelines
R- August 30 Chapter 1:
Becoming an Effective Teacher of
Chapter
Summary/Outline/Graphic Organizer
Week 2
T- September 4 Chapter 2: Teaching the
Chapter
Summary/Outline/Graphic Organizer
R- September 6 Wrap-up
Chapters 1-2
Week 3
T- September 11 Test
#1 (Chapters 1-2)
R- September 13 Chapter
3: Working with Young Readers and
Writers
Chapter
Summary/Outline/Graphic Organizer
T- September 18 Chapter
4: Cracking the Alphabetic Code
Chapter
Summary/Outline/Graphic Organizer
R- September 20 Chapter
5: Developing Fluent Readers and Writers
Chapter
Summary/Outline/Graphic Organizer
Sight Word
Card File Due
Week 5
T- September 25 Chapter
6: Expanding Student’s Knowledge of
Words
Chapter
Summary/Outline/Graphic Organizer
R- September 27 Test
#2 (Chapters 3-6)
Week 6
T- October 2 Social Studies in the Classroom
R- October 4 Social
Studies in the Classroom
Environmental Print Due
T- October 9 Social Studies in the Classroom
R- October 11 What is a Semantic Map?
Word Walls
Due
T- October 16 Fall Break
R- October 18 Chapter 7and 8: Facilitating
Students Comprehension
2 Chapter
Summaries/Outlines/Graphic Organizers
Week 9
T- October 23
R- October 25
Week 10
R- November 1 Chapter
9: Assessing Student’s Literacy
Development
Chapter
Summary/Outline/Graphic Organizer
Week 11
T- November 6 Test #3 (Chapters 7-9)
R- November 8 Chapter 10:
Teaching with Basal
Chapter Summary/Outline/Graphic Organizer
Semantic Map